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Team-Teaching in the Mainstream ESOL Classroom (pt. 2)

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The color-coding format was perfect, because all we had to do was look down, to see if the students were color-coding where they were supposed to. If they were, we'd walk by and say, "Great job," if they weren't, we'd stop and say, "Ah, let's help this one." [Students color-coding and "grading" key parts of an essay based on rubric.] "Right, it doesn't have to be 3 points or nothing, or 9 points or nothing. You can say, "Ah, this one's worth 9, but it doesn't give a lot of detail: I'm taking off 5 points." [Note the colored pencils. Students underlined each element - thesis, topic sentence, supporting details, explanations, etc - in different colors.] [Teachers can glance at the color-coding to know immediately if the students recognize the essay structure and functions.] [Students also score each essay element using the instructional rubric - they learn by evaluating others' essays.] [Be sure to have the students _explain_ the score they gave in margin comments during the activity.] [Otherwise, they can write random numbers instead of thinking critically about strong v. weak writing.] [Title: Evaluating Real Student Writing: Another Effective (ESOL) Strategy] Michael: Finally, we had the students use the rubric to grade the sample essays. Then they discussed among themselves, going over the issues they disagreed with on "Why did you give this a 5 mark when I thought it was a 4 mark?" It was great to see this peer teaching. It really worked well. [Classroom chatter as students discuss and tally final scores on sample essays.] Student 1: "What do you give it?" Student 2: "54." Student: "I gave it a 53." (giggles) Student 2: "Everything has only one supporting detail." Student 1: "I know." (giggles) Student 3: "The last one doesn't have a connecting [transition] sentence." Student 1: "It was connected to the whole essay entirely. It was a _whacked up_ connection sentence." (giggles) Henri: "It was fun failing _other_ students." (laughs) Michael: "76. [points to other student:] 75. [next student:] _54_!!" (laughter) [Title: Closing the Lesson: Students Reflect on Their Own Writing] Clay: And then finally, after that, we closed the lesson by asking the students to reflect on their own writing. They had seen a failing paper, a C paper, and an A paper. What did they need to do, to change about their own essays, to make an A next time. And they _did_ identify what they needed to do and how to do it. So we thought it was a very effective lesson. And this was proved, finally, on the next exam, when the students _did_ show, in many cases, a very dramatic improvement. Clay (repeating student answer): "Connection and support." Who else raised their hand. Okay, Juha, what's holding you back? Student: "Same as Devry. Mostly connection sentences." Clay: "Who else. Tinghui, did this help you?" "Connections . . . and details." Hye Min, what about you? Hye Min: Support and connections. Do you think you'll be able to edit your own essays in class before your next - during your next in-class exam, when you're writing your next essay? Nelson, do you think this will help you on your next exam? Nelson: Yes. . . . I haven't developed enough for my specific details. [Voice-Over] Michael: After seeing that class work so well, and discussing it with students, and knowing they'd learned by reading their next essays, I'm really glad I took the chance on that particular lesson. I try to use visuals, and many different things for the styles and types of learning, but Clay introduced me to something new that I hadn't seen before. And that is one of the real pleasures of team teaching, because this professional gave me something new, some new strategies, and it worked brilliantly. Dr. Winnie Tang and Clay Burell, producers Clay Burell, writing, directing, editing, sound Mariam Sandhu and Clay Burell, cameras Michael Harvey and Dr. Winnie Tang, project advisors Jonathan Chambers, technical advice and support Special thanks to Serena, HaeMin, Henri, Evan... and all the students and staff at Shanghai American School, January 2005

Video Details

Duration: 5 minutes and 55 seconds
Country: South Korea
Language: English
Producer: Beyond School / Shanghai American School ESOL Dept.
Director: Clay Burell
Views: 195
Posted by: cburell on Jul 31, 2008

The second of a two-part educational training video outlining the key elements to successful team-teaching in a mainstreamed ESOL classroom, along with an essay-writing model lesson suitable for classes with mixed native and non-native English speakers.

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