leading learning; co-teaching to enhance arabic/ english biliteracy at kindergarten level
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Leading Learning; Co-teaching to enhance Arabic/ English
biliteracy at kindergarten level
Senior Leadership Team, Zakher KGMs Refaa Al Otaibi (Principal)
Mrs Diane Salazar (Academic Vice Principal)
Dr Anna Dillon (Head of Faculty)
Paper presented at TESOL Arabia Al Ain Chapter event ‘Emiratis and Expatriates working together’, January 24th 2015 at the Islamic Center, Continuing Education
Center, United Arab Emirates University
Educators and leaders to recognize the strengths and opportunities for growth of co-teaching in a dual language bilingual education programme
Education reform - New School Model (NSM) ‘aims to raise the academic outcomes of Abu Dhabi students to the internationally competitive level necessary to achieve Abu Dhabi Economic Vision 2030’ (ADEC, 2014).
Co-teaching ‘a sophisticated service option requiring a strong professional commitment and systemic supports’ (Friend, 2008: 10).
Aim and Context
‘the two sets of knowledge and skills form a sort of Venn diagram in which there are overlapping similarities and distinct differences’ (Friend, 2008: 11)
Aim and Context
AMTs
KG1
EMTs
KG2
Learning Walks and walkthroughs Whole group literacy – issue of age appropriate pacing and modeling of outcomes
Bilingual survey (30 questions) via www.surveymonkey.com yielded mainly quantitative data based on Likert scale ratings and ranking scales, although three open-ended opportunities were included (Borg et al., 1996; Cohen et al., 2000).
Nuances of translation and calibration in cross-cultural and intercultural research (Jagosh and Boudreau (2009: 105).
Rationale and Methodology
Content and Language Integrated Learning (CLIL) promotes ‘both content and language mastery to pre-defined levels’ in an additional language (Marsh, 2012: ii)
Teaching through the target language (TL) and using a cross-curricular or thematic approach (Dillon, 2009)
CLIL has presented a challenge to the ‘status quo’ where subjects and parts of subjects are seen as discrete chunks (Wolff, 2012)
The bigger picture
‘seems to offer bilingual programs a next evolutionary step by maximizing the skills of two types of teachers collaborating for the benefit of students’ (Bahamonde and Friend, 1999: 12).
‘co-teaching increases instructional options for all students’ because ‘two teachers can provide more individualization in a cotaught classroom’ (Bahamonde and Friend, 1999: 13)
Co-teaching affordances
‘The exact contribution that each person makes may vary, but together the educators create a learning situation that cannot be produced by a solo teacher’ (Friend, 2008: 9).
‘The power of co-teaching lies largely in the assumption that all the participants will make a greater contribution than the combination of the participants’ individual work’ (Liu, 2008: 106).
Co-teaching affordances
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Q3: Co-teaching maximizes both co-teachers’ teaching competence ي��د ز� ر��كي�������������� ت���� ال�مش� دري��س ن�هم ال�ت� ي��� �ب���������������� شه������ اف�� ال�مت�� و ن# ال�معل���مي� ا��ءة� ف��� ك���������� .م�ن#Answered: 19 Skipped: 1
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Q5: A co-teaching environment can provide students more effective monitoring and input than a single teacher دري��س ال�ت� ام ظ�������0 ن���� ع� ب4 ي��6 ب�����������������6 ص�������و��لال�ت�ي� ال�ف�
رد�ي� دري��سال�ف����� ال�ت� م�ن# ر� اك�ت���������� دة���� ي����� ال�ج�4 ج����# Gائ� ت� Iوال�ي�� م��������ر� ال�مث� ر�� ر�ك�ت������ الت����� م�ن# ي�Oد ال�م���ر�� ه����ا��ال�ظ�������ا�ل�ب4 ن��� ف����������������� ه��� مي� ع�ل�ث�� ال�ب� ة� Gي ي� ال�ت4 ج���� من� ر��كت����������������� ت���� .ال�مش�Answered: 20 Skipped: 0
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Q9: Co-teaching can make the stress of teaching more manageable for teachersص�ل ال�ف� ي� ف������������������ اط ت�������4 ض� الان�� ي��د ز� وي����� دري��س خ��ل������الال�ت� ال�ح�������اص�ل ز و��ي�� ال�ت� ر��كم�ن# ت���� ال�مش� م�� ع�ل�ي� ل�لال�ب� ف� .ي������
Answered: 20 Skipped: 0
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Q8: Co-teaching can help promote the growth of inexperienced teachers ي��د ز� ي���������������ط�����و���ر��ه�ا�� ون�� ر�ة�ال�مدرس�ات� خ�ت����������4 ر��كم�ن# ت���� ال�مش� م�� ع�ل�ي� .ال�ب�
Answered: 20 Skipped: 0
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Q6: A co-teaching environment can better facilitate the learning process س��هل ي�������������������م����ه��� ع�ل�ث�� ال�ب� ه��� ال�ع�م�لي� ر��ك�ه��� ت���� ص��������و��لال�مش� ال�ف� ي� ف������������������ م����ه��� ع�ل�ث�� ال�ب� ة� Gي ي� .ال�ت4
Answered: 19 Skipped: 1
Friend, 2008; Scruggs, Mastropieri and McDuffie, 2007; Keefe and Moore, 2004; Liu, 2008
Co-teaching requisites
Principals
Administrative support
Co-teachi
ng
Positive working relation
ship
Administrative support and planning
Theme mapping
Grade level planning
Weekly co-teacher planning
Daily co-teacher
consultation
Recommended by Hargreaves (2007)
Co-teaching by its nature encourages ‘teacher reflection on best practices to meet all students’ needs’ (Bahamonde & Friend, 1999: 18).
