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Why did you choose this phrase?

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Why did you choose this word?

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Why did you choose this sentence?

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Phrase: Friendships vs. partnerships in collaboration

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Phrase: Friendships vs. partnerships in collaboration

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This phrase struck me in the video by Honigsfeld and Dove. Upon reflecting at our site, I think many conversations have more to do with friends than partnerships, and we need to work on making those partnerships more productive, meaningful, and regular. We are on our way, and I like to always presume positive intentions of all staff members. In our meeting sessions, we are getting better at getting to the core issues. I would like to see more structured "time" (I know a buzz word) to focus on student learning and what types of collaboration we can do that is not only joint planning (which is mostly what I see)

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Sentence: The four Cs of Collaboration include collaborative conversations, collaborative coaching, collaborative curriculum, collaborative craftsmanship.

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Sentence: The four Cs of Collaboration include collaborative conversations, collaborative coaching, collaborative curriculum, collaborative craftsmanship.

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In looking at instructional and non instructional collaboration, and at where to begin or approach collaboration at a school, I think this is a good holistic place to start. As part of the "change" that I can make as a classroom teacher and team leader, I think I can start with collaborative conversations in team meetings next year. I wish our school was more transparent about curriculum and asking for volunteers for these discussions rather than "assigning," and I have asked to be a part of creating the EAL curriculum for primary which I think still needs quite a bit of development (but I can only ask).

I do hope that in the future, that I can take more of a coaching role, but will begin with the conversations.

On a personal level I will work on collaborative craftsmanship as I have reached out to the EAL teacher for next year that I will work with to see if she is interested in trying to collaborate and co-teach with me. That is a "change" I can make if she agrees. The EAL whole school subject leader supports me.

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Since time is always an issue, I love the idea of a protocol for collaborative conversations. I have seen the power it can have working on SMART goals previously (many years ago). I would love to see if this would work in collaboration to try to co-teach and also to help conversations in meetings with my team when we have limited time and want to make the most out of it.

I think it can also be powerful to use as goal setting to keep us on track, when teachers have so many lofty goals they want to do at the beginning of the year and to keep in mind what is doable with their personal/professional goal and any school goals.

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I want to do more than one! I had so much more...most of those were from the video. :) 

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I want to do more than one! I had so much more...most of those were from the video. :) 

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Collectively teachers need to have a solid repertoire of instructional tools. 

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Collectively teachers need to have a solid repertoire of instructional tools. 

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In reading through the different co-teaching models by Dove and Honigsfeld, the idea of teachers coming together and using their instructional tools was referenced often. I particularly liked this sentence because it referenced the fact that it’s the combination of teachers, its both (or more) teachers that are using their strengths for the benefit of students.

Co-teaching is a journey and I need to remind myself that while I am striving towards the language targets, my homeroom teachers are also working diligently towards targets. It's the collaboration and collective of us coming together that make it work. I am not on this journey alone.

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This phrase struck me - I think it brought more questions than reflection....

When planning, are the homeroom teacher and I working towards the same goal/vision? Is that vision clear up front? (Would it simply be our learning targets? Or...thinking bigger, our shared vision of EAL student success? Would our vision of student success be similar?) ***This would be an interesting conversation to begin the year with my homeroom co-teachers.

How can I make sure the shared vision is transparent during planning sessions so that we are on the same page? (Can I add it to our planning documents?)

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While reading the EAL co-teaching checklist I found myself nodding in agreement with so many of the statements, but also found a sense of urgency and empowerment in my position as an EAL teacher. The word advocate immediately popped out to me as important.

So many times during planning as a support teacher we can get lost in the big picture of units, nuts and bolts or conversations regarding student behavior. I find my role to be an advocate in many ways: for language to be front and center during push in time, for my students to not be segregated, culture and L1 to be honored, etc.

I hope I can remind myself to keep being an advocate for my students.

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I'd love to make a wordle of all our chosen words from the class - It would be interesting to see everyone from the whole group's chosen 1 word together! 

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I'd love to make a wordle of all our chosen words from the class - It would be interesting to see everyone from the whole group's chosen 1 word together! 

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Kelly: Perhaps use the diamond ranking with CLIL principles to have a conversation about a 'shared vision?'

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Embedding language learning as a part of students’ content classroom experiences is to teach a language as a means to end rather than an end in itself.

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Embedding language learning as a part of students’ content classroom experiences is to teach a language as a means to end rather than an end in itself.

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It's. very efficient when students learn about the purpose of learning a grammar lesson or a math one  for example and how that will be useful for them in real life. Bringing authentic learning into your classroom daily practices are perhaps the most beneficial in engaging students and providing them with life skills rather than just language skills.

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I found this phrase really important, because it can stands for both teachers and students in a CLIL classroom. Our role as teachers is to have that critical and analytical thinking as a team in order to construct and evaluate the teaching domain, then modify instructions to better fit the learning group. Whereas, students act as the engines that push the communication and collaboration in the CLIL classroom with critical conversation in different types of projects and team work activities. They will be encouraged to look critically at the given task, make connections that help them dig deeper.

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Reading through the CLIL principles, I can see that engagement can be a key word that can foster our personal growth as educators and encourage students to take the risk of for deeper learning! It needs to be at the center of what we do or think daily. From my experience as a class teacher, the level of engagement will be up in your classroom if the teacher is modeling it and same will happen if its the opposite.

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Maybe as team, we can corporate together to make a word wall that can summarize our holistic vision!   

