Mapping the Text -- Collaboration and Co-Teaching: Strategies for English Learners

Benjamin Lester, Ph.D.Cherokee High School

Karen Kuhel, Ph.D.Kennsesaw State University

Cherokee County School DistrictCollaboration and Co-Planning

October 2011

AgendaMorning Session

• 8:30-9:30am– Welcome (Icebreaker, EQ,

Objectives)– Styles of Collaboration– Relationship Building

• 9:30-10:00am– Your Collaboration Model

• 10:00-10:15am– Bathroom Break / Stretch

• 10:15-11:30am– How Do We Collaborate?

• 11:30-12:30pm– Lunch

Afternoon Session

• 12:30-1:30pm– What Does the Research Say?– Co-Planning

• 1:30-1:45pm– Bathroom Break / Stretch

• 1:45-3:00pm– Co-Teaching– Taking the First Steps

• 3:00-3:30pm– T.O.D – Wikis

Ice Breaker – Your Name

• Where does your name come from? • Share the story of where your name comes

from and what your name means. • Everyone's name has a surprisingly

interesting origin. • This activity helps to build intercultural

respect and understanding.

Essential Question: How do ESOL teachers and content teachers collaborate and co-teach effectively?

Content Objective: SWBAT collaborate and SWBAT collaborate and co-teach with content teachers more effectively and co-teach with content teachers more effectively and efficiently. efficiently.

Language Objective: SWBAT write and revise SWBAT write and revise collaborative lesson plans that differentiate across all collaborative lesson plans that differentiate across all language proficiency levels. language proficiency levels.

 

Action

Caring

Structure

Vision

Which word most resonates with your style of collaboration?

Consider

• What is the defining word for the teacher you collaborate(d) with most often?

• Is it the same as yours?

• What do/did you find most challenging in your collaboration?

• What do you think your colleague finds/found most challenging?

• Could a perceived weakness be an exaggerated strength?

Action

Caring

Structure

Vision

Relationship Building

Things to Consider

o If teachers have opportunities to interact socially, they build friendships

o If teachers have opportunities to interact professionally, they build partnerships

What Do Your Partnerships Look Like?

Pull-Out Model“Students are taken out of a general education class for the purpose of receiving small group language instruction from the ESOL teacher”

GADOE 160-4-5-.02 LANGUAGE ASSISTANCE: PROGRAM FOR ENGLISH LEARNERS (ELs)

Push-In Model“Within reading, language arts, mathematics, science or social studies – Students remain in their core academic class where they receive content instruction from their content area teacher along with targeted language instruction from the ESOL teacher”

How do we collaborate?

Honigsfeld, A, & Dove, M.G. (2010). Collaboration & co-teaching: Strategies for English learners – Thousand Oaks, CA: Corwin Press.

What does your collaboration look like?

Open your book to pg. 15

Using the Four C’s of Collaboration Chart…

• Pull Out or Co-Planning What do you see as your role(s) when you collaborate?

What challenges do you face when you collaborate with general education/content teachers? (consider your defining word – Action/Vision/Caring/Structure)

• Push-In What do you see as your role(s) when you collaborate?

What challenges do you face with when you collaborate with general education/content teachers? (consider your defining word – Action/Vision/Caring/Structure)

Did your responses cover…?

• Socioeconomic Factors

• Affective Factors

• Linguistic Factors

• Background Knowledge

• Academic Factors

All of the above? Some of the above? (p. 71 - chart)

What Does The Research Say?

Co-planning Needs ESCROW

• E stablish and stick to meeting times

• S tart by discussing big ideas and setting essential learning goals

• C oncentrate on areas of special difficulty for ELs: scaffold learning, adapt content, modify assignments,

and differentiate tasks• R eview previous lessons based on student

performance data• O vercome the need to always be in control

• W ork toward common understanding of ELs’ needs

p. 64

Where to Start – Co-Planning• Does your collaborator

understand how to interpret an ACCESS Teacher Report? know how to use the WIDA MPIs? have the WIDA Can Do’s easily accessible? include language objectives by overall language proficiency level &

domain (reading, writing, listening, speaking) in lesson planning? adapt texts & assignments to reduce linguistic complexity? develop tiered tasks, assignments, & assessments to accommodate for

overall language proficiency level & domain? utilize multiple means of representing information (e.g., visuals, non-

linguistic representations, manipulatives)?

