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Pool your collective wisdom in support of your English learners!
English Learners (ELs) and multilingual learners (MLs) have double
the work of their English-speaking peers as they are required to
master language and content simultaneously. To support this dynamic
academic and language development process, all teachers need to
have an understanding of language acquisition and EL/ML-specific
methodologies along with offering social-emotional support to
ELs/MLs and work in tandem with each other. Bestselling authors
Andrea Honigsfeld and Maria G. Dove have returned with this new
resource that complements and expands on their previous titles on
co-teaching and collaboration by addressing collaborative planning
in greater depth. Co-planning is positioned as the first step
toward integrative language and content instruction as regular and
purposeful collaboration ensures that Els/MLs have access to core
content. Key features include: * Practical, step-by-step guidance
to starting and sustaining collaborative planning for integrated
language, literacy, and social-emotional development * An array of
checklists, templates, and protocols for immediate implementation *
Snapshots from the Field provide real-life examples of co-planning
in action * Beautiful full-color design with original sketch notes
to bring concepts to life * QR codes that link to author interviews
elaborating on key ideas This substantial guide will assist novice
and seasoned educators alike in their move away from isolated
practices and help them engage in collaborative planning and
professional dialogue about asset-based, best practices for
ELs/MLs.
Your Greatest Assets are Right Before Your Eyes: Your Multilingual
Learners! Equity for multilingual learners (MLLs) means that
students' cultural and linguistic identities, backgrounds, and
experiences are recognized as valued, rich sources of knowledge and
their academic, linguistic, literacy, and social-emotional growth
is ensured to the fullest potential. This ready-to-use guide offers
practical, classroom-level strategies for educators seeking
thoughtful, research-informed, and accessible information on how to
champion equity for MLLs in a post-COVID era. Focused on the
deliberate daily actions that all teachers of multilingual learners
can take, this resource guide captures a compelling advocacy
framework for culturally and linguistically responsive equity work,
including Authentic examples of how educators understand and
support MLLs through an equity lens Student portraits of
multilingual learners' experiences Accessible answers to essential
how-to questions Robust professional learning activities Access to
print and online resources for additional information Thoughtful
probes throughout the guide help teachers develop student agency
and foster pathways in their own practice and communication with
multilingual learners.
Your English Language Learners are counting on you to collaborate
effectively. The Common Core State Standards have increased the
pressure on English Language Learners. And with the EL population
increasing every day, schools need proven systems for ensuring that
the students of the future are able to thrive. In practice, this is
a challenge for educational leaders. The most promising solution is
the collaborative approach pioneered by this book's
authors-America's leading authorities on collaboration and
co-teaching for EL achievement. Honigsfeld and Dove's resources for
collaboration and co-teaching include Templates for creating EL
profiles that will enable you to address their unique needs Prompts
for Professional Learning activities (for teams or individuals) and
further reading The latest research findings on best instructional
practices that benefit ELs This is your concise, comprehensive
guide to creating a powerful collaborative program to benefit your
ELs. Start implementing it today and watch the outcomes improve.
This books offers more explicit approaches to implementing
co-teaching at the classroom level. It provides in-depth
explanations of the various models of co-teaching, including the
advantages and challenges of each configuration and clear accounts
of each teacher's role and responsibilities.
It was a dark and stormy night in Santa Barbara. January 19, 2017.
The next day's inauguration drumroll played on the evening news.
Huddled around a table were nine Corwin authors and their
publisher, who together have devoted their careers to equity in
education. They couldn't change the weather, they couldn't heal a
fractured country, but they did have the power to put their
collective wisdom about EL education upon the page to ensure our
multilingual learners reach their highest potential. Proudly, we
introduce you now to the fruit of that effort: Breaking Down the
Wall: Essential Shifts for English Learners' Success. In this
first-of-a-kind collaboration, teachers and leaders, whether in
small towns or large urban centers, finally have both the research
and the practical strategies to take those first steps toward
excellence in educating our culturally and linguistically diverse
children. It's a book to be celebrated because it means we can
throw away the dark glasses of deficit-based approaches and see
children who come to school speaking a different home language for
what they really are: learners with tremendous assets. The authors'
contributions are arranged in nine chapters that become nine tenets
for teachers and administrators to use as calls to actions in their
own efforts to realize our English learners' potential: 1. From
Deficit-Based to Asset-Based 2. From Compliance to Excellence 3.
