Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

Lots of information, good book

I'm a teacher of English language learners who has only ever worked in separate, pull-out situations. I'm about to start a new position in a middle school where I'll be co-teaching with content teachers. I've been both excited and intimidated. This book really walked me through what co-teaching can look like and what exactly my role can be. I appreciate all of the forms, models, and examples. This is the first digital book I've read that has QR codes interspersed throughout for viewing videos. I enjoyed hearing co-teachers talk about their process and seeing them in action. I feel grateful to Maria and Andrea for their work that has made me feel better prepared for my new position.

Provides excellent strategies and resources for teachers educating English language learners.

I teach English as a Second Language to a large group of adult learners. I have a full-time helper. This book is helpful in setting forth 7 models of collaboration. We have stumbled into ways to work well together, but this book gives us more ideas of how to be effective in the classroom. This book includes QR codes that, when scanned, lead to some video clips. They also provide a web address to access the clips. At the web address I set up an account or tried to. I don't teach in a conventional institution, so I couldn't seem to get through the process and never accessed the clips. I would like to see them as I think they will add a lot to the book.

This book helped me create a collaborative ELL program at my current school. The strategies and tips are practical and easy to use. My only wish is that the book has more examples of co teaching in diverse areas of the US and international schools. Many examples are based in NY which has one of the better public education systems in the US. I would be interested in more testimonials from teachers in areas like Arizona (where I'm from) where public school systems are struggling to meet the needs of students.

This is a good book when learning about co teaching

A beneficial resource

What stands out about this book is it's approach to learning. Some of the aspects like reducing the student teacher level and the effect is has, plus the goals, and needs of the students doing the learning are very much outside the box. There is unfortunately a problem with this type of teaching and that is it's a bit too unconventional for the run of the mill schools or courses to adopt. The book is valuable in that it is possible to work around somewhat in the system depending on how tight the reigns are kept for the existing program. I had an instructor in college a while ago that taught a class in communication basically called "speech", pretty much everyone had to take it. I was fortunate to end up in his class, I had started to take the speech class the previous semester when some arrogant turkey of an instructor wearing a hard hat with speech written on it, and singled me out in front of the class, calling me a liar for what I said in one of his exercises. He did so because I did not look the part of the things I participated in. I won't get into specifics, but he definitely convinced me to drop the class, and I was glad he did that to me the first day, so I was able save my tuition money. The new instructor I spoke of was required to go by some of the ridged parts of the class outline. Basically, most speech classes were set up with a midterm and a final counting 40 percent and three speech presentations at 20 percent each. This instructor worked within that with some things that took the apprehension away from the students. Many students, myself included had trouble giving a coherent speech in front of an audience. The instructor had us sign a contract, the first day, so unlike all the other classes with two tests and three speeches making up the letter grade. We had the two exams which were given by the department and couldn't be changes, and we could not put that other 60 percent among a list of things, attendance, reading the text, class participation, reports, and of course the three speeches. Our contracts were individual, we could assign the percentages anyway we liked. I assigned mine to heavy on attendance and participation and a total of only 10 percent (divided by three) for the three speeches. It was calculated by me that I could get C's or B's on the exams and still get a B or and A for the course. I took the pressure off myself and it had a surprising effect instead of making me lazy and doing nothing, the speeches I gave were well done and entertaining to do in front of the class. Even the traditionalists (as about half the students afraid they might cheat themselves and so put all 60 percent into the speeches) were still given full marks on each speech even if they came off as nervous or boring. The result, is those like me who thought I could take advantage of the contract, and those afraid to buck the traditional scoring were both off the hook as far as the pressure of making a speech. The daily class participation and exercises were so good that you almost hated it when class was over. The class developed a special synergy, and though there were several hundred students taking the two exams, and only about 30 in our class, not only did we do well on the speech or other contracted portions, but our involvement in the process made almost everyone ace both the tests. While, it was so far against the usual curve you have with grade distribution given that almost an entire section got A's, the process could not be questioned since our section performed at that level on the department exams which proved we'd learned the material and were not just given a pass by an easy instructor. This book reminds me of that and I think is capable of creating a similar synergy with learning English as a second language or just about any other type of course. Recommended.

This comprehensive resource provides educators with an understanding of the importance of co-teaching which includes, co-planning, co-assessment, and co- reflective practice. Readers are introduced to different approaches that co-teachers can use in the classroom, each strategy being developed with the EL Learner in mind. This resource is not only of benefit to those teaching ELLs; rather it is invaluable to all co-teachers. This book is also highly receommended for school leaders who are looking to embrace proven strategies in their schools so that every student can thrive.

I love the information on collaboration and the notes for all stakeholders. It also touches on how and the importance of self-reflection. This book with be a quick reference for many years to come!