Co-Teaching ELLs: Riding a Tandem Bike

Autor/inn/en	Honigsfeld, Andrea; Dove, Maria G.
Titel	Co-Teaching ELLs: Riding a Tandem Bike
Quelle	In: Educational Leadership, 73 (2016) 4, S.56-60 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Team Teaching; Teamwork; Teacher Collaboration; English Language Learners; Elementary Secondary Education; Cooperation; Trust (Psychology); Cooperative Planning; Leadership Responsibility + Suchen Sie Ihr Suchwort? Teamteaching; Lehrerkooperation; Co-operation; Kooperation
Abstract	Imagine getting on the tandem bike of co-teaching. You have a lot to decide. Who sits in the front and takes the lead? Who takes the backseat? The fact is, neither classroom teachers nor secondary content-area teachers have proven eager to give up leading their lesson when they have a co-teacher present, whether to support ELLs or students with disabilities. Co-teaching requires a delicate balance. Much like riding a bike, if you lean too much one way or the other, the bike will spill over. The authors, researchers in the area of co-teaching, have identified three consistent elements of successful, integrated collaborative instruction for ELLs in K12 schools: (1) trust between co-teaching partners; (2) maintenance of the entire collaborative instructional cycle, which includes co-planning, co-teaching, co-assessment of student work, and reflection; and (3) leadership support. The article highlights the importance of co-planning, a prerequisite for true co-teaching. They suggest a three-phrase framework that will help those who are new to--or overwhelmed by--co-planning. (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01