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Q11: My administration team helps staff members prepare for co-teaching �دارة oار��ك ت���� ال�مش� دري��س ا�ل�ت� ي������������������4 ام ت�� وال�ق� ر� ت����������� حض��� ال�ت6 ع�ل���ي ن# س��اع�دال�معل���مي�� ي������������������� .ال�مدرسه���
Answered: 20 Skipped: 0
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Q12: My administration team arranges planning time and other logistics to make co-teaching feasible ر��ك ت���� ال�مش� دري��س ال�ت� ه��� ع�م�لي� ل��������� م�� ي����� ظ�0 ن� وال�ي��6 ط����� ظ����ن� ح� ت� ل����������� ا�� ي� وف���� صص���� ح� ئ������������� ال�مدرسه��� دارة� oا.Answered: 20 Skipped: 0
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Q13: My administration team monitors the effectiveness of co-teaching to ensure that it is having the desired impact on student learning ع�لمال�ظل����������ات4 ي������������������ ع�ل���ي زال�مظ�ل��������و��ت4 الاي���� و���د وج�4 م�����������ان# ض��� ر��كل��� ت���� ال�مش� دري��س ال�ت� ه��� ع������ا�ل�ي� ف���������������� م�� ي� ق� ي������������������ ال�مدرسه��� دارة� oا.Answered: 20 Skipped: 0
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Q14: My administration helps me to engage in a dialogue with my co-teacher with restorative dialogue (where there may be disagreements etc.) ر�ك�ه������ ت���� ال�مش� ال�معل���مه��� م�ع���� م��������ر���ة�� م�ث���� وج�و���ارات� ات� س��� اف�� ي�م�ت���� و��لف������������������ ل�دج�� ل���������� �ي� ن� س��اع�د ي������������������� ال�مدرسه��� دارة� oا.Answered: 20 Skipped: 0
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Q15: We have enough time to plan together م�ع������ا�� ط����� ظ����ن� ح� ل�ت� ل���������� ي� ال�ك�����اف�� ت� ا��ال�وف���� ت� �Oي د .ل���������Answered: 19 Skipped: 1
Team teaching ‘can only be successfully implemented if co-teachers’ skills and relationships are strong and mature because it requires more time, coordination and trust in each other’s skills’ (Liu, 2008: 111).
Often likened to ‘marital relationships in that they depend on commitment, negotiation and flexibility’ (Friend, 2008: 13).
Working relationships
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Q17: I had some choice in my teaching partner ي� ف���������������� لت�ي� م�ت� ر� ا��ر ت� اخ��ت����� ي� ف���������������� ا�ر ت������� ال�ج�� ل����������ي� ان# دري��سك��������������� .ال�ت�Answered: 20 Skipped: 0
Beginning
Compromising Collaborating
Stages of a co-teaching relationship (based on Gately
and Gately 2001)
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Q21: Interpersonal Communication between you and your co-teacher ص��ي��� ح� ال�ش� و���اص�ل ال�ت�Answered: 20 Skipped: 0
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Q24: Curriculum Goals and Modifications ي��ل��ات� ع�����د وال�ب� اه�ج���# ال�مت�� ه�داف� GاAnswered: 20 Skipped: 0
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Q25: Instructional Planning م��ي� ع�ل�ث�� ال�ب� ط���� ظ����ن� ح� ال�ت�Answered: 19 Skipped: 1
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Q27: Classroom Management ه��� ص�������و��لال�دراس�ي� ال�ف� دارة� oاAnswered: 20 Skipped: 0
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Q28: Assessment ال�دراسي� م���هج���# ال�ث�� م�ع���� لم ق�� Gا ال�ت��Answered: 20 Skipped: 0
Pairing newly qualified teachers with experienced teachers;
Allowing teachers to choose teaching partner when possible;
Maximizing co-planning time; and Maximizing assessment opportunities.
Next steps…