Collabora'on and Co- Teaching: Integrated Service Delivery for English Language Learners

Transcription

1 Collabora'on and Co- Teaching: Integrated Service Delivery for English Language Learners Dr. Andrea Honigsfeld Dr. Maria G. Dove Molloy College Rockville Centre, NY

2 Define the NYS Integrated ENL Service Delivery Examine co- teaching through a cycle of co- planning, co- instruc'on, co- assessing, and reflec'on Discuss the implementa'on of various co- teaching models to enhance rigorous, differen'ated instruc'on for ELLs

3 Watch and analyze co- teaching video clips Share local success stories Evaluate select tools for collabora:on

4 Co-taught in New York City Co-authored articles/ chapters on the teaching of ELLs Co-authored and coedited several books Co-present regularly at national conferences Co-facilitate workshops throughout the United States and beyond Co-taught in Valley Stream, NY

5 Publica'ons to Support the Prac'ce of Collabora'on and Co- Teaching for ELLs

6 INTRODUCTIONS, PLEASE!

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8 Blueprint for ELLs Success

9 Principle #1: All teachers are teachers of English Language Learners Bilingual, ESOL, and other content- area teachers must collaborate purposefully and consistently to promote academic achievement in all content areas. Use materials and instruc:onal resources that are linguis:cally, age/grade appropriate, and aligned to the Common Core Learning Standards (CCLS).

10 Principle #3: Engage all ELLs in instruc'on that is grade- appropriate, academically rigorous, and aligned with the NYS CCLS Ar:culate specific content and language objec:ves. Principle #6: Leverage the exper'se of Bilingual, ESOL, and LOTE teachers and support personnel while increasing their professional capaci'es Create inten:onal learning opportuni:es for all teachers to collaborate and design instruc:on, analyze student work, and develop rigorous lessons.

11 Revision of CR PART 154 hqp://

12 What Is Integrated ENL and How Does It Differ From Previous Program Requirements? NYS Part 154 regula:ons define ENL (English as a New Language) as a research- based program comprised of two components: a content area instruc3onal component in English, and an English language development component. Integrated ENL requires either a dually cer'fied teacher or a cer'fied ESOL teacher and a cer'fied content area teacher who co- teach a class.

13 Strategies for Integrated Services 1. Co- Teaching ELLs are clustered in one or more classes per grade/content area. Two teachers one ESOL cer:fied and one childhood/content cer:fied plan and deliver instruc:on together in one classroom.

14 Strategies for Integrated Services 2. One Dually Cer:fied Teacher ELLs are clustered in one class; one teacher per grade/content area is dually cer:fied and designated to teach ELLs. That teacher is responsible for planning, developing materials, finding resources, and assessing student work in consulta:on with the ESL teacher.

15 Strategies for Integrated Services 3. Dually Cer:fied Team All teachers on a grade or in a content area are dually cer:fied (ESOL and content); ELLs are divided equally into each class. Teachers work as a team to plan instruc:on, develop materials, share resources, assess student work, and reflect on prac:ces

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18 9:00-9:20 9:20-10:00 Monday Tuesday Wednesday Thursday Friday 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

19 Integrated Service Delivery for ELLs Co- Plan Reflect Co- Instruct Based on Friend and SPPS Co- Assess

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21 Rou'nes for Co- Planning Success ORGANIZATION PRE- PLANNING CO- PLANNING POST- PLANNING

22 Rou'nes for Co- Planning Success ORGANIZATION Choose a co- planning pla`orm Have available to each co- teacher: curriculum guide/map, scope and sequence, pacing guide, modules, texts, standards, and so on. PRE- PLANNING Preview upcoming content; explore needed academic language Iden:fy Possible content or language objec:ves Difficult concepts and skills Possible individual/group resources and ac:vi:es

23 Rou'nes for Co- Planning Success CO- PLANNING Using your agreed upon pla`orm, iden:fy and finalize the following: Content and language objec:ves Difficult concepts and skills Prac:ce ac:vi:es Forma:ve and summa:ve assessments Co- teaching varia:ons Roles and responsibili:es Needed materials

24 Rou'nes for Co- Planning Success POST- PLANNING From your agreed upon roles and responsibili:es: Complete lesson planning Gather and prepare needed materials

25 Use of Technology for Collabora:on

26 Co- Planning Stacey Taylor and Kathryn Farley, Elmont High School

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30 Go- To Low Prep Strategies: Instruc:onal Rou:nes Opening the lesson A- Z charts Stand up, hand up, pair up Four corners KWL charts Pre- assessment strategies Facilita'ng the lesson Student groupings mul:ple groups Sentence frames/starters Key vocabulary/word Walls One pagers/graphic organizers Alterna:ve materials Closing the lesson Student groupings one group Recap, refine, reinforce new informa:on, skills, and strategies Post assessment Strategies -

