Collaboration on behalf of English language learners (ELLs) can take many forms - sitting together to talk about a lesson, a quick chat in the hallway, or sharing an article from Colorín Colorado! These resources offer ideas from educators who started from scratch in building collaborative relationships and highlight the secrets of their success.Those who work with pre-service and in-service teachers and tertiary faculty know that these types of questions represent critical concerns in the day-to-day work of teachers. To be effective, teacher-education programmes and faculty-development efforts must, at minimum, (a) recognise teachers’ concerns and questions and honour the contexts b. Play sight word hopscotch. c. Create paragraphs with group discussion. d. Morph different parts of speech with magnetic letters; e.g., sun to sunny or teacher to teach or teachable. e
Essentially, active learning involves including students in what they are learning, and fostering an environment that encourages them to think on these matters. Student involvement and metacognition, or thinking about thinking, are fundamental to one’s ability to understand active learning. The following articles and resources dive into
What is co-teaching? The simple placement of two teachers in the same classroom does not constitute an instant teaching partnership. Talk about how “push-in” model is changing - from being the ESOL teacher just being present to more of a co-teach model. Challenge you to think more about your segments being co-taught and you, the ELEffective communication is the process of exchanging ideas, thoughts, opinions, knowledge, and data so that the message is received and understood with clarity and purpose. When we communicate effectively, both the sender and receiver feel satisfied. Communication occurs in many forms, including verbal and non-verbal, written, visual, and
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