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

1. 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

2. Agenda Morning Session 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 • 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

3. 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.

4. Essential Question: How do ESOL teachers and content teachers collaborate and co-teach effectively? Content Objective: SWBAT collaborate and co-teach with content teachers more effectively and efficiently. Language Objective: SWBAT write and revise collaborative lesson plans that differentiate across all language proficiency levels.

6. Structure Action Vision Caring Which word most resonates with your style of collaboration?

7. 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?

8. Structure Vision Action Caring

9. Things to Consider • If teachers have opportunities to interact socially, they build friendships • If teachers have opportunities to interact professionally, they build partnerships Relationship Building

10. What Do Your Partnerships Look Like?

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

12. How do we collaborate?

13. What does your collaboration look like? Open your book to pg. 15 Honigsfeld, A, & Dove, M.G. (2010). Collaboration & co-teaching: Strategies for English learners – Thousand Oaks, CA: Corwin Press.

14. 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)

15. 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)

16. What Does The Research Say?

17. 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 Co-planning Needs ESCROW p. 64

18. 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 • ??

19. 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 is the content specialist • ESOL teacher is the linguistic* andintercultural specialist • Students know the role of each teacher *language function – e.g., describe, identify, morphology, syntax, semantics

20. Co-Teaching as ESOL Collaboration

21. Co-Teaching:One (1) Student Group • 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 • 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.

22. Co-Teaching: One (1) Student Group • 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

23. Co-Teaching: Two (2) Student Groups • Two Teachers Teach Same Content (aka Parallel Teaching)(p. 78) • Two teachers, two groups • Both teach the same content • Instruction differentiated by group need

24. Co-Teaching: Two (2) Student Groups • 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 • 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

25. Co-Teaching Multiple Groups • Multiple Groups* (p. 81) • Teachers circulate among groups • Linguistic need • Need for content remediation • Accelerated • Project-based • Stations • GE/Content teacher focuses on content knowledge & academic achievement • ESOL teacher focuses on linguistic knowledge & language development Particularly useful for EIP/REP & ESOL classrooms

26. First Steps Know Your Resources

27. 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” Next Steps

28. 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 Structure Vision Action Caring

30. 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?

31. Resources Assessment 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.

32. 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.

33. 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.