Presentation on theme: "ESL Co-Teaching What Works and What Doesn’t Paige T. Abernethy."— Presentation transcript:
ESL Co-Teaching What Works and What Doesn’t Paige T. Abernethy
My Research Questions Which ESL co-teaching models work best at the elementary level? What co-teaching model do content area classroom teachers AND ESL teacher prefer? What does that model look like in the elementary setting? What are the disadvantages to elementary ESL co- teaching? How best can ESL teachers influence content teachers’ instruction using co-teaching?
Co-Teaching Models Teach and Write One teacher teaches the lesson while the other records the important points on an overhead or chalkboard. ELLs benefit from this because information is being presented to them through different modalities.
Co-Teaching Models Station Teaching Students rotate through predetermined stations or activities. Each teacher works with all the students as they come through the station.
Co-Teaching Models Parallel Teaching The class is divided into two groups and each teacher delivers the content information to their group simultaneously. This allows teachers with distinctly different styles to work together.
Co-Teaching Models Team Teaching Teachers co-teach each lesson. This requires a great deal of planning and cooperation. Both teachers are responsible for all of the students.
Co-Teaching Models Lead and Support- The lead teacher instructs the class while the supporting teacher provides assistance as she roams around the room. The supporting teacher may elaborate the important points or retell parts of the lesson. Ideally, classroom and ESL teachers should alternate roles so that one is not always the lead teacher. This type of instruction can be misused and the ESL teacher may find herself in a subordinate role.
Co-Teaching Models Alternative Teaching Teachers divide responsibility for planning. The majority of the students work in a large group setting, but some students are pulled into to a smaller group for pre-teaching or other types of individualized instruction. The same students should not be pulled into the small group each time. (p. 1-2)
Stages of Effectiveness in Teacher Collaboration Passive resistance-want for a return to one teacher one room Compliance-expression of good intent and effort put forth Accommodation-practical implementation Convergence-cooperation with the other teachers beliefs and practices Creative Co-construction- teaching is highly creative and the partnership is fluid
Ways to make ESL co-teaching more successful Consistently keep teachers in the classroom If a partnership is working, continue it from year-to-year Keep the same ESL teacher within the same grade level from year-to-year Take a survey to see who is actually interested and willing to co-teach Plan a schedule so that the classroom teacher knows exactly when the ESL teacher is coming to avoid confusion Make sure plenty of planning time is allowed between the co-teachers Work on the relationship between the co-teachers to ensure success Each teacher should have ample teaching time, preferably in small group
Strengths from Checklist Graphic Organizers Visuals and Realia Manipulatives Modeling processes orally Teachers using simplified language Cooperative grouping in classroom
Weaknesses from Checklist Modeling processes visually Current vocabulary on walls Vocabulary in written form Referring to vocabulary in written form Student created personal dictionaries Sentence frames-oral and written Utilizing cooperative grouping Less teacher talk, more student talk
References Davison, Chris. (2006) "Collaboration Between ESL and Content Teachers: How Do We Know When We Are Doing It Right?" The International Journal of Bilingual Education and Bilingualism 9.4: 454- 475. Haynes, Judie. (2007) "Collaborative Teaching: Are Two Teachers Better Than One?" Essential Teacher 4.3: 1-3.
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