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Research Question:
Research Question:
Is the co-teaching model for EL instruction truly more effective than the pull-out model? If so, how can elementary schools effectively transition from the pull-out model to the co-teaching model?
Is the co-teaching model for EL instruction truly more effective than the pull-out model? If so, how can elementary schools effectively transition from the pull-out model to the co-teaching model?
According to Washut Heck & Bacharach (2015), "Simply stated, if you don't co-plan, you won't co-teach" (p. 29).
According to Washut Heck & Bacharach (2015), "Simply stated, if you don't co-plan, you won't co-teach" (p. 29).
Honigsfeld & Dove (2015b) reiterated, "Without such careful planning, coordination of instructional delivery, and intentional use of assessment measures and tools that inform collaborative instruction, co-teaching will most likely fail. One teacher will have the responsibility for planning, instruction, and assessment, while the other will be relegated to assistant status" (p. 59).
Honigsfeld & Dove (2015b) reiterated, "Without such careful planning, coordination of instructional delivery, and intentional use of assessment measures and tools that inform collaborative instruction, co-teaching will most likely fail. One teacher will have the responsibility for planning, instruction, and assessment, while the other will be relegated to assistant status" (p. 59).
Wilson (2015) concurred, "Ask anyone involve in co-teaching if there can be effective co-teaching without co-planning, and the answer will be a resounding no" (p. 50).
Wilson (2015) concurred, "Ask anyone involve in co-teaching if there can be effective co-teaching without co-planning, and the answer will be a resounding no" (p. 50).
In order for co-teaching to be effective, co-teachers must engage in collaborative planning (or co-planning) (Honigsfeld & Dove, 2015b; McClure & Cahnmann-Taylor, 2010).
In order for co-teaching to be effective, co-teachers must engage in collaborative planning (or co-planning) (Honigsfeld & Dove, 2015b; McClure & Cahnmann-Taylor, 2010).
When should this collaborative planning occur?
When should this collaborative planning occur?
- During a regular, protected time (Cobb Morocco & Mata Aguilar, 2002)
- By scheduling common planning periods when possible (Cook & Friend, 1995; Causton-Theoharis & Theoharis, 2008; Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010; Murawski & Bernhardt, 2015)
- Utilizing prep times, before or after school times, professional learning community (PLC) times, or Sustained Silent Reading (SSR) times (Murawski & Bernhardt, 2015; A. M. Beninghof, district training, June 20-21, 2013)
- Hiring substitute teachers so co-teachers can plan (Murawski & Bernhardt, 2015; A. M. Beninghof, district training, June 20-21, 2013)
- Replacing lunch or recess duties (Murawski & Bernhardt, 2015)
- By considering digital options (email, Google Docs, Google Hangouts, Skype, lesson planning software such as www.planbook.com, etc.), if finding a time to meet face-to-face proves to be challenging
- See this article for more ideas:
What should co-teachers do during this collaborative planing time?
What should co-teachers do during this collaborative planing time?
- Consider using this "Lesson Planning Questions" tool (Beninghof, 2014)
- Consider using this "Teacher A, Teacher B" idea worksheet (Beninghof, n.d.)
- Establish common language
- Agree on content and language objectives
- Discuss lesson activities and how to differentiate them to meet the needs of all students
- Plan to use a variety of co-teaching models rather than relying too heavily on any one model (Cook & Friend, 1995; Eyolfson, 2016; Wilson, 2015)
- Determine how to share students
- The EL teacher should not solely work with ELs or always work with students in the same space (Murdock, Finneran, & Theve, 2015)
- Incorporate time for reflection (McClure & Cahnmann-Taylor, 2010)
- Co-teachers should reflect together rather than individually (McClure & Cahnmann-Taylor, 2010,).
- This reflection time results in teachers being able to take immediate action (McClure & Cahnmann-Taylor, 2010).
- During this reflection time, teachers may also co-assess student work and problem-solve.
- Consider using this "Reflective Questions for Co-Teaching Teams" tool (Beninghof, n.d.)
Honigsfeld & Dove (2015b) suggested three phases of co-planning: 1) pre-planning, 2) collaborative planning, and 3) post-planning:
Honigsfeld & Dove (2015b) suggested three phases of co-planning: 1) pre-planning, 2) collaborative planning, and 3) post-planning:
Pre-planning (completed separately via email, Google Docs, lesson planning software such as www.planbook.com, etc.)
Pre-planning (completed separately via email, Google Docs, lesson planning software such as www.planbook.com, etc.)
- Both teachers individually review the upcoming units or lessons.
- They consider what background knowledge students will need to be successful.
- The general education teacher begins to formulate a content objective and identifies vocabulary.
- The EL teacher requests important information from the general education teacher such as essential questions, content objectives, and vocabulary.
- The EL teacher determines the language objective and considers the academic language needed for the lesson.
- He or she may identify additional vocabulary.
- The co-teachers individually begin to think about lesson activities and resources that might be needed.
- The EL teacher creates and gathers supplemental materials, including any bilingual materials.
Collaborative planning (completed together in person or via the phone, Skype, Google Hangouts, etc.)
Collaborative planning (completed together in person or via the phone, Skype, Google Hangouts, etc.)
- The co-teachers agree on content and language objectives and decide how each will be assessed.
- They discuss ...
- Ways to differentiate
- Possible supports for students
- Lesson activities
- Teaching strategies
- Co-teaching models
- Instructional groupings
- Roles and responsibilities
- Preparation of materials
Post-planning (completed separately)
Post-planning (completed separately)
- Each teacher prepares the materials he or she agreed to prepare during the collaborative planning phase.
- Teachers complete their individual plans (may share them via email, Google Docs, lesson planning software, etc.).
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