• How can you offer assistance? Offer to co-develop instructional materials Offer to collaborate on assessment of student work ??

ESOL Co-Teaching is NOT the Same Model as Special Education

• In a special education inclusive classroom the objective is to NOT know who receives services

• In an ESOL co-taught classroom the objective is to have two teachers serve two very specific roles– GE/Content teacher GE/Content teacher is the contentcontent specialist specialist– ESOL teacher ESOL teacher is the linguistic* linguistic* and intercultural intercultural

specialistspecialist– Students know the role of each teacher

*language function – e.g., describe, identify, morphology, syntax, semantics

Co-Teaching as ESOL Collaboration

Co-Teaching:One (1) Student Group

1. One Lead Teacher / One “Teaching on Purpose” (p.76)

– Whole class– ESOL teacher teaches mini-lesson on language objective,

language functions, grammar functions, etc.– GE/Content teacher incorporates mini-lesson into larger lesson

2. One Group - Two Teachers: Same Content (p. 76)– Whole class– GE/Content teacher presents lesson– ESOL teacher interjects w/ examples, recasts

statements/questions using simplified sentence structures, provides visuals, provides patterns of language, etc.

Co-Teaching: One (1) Student Group

3. One Teaches / One Assesses (p. 77)

– One teacher takes the lead – One teacher circulates– Example: ESOL teacher presents mini-lesson, GE/content

teacher circulates to assess content– Example: GE/Content teacher presents content, ESOL teacher

circulates to assess for language development

Co-Teaching: Two (2) Student Groups

4. Two Teachers Teach Same Content (aka

Parallel Teaching) (p. 78)

– Two teachers, two groups– Both teach the same content– Instruction differentiated by group need

Co-Teaching: Two (2) Student Groups

5. One Preteaches / One Teaches Alternative Information (p. 79)• GE/Content teacher teaches w/ minimum activation of

linguistic/cultural background knowledge• ESOL teacher teaches group that requires more intensive

linguistic and/or cultural background knowledge

6. One Reteaches / One Teaches Alternative Information (p. 80)• GE/Content teaches teaches w/ minimum review of

linguistic/cultural background knowledge• ESOL teacher helps students review before moving into

content

Co-Teaching Multiple Groups

7. Multiple Groups* (p. 81)

– Teachers circulate among groups• Linguistic need• Need for content remediation• Accelerated• Project-based• Stations

– GE/Content teacher focuses on content GE/Content teacher focuses on content knowledge & academic achievementknowledge & academic achievement

– ESOL teacher focuses on linguistic knowledge & ESOL teacher focuses on linguistic knowledge & language developmentlanguage development

Particularly useful for EIP/REP & ESOL classrooms

First Steps

pg. 84 2+2

pg. 88 EL Observable Behavior T-Chart

pg. 121 Conversation Protocol Topics to Enhance Instruction of ELs

pg. 138 Virtual Meeting Form

pg. 155 Strategies for Ongoing Reflection

pg. 156-7 Ongoing Reflection Logs

Know Your Resources

Next Steps

• Use resources mentioned in this workshop

• Work with your teams and departments

• Advocate and collaborate with a smile

• Choose (?) one teacher with whom you could collaborate

• Start with what you have

• Start with what you are comfortable

• Think creatively – Technology (Wikis)

• Reflect "2+2”

Action

Caring

Structure

Vision

Know your strengths & those of your colleague(s) Recognize your challenges & those of your colleague(s) Focus on how your strengths complement A perceived weakness is just an exaggerated strength

 

Ticket Out the Door:

What did I learn today about my role in collaboration with a general education/content teachers? What will I take away from today’s session and apply in my collaboration between now and December?

What do I need to remember "to be like water” in my collaborations?

