Lecture. U10 Applying Various Activities for Co-teaching

Transcription

1 Lecture Ⅰ. Intro A. Teachers need to consider the needs and requirements of their co-teachers. In the modern English classroom in Korea, most teachers will work in a coteaching environment, pairing up with a Korean English teachers to deliver content in classes. B. Teachers need to consider how to begin co-teaching, co-teaching models, strategies for co-teaching, and co-planning for success. Ⅱ. Why Co-Teaching? A. Good co-teaching improves the student to teacher ratio in the classroom and provides multiple opportunities for all students to receive direct attention and feedback from the teacher. Teachers are working with students at varying levels of ability. By using co-teaching it is possible to adjust the class to address the needs of learners at different levels. B. Co teaching also allows for development and support between teachers.. Keep the following in mind when developing the co-teaching environment: Co-teaching shares responsibility between teachers. Students gain more one-on-one time. Lessons can be more carefully adjusted to the needs of individual learners. Teachers can share experience, successes, frustrations, and learning goals. Teachers gain knowledge by sharing and combining personal skills and knowledge. Ⅲ. Applying Various Types of Co-teaching A. It is important to consider the school environment and how it affects coteaching. Essentially, answers to these questions help to improve the quality of co-teaching: What does the administration expect? What do the students need to do? What are the learning goals and objectives of the class? What are the expectations of parents? What are administrative tasks or requirements that need to be completed?

2 Ⅳ. Co-Teaching Models A. Co-teaching is more than just collaboration between two teachers in the classroom. B. To choose a co-teaching model while planning and preparing to co-teach consider the following: The needs of students Some classes flow together naturally, others need more management or more explicit instruction from the teacher. Certain classes may have a better balance of learner ability, where others have a wide variation of student needs. The co-teaching approach used in the classroom needs to be adjusted to meet these various needs. The needs of the teacher Teachers have different teaching styles. Some teaching pairs can easily share the lead in the classroom, where others prefer to take turns being in charge. In co-teaching the style needs to be flexible enough to work with the teachers needs. The needs of the curriculum Different content requires different approaches. Lessons focused on speaking and communicative activities may be more task and group oriented, where activities focused on reading and writing development could focus more on individual learning. The Classroom and School Environment Crowded classrooms can put strain on certain types of co-teaching. The same is true for classes that are too large. These different school environments are also a consideration that affects how teachers coteach. C. There are six reliable models that can be used in the classroom. One Teach, One Observe In this model as one teacher leads the class, the coteacher can work on careful observation of students.. After each class teachers collaborate together and share notes on observation to improve the delivery of the program. One Teach, One Drift In this approach one teacher leads the class and the second teacher moves throughout the class, assisting students one on one as necessary. Parallel Teaching In this co-teaching model teachers reduce the student to teacher ratio by dividing the class into two smaller groups. Teachers then teach the same material to the small group at the same time, or in parallel. Station Teaching In station teaching co-teachers divide students into working groups. Students complete specific tasks at a station before moving on to work at the next station lead by the second teacher. This model requires planning of stations and time to debrief after classes to discuss learner success. Alternative Teaching In classes where there is a large number of students who need to have special delivery of information, for example very advanced students or

3 students who are need of review, alternative co-teaching can be a solution. In this classroom environment, one teacher leads the regular class group, while the alternative teacher pulls out specific students to work with on developing an understanding of the materials. Team Teaching In team teaching, both teachers are teaching the content at the same time. In some ways this style of teaching is like tandem teaching. Teamteaching requires the most rehearsal before class to be fully successful.

4 I. How to Lead Role Plays A. Provide a dialogue, or a script, in a format that can be easily followed and understood. B. Ask students to practice with a script first. <Examples of a script to teach the traveling role play> A: I d like to take a trip. B: Excellent. Where do you want to go? A: I want to go to Pusan B: There are two ways to get to Pusan. A: What are my options? B: You can take a train. That s the cheapest, but it s not the fastest. B: It is $45 dollars. But it takes six hours. A: Six hours, that s too long. B: You can take a flight. B: That is $ But it only takes half an hour. A: Perfect, I ll take it.

5 C. Have the students practice with a partner just reading the original script. Each student practices both sides, A and B. Then change the script to help the student internalize the language like this: <Examples of a script to practice internalizing the language> A: I d like to take a trip. B: Excellent. Where do you want to go? A: I want to go to. B: There are two ways to get to. A: What are my options? B: You can take a train. That s the cheapest, but it s not fast. B: It is $ dollars. But it takes. A:, that s too long. B: You can take a flight. B: That is. But it only takes half an hour. A:, I ll take it. D. Have the students practice with the script again. Now they use their own ideas. Again have the students practice both sides of the dialogue. E. Finally, take the dialogue away. They can do it without the dialogue.

6 F. Give the students a goal for the role play. They need to take a trip; they have to decide the best way to go. They need to ask the travel agent where to go G. Pass out destination cards to the students. H. Let the role play begin. II. How to use role play activities for co-teaching A. When you first introduce the script you and your co-teacher can act out reading the script as the students watch. B. Once the students have finished practicing the script, get together with your co-teacher again. This time you and your co-teacher can model the role play. C. Let the students do the role plays in pairs to make the language more productive for the students. D. Please remember that it is important to give every student in the class a chance to speak in English as much as possible.

7 III. Tips for Role Playing Activities A. Possible subjects to use for role playing activities 1. Target language of illness : role play of a patient and a doctor at the hospital 2. Target language of preferences : role play of what they like and what they don t like to eat. 3. Target language of expensive and cheap related to shopping : role play of shopping and bargaining for a good price 4. Target language of can and can t : role play of super heroes with special powers that they can and can t do 5. Target language of verb tenses : role play of doing actions on a playground to describe the present progressive tense 6. Target language of jobs : role play of the job and sharing information 7. Target language of culture : role play of being from two different cultures 8. Target language of wish list on vacation : role play of things they like to do when they are on vacation 9. Target language of going on a date : role play of going on a date 10. Target language of classroom setting : role play of good and bad classroom behaviors 11. Target language of restaurants : role play of customers in a restaurant 12. Target language of chores : role play of a mom and a son who needs to do his chores B. Use clear instructions when you ask students do a role play.