teacher collaboration to support english language learners ......tesol program • co-authored...
TRANSCRIPT
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Teacher Collaboration to SupportEnglish Language Learners
April 27, 2010
KDP eChapter Webinar
Andrea Honigsfeld, Ed.D. [email protected]
Maria Dove, Ed.D. [email protected]
Molloy College, Rockville Centre, NY
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Our Collaborations
• Maria: Co-taught in VS 30
• Andrea: Co-taught in NYC
• Collaborated through Molloy
TESOL program
• Co-authored several articles
• Co-authored a Corwin Press book
• Co-presented at national conferences numerous times
• Co-editing a new book on collaboration
• Co-facilitated K-12 workshops on Long Island, NYS, and
beyond
• Co-present this Webinar for you!
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George Bernard Shaw
‘If you have an apple and I have an apple and we exchange these apples, then you and I will still each have one apple.
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George Bernard Shaw
‘If you have an apple and I have an apple and we exchange these apples, then you and I will still each have one apple.
But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas.’
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Agenda
1.Key ideas
2.Challenges teachers face
3.Types of collaboration
4.Instructional and noninstructional collaborative practices to enhance differentiated instruction for ELLs
5.Promising practices as a result of teacher collaboration for ELLs
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Key Questions
1.What types of collaboration yield the most effective instruction to meet the academic and language development needs of ELLs?
2.How do teachers successfully implement various instructional and noninstructional collaborative practices to enhance differentiated instruction for ELLs?
3.What promising practices are emerging as a result of teacher collaboration for ELLs?
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LEP• Limited English Proficient
• Language Enriched Pupil
Which one is it?
Who will truly belong?
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Maslow’s Hierarchy of Needs
Self-
Actualization
Self-
Esteem
BELONGING
Safety and Security
Physiological Needs
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What Does the ESL Program in
Your District Look Like?
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Monday Tuesday Wednesday Thursday Friday
9:00 - 9:20
9:20 - 10:00 LOTE
LOTE
10:00 - 10:40
Reading
Reading
Reading
Reading
Reading
10:40 - 11:20
11:20 – 12:00 Lunch
Lunch
Lunch
Lunch
Lunch
12:00 - 12:15
12:15 – 12:45 Waterford
Waterford
Waterford
Waterford
Waterford
12:45 – 1:00
1:00 - 1:50
ESL
ESL
ESL
ESL
ESL
1:50- 2:30
Phys Ed
Art
Music
Phys Ed
Library
2:30 - 3:05
ESL
ESL
ESL
ESL
ESL
3:10 - 3:30
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ELL Model: Before (Theoharis 2007)
Full-Time
PulloutHalf- Time
Pullout
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ELL Model: After (Theoharis, 2007)
Half-Time
Inclusive/Teaming
Full-Time
Inclusive/Teaming
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Teacher Collaboration
• “Working together in a supportive and
mutually beneficial relationship; a style for
direct interaction between at least two
coequal partners voluntarily engaged in
shared decision making as they work
toward a common goal.” (Friend and Cook
1992)
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Friend and Cook
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Teacher Isolation Replaced
with Relationships
If teachers have more opportunity to interact socially, they build friendships.
If teachers have more opportunity to interact professionally, they build partnerships.
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Questions
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CollaborationInstructional Non-Instructional
Honigsfeld and Dove 2010
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Collaborative Instructional
Activities(1) Joint planning
(2) Curriculum mapping and alignment
(3) Co-developing instructional materials
(4) Parallel teaching
(5) Collaborative assessment of student
work
(6) Co-teaching
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Collaborative Planning:
What to Do and How to Do it?
• Recognize the BIG picture
• Start small
• Begin simple dialogue among teachers
• Choose one teacher with whom you could
collaborate and co-teach
• Think outside the box
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Bird’s Eye View
of the Curriculum
September Key Ideas
(Content Goals)
Most Challenging
Concepts
(Language Goals)
Week 1
Week 2
Week 3
Week 4
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Co-Teaching
• Co-teaching is an instructional delivery
approach in which a general education
and a special service provider (ESL,
SPED, Gifted and Talented, Remedial
Math or Reading specialist) share
responsibility for planning, delivering, and
evaluating instruction for a group of
students, some of whom have unique
instructional needs.
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Co-Teaching
The instruction occurs within the context of a single classroom and the cooperating teachers create a shared classroom community in which all students are valued members. Co-teachers develop and implement innovative teaching strategies that would not be possible if only one teacher were present.
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MODELS(Vaugh, Schumm, and Arguelles 1997; Honigsfeld and Dove 2008).
• MODEL 1: One Group of Students One Lead Teacher and One Teacher "Teaching on Purpose"
• MODEL 2: One Group of StudentsTwo Teachers Teach Same Content
• MODEL 3: One Group of Students• One Teaches, One Assesses
• MODEL 4: Two Groups of Students Two Teachers Teach Same Content
• MODEL 5: Two Groups of Students One Teacher Pre-Teaches, One Teacher Teaches Alternative Information
• MODEL 6: Two Groups of Students One Teacher Re-Teaches, One Teacher Teaches Alternative Information
• MODEL 7: Multiple Groups• Two Teachers Monitor/Teach
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Model 1
One Group: One Lead Teacher and One
Teacher "Teaching on Purpose"
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Model 2
One Group: Two Teachers Teach Same Content
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Model 3
One Group: One Teaches, One Assesses
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Model 4
Two Groups: Two Teachers Teach Same Content
A,B,C A,B,C
=
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Model 5
Two Groups: One Teacher Pre-Teaches, One
Teacher Teaches Alternative Information
A,B,C D,E,F
≠
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Model 6
Two Groups: One Teacher Re-Teaches, One
Teacher Teaches Alternative Information
A,B,C D,E,FA,B,C
≠
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Model 7
Multiple Groups: Two Teachers Monitor/Teach
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Collaborative
Non-Instructional Activities
• Joint professional development
• Collaborative teacher research
• Preparing for joint parent-teacher conferences
• Writing report cards
• Planning, facilitating, or participating in other extracurricular activities
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Questions?
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Collaborative Practices
MY KIDS YOUR KIDS
OUR KIDS
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Promising Outcomes for ELLs
• More focus on linguistic needs: Instruction
at students’ level of language proficiency
• More focus on their academic needs:
Preteaching necessary skills for
understanding
• Greater understanding of their school
behaviors and sociocultural needs
• More empathy from all teachers
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Promising Outcomes for
General Education Students• More differentiated instruction due to
collaborative teacher planning
• More use of varied instructional materials and
resources
• More appropriate instructional adaptations and
modifications for struggling or at-risk students
• More balanced social/emotional development
due to enhanced awareness of bilingual
classmates’ needs
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Promising Outcomes for
TeachersTeacher collaboration is a vehicle for
on-going, site-based professional
development through:
• Mentoring (for novice teachers),
• Peer coaching (for tmid-career teachers)
• Establishing teacher leadership roles (for
more experienced teachers).
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Features of Collaborative
Schools• Shared Vision and
Mission
• Curriculum Alignment
• Shared Instructional Practices
• Student-Centered Approach
• Ongoing Shared Professional Development
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www.tesolmedia.com/docs/TJ/firstissue/04_TJ_DoveHonigsfield.pdf
http://idiom.nystesol.org/articles/vol38-04.html
Also see posted accompanying materials.
Articles on Collaboration
and Co-Teaching
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Feel free to contact us for more information:
• Andrea Honigsfeld, Ed.D.
• Maria Dove, Ed.D.