From Watering Down to Challenging 4. From Isolation to
Collaboration 5. From Silence to Conversation 6. From Language to
Language, Literacy, and Content 7. From Assessment of Learning to
Assessment for and as Learning 8. From Monolingualism to
Multilingualism 9. From Nobody Cares to Everyone/Every Community
Cares Read this book; the chapters speak to one another, a melodic
echo of expertise, classroom vignettes, and steps to take. To shift
the status quo is neither fast nor easy, but there is a clear
process, and it's laid out here in Breaking Down the Wall. To
distill it into a single line would go something like this: if we
can assume mutual ownership, if we can connect instruction to all
children's personal, social, cultural, and linguistic identities,
then all students will achieve.
Of the hundreds of books and resources that have been published in
support of the Common Core implementation, few have addressed
meeting the needs of culturally and linguistically-diverse
learners, or struggling students in general. In fact, in a recent
Amazon search, the only titles that appear to focus exclusively on
this critically important issue are the Dove/Honigsfeld, "Common
Core and the Not So Common Learner" volumes -- the first of which
(Grades K-5) was just released. These books -- written for
classroom teachers -- offer an array of proven instructional
strategies that provide diverse learners access to the rigorous
academic demands of the CCSS ELA standards. In contrast, the
proposed title focuses on the requisite shifts in schoolwide
practices that collectively support the academic growth of diverse
learners. Examples of these shifts include: Collaborative planning,
assessment, and instruction Moving from teacher-directed
instruction to an inquiry- based, highly participatory, engaging
school experience Integrating the teaching of academic language
with the teaching of content. Implementing the Common Core State
Standards with fidelity means embracing and addressing the diverse
needs of all students. This imperative reflects the reality that
regardless of how effectively school district leaders develop and
implement high-quality curricula aligned with the new standards,
some students will need additional support and interventions to be
successful. Yet, from all appearances, most implementation efforts
thusfar, have failed to put much thought into differentiating
instruction for language- learning students, students with
disabilities, or other historically-marginalized groups. Treating
these populations of "not so common" learners as "afterthoughts"
will doom the entire enterprise to failure.
This edited volume examines co-teaching and integrated service
delivery for English learners (ELs). Through research and
documentary accounts, it explores the collaborative instructional
cycle-co-planning, co-instruction, co-assessment, and reflection
practices-of co-taught programs for ELs. This volume presents
current, classroom-based, practitioner-oriented research related to
all aspects of co-taught programs for ELs and offers authentic
evidence and practical recommendations that yield positive outcomes
for this student population.
Much has been written about the cognitive and academic language
needs of those learning English as a new language (be it a second
language in the United States or other English-speaking countries
or as a foreign language in all other parts of the world). Many
guidebooks and professional development materials have been
produced on teacher collaboration and co-teaching for special
education, inclusive classrooms. Similarly, much has been published
about effective strategies teachers can use to offer more
culturally and linguistically responsive instruction to their
language learners. However, only a few resources are available to
help general education teachers and ESL
(English-as-a-second-language) specialists, or two English as a
foreign language (EFL) teachers (such as native and non-native
English speaking) teachers to collaborate effectively. With this
volume, our goal is to offer an accessible resource, long-awaited
by educators whose individual instructional practice and/or
institutional paradigm shifted to a more collaborative approach to
language education. Through this collection of chapters, we closely
examine ESL/EFL co-teaching and other collaborative practices by
(a) exploring the rationale for teacher collaboration to support
ESL/EFL instruction, (b) presenting current, classroom-based,
practitioner-oriented research studies and documentary accounts
related to co-teaching, co-planning, co-assessing, curriculum
alignment, teacher professional development, and additional
collaborative practices, and (c) offering authentic teacher
reflections and recommendations on collaboration and co-teaching.
These three major themes are woven together throughout the entire
volume, designed as a reference to both novice and experienced
teachers in their endeavours to provide effective integrated,
collaborative instruction for EFL or ESL learners. We also intend
to help pre service and inservice ESL/EFL teachers, teacher
educators, professional developers, ESL/EFL program directors, and
administrators to find answers to critical questions.
Much has been written about the cognitive and academic language
needs of those learning English as a new language (be it a second
language in the United States or other English-speaking countries
or as a foreign language in all other parts of the world). Many
guidebooks and professional development materials have been
produced on teacher collaboration and co-teaching for special
education, inclusive classrooms. Similarly, much has been published
about effective strategies teachers can use to offer more
culturally and linguistically responsive instruction to their
language learners. However, only a few resources are available to
help general education teachers and ESL
(English-as-a-second-language) specialists, or two English as a
foreign language (EFL) teachers (such as native and non-native
English speaking) teachers to collaborate effectively. With this
volume, our goal is to offer an accessible resource, long-awaited
by educators whose individual instructional practice and/or
institutional paradigm shifted to a more collaborative approach to
language education. Through this collection of chapters, we closely
examine ESL/EFL co-teaching and other collaborative practices by
(a) exploring the rationale for teacher collaboration to support
ESL/EFL instruction, (b) presenting current, classroom-based,
practitioner-oriented research studies and documentary accounts
related to co-teaching, co-planning, co-assessing, curriculum
alignment, teacher professional development, and additional
collaborative practices, and (c) offering authentic teacher
reflections and recommendations on collaboration and co-teaching.