31 Co- Planning Considera:ons Long- term and short- term planning Language- enriched classes SWRL aqen:on to and opportuni:es for students speaking, wri:ng, reading, and listening in every lesson Academic language study at three levels: Word level Sentence level Text level Frameworks for planning Sheltered Instruc:on Observa:on Protocol (SIOP) Gradual Release of Responsibility (Fisher and Frey) Understanding By Design (UBD)

32 MODELS (Honigsfeld & Dove, 2008). MODEL 1: One Group of Students One Lead Teacher and One Teacher "Teaching on Purpose" MODEL 2: One Group of Students Two 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

33 Model 1: One Group: One Lead Teacher and One Teacher "Teaching on Purpose"

34 Model 2: One Group: Two Teachers Teach Same Content

35 Model 3: One Group: One Teaches, One Assesses

36 Model 4: Two Groups: Two Teachers Teach Same Content A,B,C A,B,C =

37 Model 5: Two Groups: One Teacher Preteaches, One Teacher Teaches Alternative Information A,B,C D,E,F

38 Model 6: Two Groups: One Teacher Re-teaches, One Teacher Teaches Alternative Information A,B,C A,B,C D,E,F

39 Model 7: Multiple Groups: Two Teachers Monitor/Teach

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41 Presenters Ø Dr. Brenda Triple], Assistant Principal, Uniondale School District Ø Danielle Dodge and Paula Barnick, Elementary Co- teachers, Valley Stream 13 UFSD Ø Jaime Bo]cher and Jennifer Hughes, Elementary Co- teachers, Brentwood UFSD Ø Dr. Cynthia Seniuk, Assistant Superintendent for Instruc:on, Baldwin School District

42 Taking a Closer Look... Model 1: One Lead Teacher, One Teaching on Purpose WHAT LEAD TEACHER DOES... WHAT ON PURPOSE TEACHER DOES... Introduce new informa'on Share a PowerPoint presenta'on Demonstrate or model a strategy or skill Give a detailed explana'on of an ac'vity Provide the step- by- step direc'ons for collabora've or individual student learning Clarify informa'on Check students understanding, and monitor students ability to follow instruc'ons Provide immediate one- on- one instruc'on and feedback. Give short, focused mini lessons Follow- up on a previous lesson Keep a wri]en log of informa'on Monitor the pacing of the lesson Play devil s advocate asking the lead teacher ques'ons when students seem not to understand Offer students scaffolded instruc'onal strategies

43 When one teacher... The other teacher... Possible strategies

44 I SEE Strategy I= Illustrate: What image(s) come to mind when you see the words CO- ASSESSMENT? S= State in one simple sentence what CO- ASSESSIMENT means. Use your own words. E= Elaborate on what you have just stated. Give details about the practice. E= Examples. Add examples from your own practice. ILLUSTRATE ELABORATE STATE EXAMPLES

45 Three Processes for Examining Student Work

46 Co- Assessing Student Work PROTOCOL FOR SAMPLING STUDENT WORK 1. Academic Language and Linguis'c Development 2. Disciplinary or Content- Based Academic Needs 3. Cultural Experiences or Challenges 4. Social- Emo'onal Aspects of Learning

47 ELL Student Work Example #1

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50 ELL Student Work Example #2

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56 Co- Teaching Self- Assessment Checklist

57 Peer Support: Feedback

58 Peer Support Compliments I appreciate your willingness to... I appreciated when you... The students really benefiqed from... I no:ced how engaged the students were when... I appreciate your exper:se in... I am going to try that! This is not my strength can you teach me how to do that? I love the way we... Sugges'ons The students need our help to... Do you think the kids might get distracted if...? Based on this experience, the students would benefit if we planned more completely I think... had a hard :me with this concept. Next :me we might consider... I am wondering how we can both limit distrac:ons so that all of our students stay engaged ERASE THE WORD BUT it erases the compliment!

59 Evalua:on Survey: Collabora:on and Co- Teaching for ELLs Leadership and Collabora:on Teacher Collabora:on Shared Values for the Educa:on of ELLs School Support for Teacher Collabora:on Shared School Prac:ces

60 Reflec:on Choices Evaluate and adapt select tools for collabora:on Analyze one of the lesson plans and determine how it might be adapted for a co- taught lesson use one of the co- planning templates

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