ResourcesAssessment

Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD• Burke, K.B. (2020). Balanced assessment: From formative to summative. Bloomington, IN: Solution Tree.• Davies, A. (2007). Making classroom assessment work (2nd ed.). Courtney, BC: Connections Publications.• Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom.

Alexandria, VA: ASCD.• Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic

achievement. Thousand Oaks, CA: Corwin Press.• Marzano, R. J. (2010). Formative assessment & standards-based grading: Classroom strategies that work.

Bloomington, IN: Marzano Research Laboratory.• O’Malley, J. M., & Valdez Pierce, L. (1996). Authentic assessment for English language learners. Boston, MA:

Addison-Wesley (Pearson).

Co-Teaching/Collaboration• Langer, G. M., Colton, A. B., & Goff, L. S. (2000). Collaborative analysis of student work: Improving teaching and

learning. Alexandria, VA: ASCD.• Marietta, G., & Brookover, E. (2011). Effectively educating prek-3rd English language learners (ELLs) in Montgomery

County public schools. New York, NY: Foundation for Child Development.• School Reform Initiative Inc. Critical Friends Resource and Protocols -- http://schoolreforminitiative.org/protocol/ • Thousand, J.S., Villa, R.A., Nevin, A.I. (2007). Differentiating instruction: Collaborative planning and teaching for

universally designed learning. Thousand Oaks, CA: Corwin Press.• Villa, R. A., Thousand, J. S., & Nevin, A. I. (2008). A guide to co-teaching: Practical tips for facilitating student learning

(2nd ed.). Thousand Oaks, CA: Corwin Press.

Differentiation• Chapman, C., & King, R. (2005). Classroom assessment & grading that work. Alexandria, VA: ASCD.• Echevarria, J., Vogt, M. E., & Short, D. J. (2008). Making content comprehensible for English language

learners ( 3rd ed.). Boston: Pearson Education. • Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2006). 50 content area strategies for adolescent literacy.

Upper Saddle River, NJ: Prentice Hall.• Reiss, J. (2006). 102 content strategies for English language learners: Teaching for academic success in

grades 3-12. Upper Saddle River, NJ: Pearson.

Linguisics/Language Acquisition• Justice, P. W. (2006). Relevant linguistics (2nd ed). Stanford, CA: Center for the Study of• Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed). Oxford, UK: Oxford

University Press.

Literacy• Daniels, H., & Zemelman, S. (2004). Subjects matter: Every teacher's guide to content-area reading.

Portsmouth, NH: Heinemann.• Kaufmann, D. (2007). What’s different about teaching reading to students learning English. McHenry, IL:

Delta Publishing.• Peregoy, S. F., & Boyle, E. F. (2008). Reading, writing, and learning in ESL: A resource book for K-12

teachers (5th ed.). Boston, MA: Vogt, M. E. & Echevarria, J. (2008). 99 ideas and activities for teaching English Learners with the SIOP Model. Boston: Pearson Education.

Literacy cont’d• Pilgreen, J. (2010). English learners and the secret language of school: Unlocking the mysteries of

content-area texts. Portsmouth, NH: Heinemann. • Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. Upper Saddle River, NJ:

Merrill Prentice Hall.• Tovani, C. (2004). Do I really have to teach reading: Comprehension strategies for adolescent

readers. Stenhouse.• Vacca, R. T., & Vacca, J. A. (2002). Content area reading: Literacy and learning across the curriculum

(3rd ed.). Boston, MA: Allyn and Bacon.

Vocabulary Development• Allen, J. (2007). Inside words: Tools for teaching academic vocabulary grades 4-12. Portland, ME:

Stenhouse.• Bear, D. R., Invernizi, M., Templeton, S., & Johnston, F. (2012). Words their way with English

learners: Word study for phonics, vocabulary, and spelling instruction (5th ed.). Upper Saddle River NJ: Merrill/Prentice Hall.

• Herrell, A. L., & Jordan, M. (2006). 50 strategies for improving vocabulary, comprehension, and fluency: An active learning approach (2nd ed.). Upper Saddle River, NJ: Pearson.