These three major themes are woven together throughout the entire
volume, designed as a reference to both novice and experienced
teachers in their endeavours to provide effective integrated,
collaborative instruction for EFL or ESL learners. We also intend
to help pre service and inservice ESL/EFL teachers, teacher
educators, professional developers, ESL/EFL program directors, and
administrators to find answers to critical questions.
Looking for a silver bullet to accelerate EL achievement? There is
none. But this, we promise: when EL specialists and general ed
teachers pool their expertise, your ELs' language development and
content mastery will improve exponentially. Just ask the tens of
thousands of Collaboration and Co-Teaching users and now, a new
generation of educators, thanks to this all-new second edition:
Collaborating for English Learners. Why this new edition? Because
more than a decade of implementation has generated for Andrea
Honigsfeld and Maria Dove new insight into what exemplary teacher
collaboration looks like, which essential frameworks must be
established, and how integrated approaches to ELD services benefit
all stakeholders. Essentially a roadmap to the many different ways
we can all work together, this second edition of Collaborating for
English Learners features: All-new examples, case studies,
illustrative video, and policy updates In-depth coverage of the
full range of strategies and configurations for determining the
best model to adopt Templates, planning guides, and other practical
tools to put collaboration into practice Guidelines,
self-assessments, and questionnaires for evaluating the strategies'
effectiveness By this time, the big benefits of teacher
collaboration are well documented. Where teachers and schools
struggle still is determining the best way to do so, especially
when working with our ELs. That's where Andrea Honigsfeld, Maria
Dove, and their second edition of Collaborating for English
Learners will prove absolutely indispensable. After all, there are
no two better authorities.
This edited volume examines co-teaching and integrated service
delivery for English learners (ELs). Through research and
documentary accounts, it explores the collaborative instructional
cycle-co-planning, co-instruction, co-assessment, and reflection
practices-of co-taught programs for ELs. This volume presents
current, classroom-based, practitioner-oriented research related to
all aspects of co-taught programs for ELs and offers authentic
evidence and practical recommendations that yield positive outcomes
for this student population.
Cohan, Honigsfeld, and Dove bring together current research,
authentic examples of best practices, and voices from the field to
champion the power of purposeful collaboration and provide
educators with resources that will empower them to support English
learners (ELs) and their families. Guided by four core principles
(common purpose, shared mindset, diverse team membership,
supportive environment), the authors explain how to meet the
challenges of collaborating with ELs and help all
stakeholders-administrators, teachers, students, parents, community
leaders-develop new and effective ways of working together for the
success of each learner.
Under the best of circumstances meeting the Common Core can be a
challenge. But if you're a teacher of academically or
linguistically diverse students-and who isn't these days-then that
"challenge" may sometimes feel more like a "fantasy." Finally, here
are two expert educators who are brave enough, knowledgeable
enough, and grounded enough to tackle this issue. The grades 6-12
follow-up to Dove and Honigsfeld's best- selling K-5 volume, this
outstanding resource is packed with all the advice, tools, and
strategies you need to build struggling learners' language skills
in today's Common Core climate. Armed with this book, you'll Better
understand the 32 ELA anchor standards Learn more about the
specific skills "uncommon learners" need to master them Discover
new research-based teaching strategies aligned to each standard
Maximize the effectiveness of collaboration and co-teaching Read
this book, implement its strategies, and see the benefits for
yourself. It may be your best hope for making the standards
achievable for all kinds of "uncommon learners" ELLs, students with
disabilities, speakers of nonstandard English, and other struggling
students.
The strategies you need to teach common standards to diverse
learners Realistic and thorough, this teacher-friendly book shows
how to help every student, including English Learners, students
with disabilities, speakers of nonstandard English, and other
struggling learners, meet the Common Core Standards for English
Language Arts (ELA). This resource: Familiarizes readers with each
of the Common Core's 32 anchor standards for ELA Outlines the
specific skills students need to fulfill each standard Presents a
wealth of flexible teaching strategies and tools that build those
skills Includes guidance on professional collaboration and
co-teaching
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