As educators, we know the value of collaboration. We ask our students to do it daily, and we hopefully get to do it ourselves. In this new series, The Power of Collaboration for ELLs, we have a chance to see both teacher and student collaboration in action, supporting the learning of all students.
In this set of videos, we’re back in Waukesha, Wisconsin, where we first showed you co-teaching in a bilingual classroom at Banting Elementary. This time we visit Horning Middle School, where we get to learn from the collaboration between two content area teachers and an ELL specialist. Teachers Meredith Sweeney, Shannon Kay, and Chris Knutson create a learning environment that embraces the social nature of middle schoolers, while fostering simultaneous language and content learning for all their students, especially ELLs.
From the first all staff in-service at the conclusion of summer, to the end of the year checklist session, teachers are inundated with meetings. More specifically, teachers are overloaded with meetings that see them as actors and doers rather than collaborators.
The teacher-centered pre-observation conference shifts this narrative. This approach to the pre-observation meeting is more collaborative and less intimidating and in order to call attention to the nuances of this process, I created two interactive videos for Tch Video Lounge to help you notice how I approach coaching with the teacher taking the lead.
In The Teacher-Centered Pre-Observation Meeting, I model what this may look like with a second-year teacher, Marquis Colquitt. What I hope you glean from our interaction is that the meeting is collaborative, learning-focused, and practice-centered. Additionally, I hope you can clearly observe the principles that guide an effective pre-observation meeting.
Whether this is your first, tenth, or maybe even your last year of teaching, you’re probably still settling into your classroom and getting to know your learners. Each year, a new set of students brings new challenges and opportunities. Most likely, your class has at least one English Language Learner (ELL). In fact, one out of every ten students in public schools is an English Language Learner. And, in reality, all of your students are learners of language!
Teaching Channel is here to support you by adding more new video series about teaching and learning with ELLs to our library and our ELL Deep Dive. In this first series, we take you to Banting Elementary in Waukesha, Wisconsin, where Jessica Hegg and Kris Carey co-teach in a fifth grade, dual language classroom. They open up the walls between their two rooms and share the teaching of 45 students in a class where 75% are ELLs. Watching Jessica and Kris in action, we not only see effective strategies for bridging content and language, but also a model for how two teachers collaborate and share their strengths to create an amazing learning environment.
Spanish, Somali, Hmong, and Telugu are a few of the 48 languages spoken in the School District of Waukesha (SDW). At SDW, we’re proud to say that our student population brings many assets and global experiences to a suburb west of Milwaukee, Wisconsin. However, our largest population of students is Spanish speaking.
This has proven to be an opportunity for bilingual education in SDW. The research from Wayne P. Thomas and Virginia P. Collier, 1997, 2010, shows that students who participate in high quality, dual language programming for five to seven years, where at least 50% of learning is in the partner language (in this case Spanish), outperform their peers academically.
As an educator, you’ll be expected to collaborate with your colleagues. In fact, research shows that when teachers collaborate, the rate of teacher turnover decreases. But while new teachers may be eager to collaborate, the process is sometimes intimidating.
Collaborating with new colleagues will be different than working with your college peers. Teachers will come to the table with different teaching practices and philosophies and a vast amount of experience that may overwhelm a new teacher, making it difficult to decide when to stand firm in your convictions and when to try something new.
My entire way of teaching changed dramatically when I went to a Barnes and Noble and picked out a book entitled, Teaching Reading to Black Adolescent Males: Closing the Achievement Gap by Dr. Alfred W. Tatum. From that moment on, I engaged in a new kind of personal professional development.
Students at San Francisco International High School (SFIHS) come to us from all over the world. They come from the megalopolises of Hong Kong and Mexico City, from the deserts of Yemen and the high steppe of Mongolia. They come speaking the ancient indigenous languages of Central America, as well as the cosmopolitan slang of bustling cities of Asia, Europe, and South America.
Some students come to us alone, without parents or family to support them in their new lives in the United States. Some come after attending prestigious schools in their home countries, while others enter school for the first time in their lives the day they walk through our doors.
SFIHS has served hundreds of immigrant and refugee students over the past eight years; even though each brings their own experience from their distinct corner of the world, they have one thing in common: they come to us to learn English and to graduate from high school.
Has Minecraft cracked the code to highly effective, spontaneous collaboration? Minecraft naturally fosters a community of learners, where students learn about what it takes to work in a team and collaborate in an authentic and meaningful way. Minecraft Global Mentor Josh McLaughlin joins Tch Talks to discuss how we can facilitate meaning, collaboration, and opportunity in the classroom by having students build and solve problems together with Minecraft.
See Matt’s Video on Teaching Channel: Encouraging Students to Take Action
A petition is a concise, direct, and powerful tool to teach the essentials of civic engagement.
After going through a few cycles of civic engagement projects in my classroom, I found that what distinguished effective projects from mediocre ones was the ability of the student group to articulate a clear and appropriate demand that was addressed to a specific target audience. To help students think about the criteria of an effective “ask” and its relationship to a target audience, I have all of my students write a petition as their first semester history final. The petition serves as a “trial run” for their civic engagement projects and as a checkpoint, midway through the year, to define and practice the fundamentals of civic engagement.
I didn’t come to the realization about the importance of a petition project in terms of teaching civic engagement on my own. This conclusion was the result of many conversations and an inquiry cycle that was supported by the history department, both at my school site and at the district level. I think this is crucial to point out because teaching for civic engagement depends on several supportive conditions, primary among them the opportunity to collaborate with other teachers. My teaching has grown tremendously through the conversations I’ve been able to have with my colleagues in the space created, and funded, by my school and district.
It was in an inquiry cycle during my first year of completing civic engagement projects that a colleague asked, “What do you think separated the effective projects from the not so effective ones?” This simple question helped me identify the differences between two specific projects.
Sitting down to talk with Kristin felt like talking with a friend.
Kristen Swanson, the founder of EdCamp and current Director of Learning at Slack, brings to the table an accomplished career in education and leadership, but during our interview, I was most in awe of her humility and down to earth nature.
It was incredibly clear that, in her life, she listens, connects, and elevates the ideas of others. These qualities are all components that likely enabled her to create the EdCamp platform. For readers not familiar, EdCamp is an “unconference” where participants drive the content, structure, and flow of their professional development on the day of the event. EdCamp provides ownership of ideas, participant voice, internal motivation, and relevance to teachers seeking to redefine their professional learning experiences.