Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students...
Transcript of Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students...
![Page 1: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/1.jpg)
Fostering Collaboration
For ESL and General Ed. Teachers
![Page 2: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/2.jpg)
Mrs. Pozo, ESL teacher● Born in Puerto Rico, raised in various states in the US
● ESL student most of my life
● Graduated Interamerican University of PR 2001
● Masters degree from Texas A&M 2011
● Teaching for 19 years, 11 as a bilingual teacher, 8 as an
ESL teacher
![Page 3: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/3.jpg)
Miss Euverard, general edu. teacher
● Grew up in Murfreesboro; moved around a few times in TN
● Graduated from MTSU in 2018 with a bachelor's degree in
Elementary Education, certified K-5
● One year in 4th grade & currently in my second year of
teaching 4th grade
![Page 4: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/4.jpg)
Benefits of Co-TeachingSupports: ● Student engagement time and participation ● Instructional options for learning ● Opportunity for inclusive instructional styles ● Collaboration between all educators working with ELs
This podcast is a collaboration between the authors of the book, Co-Teaching for English Learners and the experts from ELLEVATION:https://ellevationeducation.com/podcast/co-planning-co-teaching-and-collaboration-el-instruction-andrea-honigsfeld-and-maria-g-dove
![Page 5: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/5.jpg)
Essential Elements for Success
Administration support
Build Relationships
WillingnessMindset
Available planning time
Flexible ScheduleResources:SIOPCo-TeachingPlanbookedu
![Page 6: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/6.jpg)
Resource:
![Page 7: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/7.jpg)
Models 1: One Group, One Leads, One “Teacher” on Purpose
● 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
![Page 8: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/8.jpg)
Model 2- One Group: Two teach the 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
![Page 9: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/9.jpg)
Model 3- One group: One teaches, one 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
![Page 10: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/10.jpg)
Model 4- Two groups: Two teach same content
● Two heterogeneous groups, ELLs mixed in● Two identical classes, smaller class size● Additional opportunities for interaction● This not ability grouping
![Page 11: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/11.jpg)
Model 5- Two groups: One preteaches, one teaches alternative content
● Two groups, one teacher pre-teaches main topic, oneteacher teachers alternative information besides or inaddition to main topic
● Based on assessment of previous lesson● Flexible, temporary grouping● Well suited for differentiated instruction strategies● Might need more than two groups
![Page 12: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/12.jpg)
Model 6- Two groups: One reteaches, one teaches alternative content
● Two groups, one teacher re-teaches main topic, one teacherteachers alternative information beside or in addition to maintopic
● 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
![Page 13: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/13.jpg)
Model 7- Multiple groups: Teachers monitor, facilitate and teach
● Homogeneous or heterogeneous groups● Skills-based instruction● Students move or teachers move
![Page 14: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/14.jpg)
How does it work?
● ESL pull out for 60 mins● Push-in for the next 60 mins in Tier 1● Once students leave for specials, we have a common planning
time of 45 mins.● If we are not able to meet that day due to PLC meetings, we
debrief through email, sometimes we text message● On occasions we meet one day on the weekend as needed
![Page 15: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/15.jpg)
Building background knowledge before they go the general ed classroom.
Students receive ESL direct instruction for 60 mins. before they go to the general ed. classroom. I use the PWIM and drama based instruction strategies to teach the science vocabulary based on content standards.
![Page 16: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/16.jpg)
Video segment one:● Language and Content Objectives explained
(SIOP)● Picture Word Induction Model: Day 1 labeling the
picture● Talking chips
![Page 17: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/17.jpg)
Video segment two:
● Students watch a Brainpop video● Word Bank for a fill in the blank as part of their
note taking● Discuss with elbow partners
![Page 18: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/18.jpg)
Video segment three:
Yarn activity
Tickets out
![Page 19: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/19.jpg)
Video segment four:
Debriefing of lesson and next steps.
![Page 20: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/20.jpg)
Discuss with elbow partner:● What did you see you could use in your
classroom? ● How would this work at your campus? ● Who can you bring to the table to talk about the
resources/support needed for implementing co-teaching models in your school?
![Page 21: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/21.jpg)
Takeaways:● Must have essential elements for success!● There are several models you can attempt.● Benefits for general education classroom.● Don’t be afraid to try!!!
![Page 22: Fostering Collaborationcem.mtsu.edu/sites/default/files/k_12/video...Video segment two: Students watch a Brainpop video Word Bank for a fill in the blank as part of their note taking](https://reader034.fdocuments.net/reader034/viewer/2022042213/5eb73bc1f5167d6c163ea038/html5/thumbnails/22.jpg)
A Few More Resources:
PlanbookeduGoogle drive
Drama Based Instructionhttps://dbp.theatredance.utexas.edu/teaching-
strategies/artifacts