1. Co-Teaching with ELLs: The Honigsfeld and Dove Models DAVID IRWIN LANGUAGE DEVELOPMENT OPPORTUNITIES

2. What are our goals here?  I have some but I’d like to hear yours first!  Understand how co-teaching can be an effective approach in your school  Gain an overview of the seven co-teaching models from Honigsfeld & Dove  Make a plan to use one of them in your setting before the next session (Dec 9)  Make a plan to use one more of them in your setting AND/OR modify and adapt one before the last session (Feb 24)

3. Where this comes from…  The book – Collaboration and Co-Teaching: Strategies for English Learners  Being used in Seattle, Federal Way, Clover Park  LDO training last year in Federal Way and in Southgate Elem  Co-Teaching website: http://coteachingforells.weebly.com/http://coteachingforells.weebly.com/  Video: https://www.youtube.com/watch?v=NRcDNuZ8e0o&feature=player _embedded https://www.youtube.com/watch?v=NRcDNuZ8e0o&feature=player _embedded It’s not just reading groups…

4. How does it fit for you?  OSPI and Title III:  Classroom teacher is trained in, and uses, sheltered instruction strategies.  ELL teacher provides language support for all levels of ELLs.  There is flexibility about where and when this happens.  BUT the ELL teacher can’t replace the classroom teacher as the teacher of content. That is supplanting.  Discuss your thoughts on the above. In a co-teaching  model, how does this work?  We will look at each model in light of these guidelines.

5. Model 1  One group of students, ELL & mainstream mixed  One teacher leads  One teacher gives informal short mini-lessons to individuals, pairs, or small groups as needed  Could be vocabulary, language skills (forms) or comprehension skills (functions).  Could be preview/review of content

6. Model 2  One group of students, ELL & mainstream teach same content  Both teachers teach same lesson at once  One teacher gives big ideas, the other adds examples or details  ELL teacher can add details with sheltered strategies for comprehension or organizing

7. Model 3  One teacher teaches, one teacher assesses  One teacher is running the lesson.  One teacher roams the room, assessing with  rubrics, checklists, observations, anecdotal records  Which activities bring most engagement or were confusing  Both teachers review the assessments, plan for instruction with one of the other models

8. Check and confrim  Check in with your partner. What do you know so far?

9. Model 4  Two groups of students, ELL & mainstream teach same content  Two heterogeneous groups, ELLs mixed in  Two identical classes, smaller class size  Additional opportunities for interaction  This not ability grouping

10. Model 5  Two groups, one teacher pre-teaches main topic (ABC), one teacher teachers alternative information besides or in addition to main topic (DEF)  Two groups based on readiness, ability or language level for that topic  Based on assessment, possibly from Model 3  Flexible, temporary grouping  Well suited for differentiated instruction strategies  More formalized than Model 1

11. Check and confrim  Check in with your partner. What do you know so far?

12. Model 6  Two groups, one teacher re-teaches main topic, one teacher teachers alternative information besides or in addition to main topic  Based on assessment of previous lesson  Flexible, temporary grouping  Well suited for differentiated instruction strategies  Might need more than two groups  Similar to Model 5, except for re-teaching, not pre-teaching

13. Model 7  Two teachers, multiple groups  Homogenous or heterogeneous groups  Skills-based instruction  Students move or teachers move

14. Check and confrim  Check in with your partner. What do you know so far? What questions?

15. Practice Time  Pairs of teachers assigned one of the 7 models  Choose a topic you will teach to the whole group  You will be chosen a random to “teach”. Those left sitting will be your class. (You may subdivide the group if your model calls for it)  You will assume that some of your students have language skills and some background in the topic, & others have little language and/or background in the topic.  You will have some prep time for  Objectives  Vocabulary and discourse structures (sentence frames)  Download visuals  Instructional strategies  Organize materials  Assessment

16. Topics  Classroom management strategies  Family engagement strategies  How to make a pizza  How to drive a car  How to care for a dog (cat, bird, rat, horse, you name it)  Music of the (pick a decade) 50s, 60s, 70s, 80s, 90s, 00s, 10s  The Constitution (just the basics)  National Parks (or other vacation location)  Your idea!

17. Random pick! Unless someone wants to step up… http://www.classtools.net/random-name-picker/

18. What are our goals here?  I have some but I’d like to hear yours first!  Understand how co-teaching can be an effective approach in your school  Gain an overview of the seven co-teaching models from Honigsfeld & Dove  Make a plan to use one of them in your setting before the next session (Dec 9)  Make a plan to use one more of them in your setting AND/OR modify and adapt one before the last session (Feb 24)

19. Exit Ticket  Check the objectives  I’m leaving with  Ideas  A plan  One co-teaching model I will try several times, enough that I can report on it in detail Happy partnering!