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Team-Teaching in the Mainstream ESOL Classroom (pt. 1)

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Shanghai American School A Dream Team: ESOL Team-Teaching in the American Classroom Michael Harvey (high school history teacher) and Clay Burell (high school English as a Second Language specialist) "36" [Student: "35"] "35" [Student: "54"] "54!!" [Laughter] Part 1: If Two Heads are Better than One...are Two Teachers Also? The Students Say.... Two teachers is often better for students. Some people learn... different ways, and the different ways teachers teach can sometimes help. It makes it a lot more fun, switching and hearing both of their comments.... If one teacher's boring, you can have another fun one. But..... ...I don't know, it's just better having two than one. If there are 2 teachers in the classroom, that's better, because if one teacher is helping another student... ...and another student has a question, the other teacher can help. So... ...two teachers in the class is better than one teacher. ...and a history teacher says.... These new ideas are very important to me. They offer variety, and that is key to student success, and to my success as a teacher. I am not the world's most perfect teacher yet (in a month or two, who know? ;-) )... ...but for now, I want the help of a professional ESOL specialist in my classroom.... ...to give the students, and myself, a better learning experience. "I think it's more fun, and definitely more educational, because... a lot of times one teacher says something, then he bounces it off the other teacher, ... and then it provides a discussion by two professionals or experts, ... ...rather than us just asking questions. Instead of a one-on-one, it's like a two-on-one kind of thing." Clay Burell, high school ESL specialist, on what makes a good team teacher.... Micheal's comfortable, as a teacher, with having another adult in the classroom with him. He knows he's a good history teacher, he knows he's NOT an ESOL teacher .... so he's open to the strategies that I can bring in, ... ...that will make learning happen better for English Language Learners (ESL students). ...without cutting the quality, without cutting the challenge, without making anything more simple than it should be. We keep things challenging, but we deliver the content in a lot of creative ways. Part 2: The Key: Collaborative Planning -- An Example of Its Possibilities "I presented Clay with the standards and grading criteria I would use for my next assignment. I wanted the students to be able to write a short, persuasive essay on the (Chinese) Tang Dynasty. ...and to use historical evidence to strongly support their argument. Michael gave me his standards and benchmarks, and his next major assignment description, with enough advanced time ... ...for me to prepare a lesson that would rehearse, and reinforce, and help the ESL students learn the skills... ...needed to succeed in his class. It gave me time to make a good rubric (making a GOOD rubric takes a LOT of time)... ...and I took it to Michael to make sure that _my_ rubric reflected _his_ standards... He suggested a few changes, and I made them. Then he gave me three essays from his students - one excellent essay, ... an okay essay, and a low-scoring "F" essay - We typed those up, and we were ready to go." [Micheal:] "When Clay first presented this idea of another lesson on how to write a history essay, frankly I was apprehensive. I had already explained this to the students many times, by writing on the board, and giving homework assignments. But, Clay presented some new instructional strategies, and I said "Why not? Let's try it." It sounded like fun, added variety and new ideas, which was something I could use, .... and obviously the students could use, because they weren't learning the skills as well as I'd hoped they would. Well, it was a new idea, and Clay was going to do all the work -- I said, "Let's go for it." [Title:] The INSTRUCTIONAL Rubric: A Great (ESOL) Teaching Strategy Now, the rubric that I made was _not_ a "grading" rubric, ... that teachers use to _score_ essays; instead, ... it was a _teaching_ rubric. We gave these rubrics _to the students_, the students identified all of the elements of the history essay they would have to write, that Michael wanted them to master before their next exam: The topic sentence, the thesis sentence, the supporting details and arguments, etc ... We gave examples of below average, average, and excellent elements of the essay; and then we also put the actual grade weighting: how much each part of the essay could score, full credit, if done perfectly. And we were ready to go. We passed out the rubrics, projected it on the whiteboard, and we were ready to start our lesson. [TITLE: Visual, aural, tactile, kinesthetic delivery: an effective (esol) strategy] CLAY: "I think everybody understands that this column here, "5," is what you want to focus on, right? [pointing] You don't want to turn in a weak paper, you want to turn in a strong paper [pointing], so this is where you're focusing. MICHAEL: "Excessive tax" here [pointing]: you _do_ want to make that connection. It helps the reader.... and it helps yourself. [More explanation talk....] CLAY: "Look at our topic sentence. It has the word "excessive." This is your _key idea_ for taxes: "excessive." _Too much_ ... So look at all of the words in hear that emphasize and repeat the idea of "too much" -- [pointing] "extravagant" - too much money; "enormous" - too much size ... "more time" - excessive time; "more money" - excessive money; "excessive labor," "extensive," again: all of this keeps repeating the focus with different word choices, saying in many different ways, "Too much, too much." And it really makes your argument forceful and clear. The reader's like, "Okay, I get it. You're right: he's excessive!" [TITLE: Student Views on Rubrics] [TITLE: Serena (Taiwan) Grade 9 (Age 15) I think the rubric really does help me to improve my essay writing. When I was studying for the history essay, before the exam, I studied the rubric first, and the next day, I go take the exam. When I got my essay back, I was really surprised, because Mr. Harvey didn't [take] any points off my essay. So I think this really helps me on my essay writing. [TITLE: Evan (American) It was really helpful in the way it gave us a lot of examples of good essays, and the difference between good essays and bad essays. Also, it specifically addressed many of the parts of the essay form that a lot of people were having trouble on. So that was really helpful, not only for me, but for the rest of the class, Finally, it was also good because the examples in the rubric were from essays on stuff we'd already learned about, so we could relate to it." [TITLE: Henri (Finland)] Well, the first time it helped me to start to understand the thesis sentence and the [body] paragraphs, and how they are set up. Yep...and the connecting sentences... [TITLE: Color Encoding: Another Effective (ESOL) Strategy ]

Video Details

Duration: 7 minutes and 39 seconds
Country: South Korea
Language: English
Producer: Beyond School / Shanghai American School ESOL Dept.
Director: Cay Burell
Views: 455
Posted by: cburell on Jul 31, 2008

An 2-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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