why co-teaching? (part ii?) and what do english learners need (part one million?)
TRANSCRIPT
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Why co-teaching? (Part II?)
andWhat do English Learners Need
(Part One Million?)
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Why NOT co-teaching:A Cautionary Tale
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“You don’t have to be different
to be special.”
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What standards-related learning target are we going
to use this text to teach?
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Literature Key Ideas & Details
1.1.3.3 Describe characters,
settings, & major events in a story, using key details.
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THEME
“You don’t have to be different to be special.”
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Literature Key Ideas & Details
1.1.2.2 Retell stories including key details, & demonstrate understanding of
their central message or lesson.
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Literature Key Ideas & Details
1.1.2.2 Retell stories including key details, & demonstrate understanding of
their central message or lesson.
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Why?• old?• “big scary district person”?• super-confident?• confident district people = don’t know what
they’re talking about?• didn’t have much time to plan?• because they didn’t want to seem to be aiming to
low, arguing for a less rigorous curriculum?
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Why co-teaching?
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Diversity & Complexity
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As teachers, we accept responsibility for meeting the learning needs of
staggeringly diverse group of students.
• Diverse socio-economic levels• diverse educational backgrounds• special needs (physical, intellectual,
behavioral, emotional)• home situations
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They’re all in your class, they all need to learn, they’re all your responsibility.
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Joker in the Deck: English Language Proficiency Levels
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Four Language-Related Instructional Issues
1. Language-related demands of instruction- Input: Listening- Input: Reading
2. Language-related demands of processing- Output: Speaking- Output: Writing
3. Language-related demands of formative content assessment- Evidence within the constraints of their Limited English
4. Ongoing monitoring of English Language Development (to assure best decision-making in the first three categories)
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Modify the Language Demands of Instruction (Input)
• Listening• Reading
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Modify the Language Demands of Processing Learning (i.e., not assessing)• Speaking• Writing
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Proficiency-Appropriate Formative Assessment of Content Learning
• Given the Limited English of this student, what does evidence of learning look like?
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Assessment of their Developing English Proficiency
• The WIDA ACCESS score is good – four domains, but …
• 3 months old by the time we receive the scores
• As much as 7 months old by the time you start to use them
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As teachers, we accept responsibility for meeting the learning needs of
staggeringly diverse group of students.• Diverse socio-
economic levels• diverse
educational backgrounds
• special needs (physical, intellectual, behavioral, emotional)
• home situations
Language Needs-Language-related demands of instruction-Language-related demands of processing-Language-related demands of formative assessment,-Ongoing monitoring of English Language Development (to assure best decision-making in the first three categories)
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This would be a challenge if you were doing it for one kid …
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But you have to do it for five or ten or 15 … with varying language proficiency levels, with varying
language-related learning needs.
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This is where co-teaching comes in …
• A specialist with expertise in addressing the complex and diverse language-related learning needs of your Limited English Proficient students
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Detour: If they’re such experts, why don’t they just teach the students
themselves?
• They’re not classroom teachers.• The goal is “universal design” – changing the
way we all teach to provide access • The challenge is so great that the only way to
meet it is to keep it constantly before us.– water down, slow down
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This InstituteThe Big 6 (Basic Models of Co-Teaching)
Standards-Based Learning Targets as the Key
WIDA 101: What the WIDA Levels tell you … and what they don’t tell you.
Co-Teaching & Modifying Instruction (Listening & Reading tasks)
Co-teaching and Modifying Processing (speaking & writing tasks)
Co-Teaching and Formative Assessment of Content Learning
Co-Teaching & Monitoring English Language Development
Collaborating Across Time and Space (the Wikis and other sources)