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Maybe as team, we can corporate together to make a word wall that can summarize our holistic vision!   

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"ELs are a complex population with different backgrounds, yet they are often grouped as one unique group of learners."

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"ELs are a complex population with different backgrounds, yet they are often grouped as one unique group of learners."

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All over the world, the “English learners” are usually grouped in this way, however this is such a varied population with an array of “intergroup differences with ELs”, as it is mentioned in Honigsfield & Dove’s video.

Consequently, in a close collaborative fashion, teachers need to understand students’ backgrounds, including factors such as their linguistic development, literacy skills in more than one language, level of english proficiency, but also, their prior education, learning trajectory and personal history. After all, the students are the purpose and center of every teacher’s work.

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"You can co-plan without co-teaching, but you can’t co-teach without co-planning...and co-reflecting...and co-assessing!”

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"You can co-plan without co-teaching, but you can’t co-teach without co-planning...and co-reflecting...and co-assessing!”

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It resonated with me the 4 major pillars in a collaborative-instructional cycle (co-plan; co-teach; co-assess; reflect), and how much ‘at risk’ the cycle is, if there is no co-planning, yet it is an area that teachers usually find the most neglected, mostly due to time constraints, or because it’s not part of the school culture.

There are many co-teaching models that EAL and content teachers can implement, combine or adapt, however, co-planning is essential to truly understand WHAT ELs need and HOW to deliver purposeful instruction.

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I mostly chose this word because of Honigsfeld & Dove’s perspective of the term “co-assessing”, which not only refers to the importance of keeping an ongoing student assessment (both summative and formative), and analyzing it in a collaborative fashion, but also they mention the importance of reminding one another (EAL & content teachers) to reflect on how their instruction is going and how students are learning and achieving both content and language.

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There were so many sentences that stuck out from the video and really honed in on the nature of collaborating in education, but this one that Gini said in our meeting this morning has been resonating in my head for hours. I think that, way to often, practices and policies and new initiatives are put in place in schools and administrators or leaders are looking for instant success. When that doesn’t happen, it’s easy to believe that the collaborative attempts or initiatives failed, when in reality what they really needed was time. At one point in the video, she said “If teachers have more opportunity to interact professionally, they build partnerships” and I think that’s exactly what Gini was referring to. We are all in education for the students. No one joined this profession for the pay or the recognition. We stay because we believe we can make a difference, and that common ground is going to be what connects us all in our attempts to improve education. That journey may be fraught with frustration and challenges, but, with time, we all eventually are able to arrive at a consensus. In all that I’ve read about collaboration today and all that I have experienced as we have begun a new journey into collaboration in my school, I know that it will work, we just need to be willing to make the journey.

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I know how simple this phrase sounds, but I feel like I need it on a repeat reminder every single day. This is hard. And even when you’re doing it right and know that you’re on the right path, it’s still hard. Attempting to find co-teaching models that work for your particular group of students or that make sense with the staff that you have or the educational situation you’re in is a challenge and not for the faint of heart. The dedication it takes to push through what seems like a million instructional strategies and plan for differentiation of every learner in your class is not to be taken lightly. It is all hard. The important thing to remember is that it’s hard for everyone. I once had someone tell me that if it were easy, it probably means that you’re doing it wrong (which still makes me laugh). That being said, I think that there is no group more suited for challenge than teachers.

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Over the past year, my school has been attempting to transition to a new dual language model and it has been quite a learning experience for all involved. We are far from being an ideal program, but we know we are on the right path for our learners. In everything we do, it feels like we are constantly transforming to adjust to new instructional and non-instructional needs and while the process is messy, it has also been really rewarding. And I think that’s transformation in a nutshell… messy, but worth it! I loved how the video discussed that collaboration is a constantly evolving process because as people get better at co-teaching and become experts in different strategies, the look of the collaboration changes. I am excited to watch as the instruction of multilingual learners continues to transform as we all bring back our knowledge and understanding and advocate for our students.

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The only way to do it is to jump in and learn to swim in the waters of CLIL collaborative learning. No matter how many waves come your way keep persevering.

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Yes Nicole that is exactly what I meant - and only something i could say after man years of frustration!?

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The power of transformation is worth the hard work Nicole

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'Multiple perspectives helps us to recognise each student's linguistic, experiential and cultural assets, while intentional co-planning, co-teaching, co-assessing and co-reflecting allows us to meaningfully engage in all learners.'

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'Multiple perspectives helps us to recognise each student's linguistic, experiential and cultural assets, while intentional co-planning, co-teaching, co-assessing and co-reflecting allows us to meaningfully engage in all learners.'

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The 'mission statement' to serve ALL our learners. Without multiple perspectives and intention we will flounder.

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Co-teachers capitalize on their strengths and preferences; for example, one teacher may prefer teaching organizational skills in writing, while the other teacher prefers to discuss ideas for opinion writing. 

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Co-teachers capitalize on their strengths and preferences; for example, one teacher may prefer teaching organizational skills in writing, while the other teacher prefers to discuss ideas for opinion writing. 

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I chose this sentence because I think capitalizing on each others' strengths is definitely a strength of co-teaching. I was just telling a colleague this today about how much I have learned throughout my coursework with Gini and I thought I knew a lot about education as an experienced teacher. What I did learn, what that I still have so much to learn and we just can't know everything and we have to rely on each other to provide the best education for our children.

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Definition of repertoire from  https://www.merriam-webster.com/dictionary/repertoire
: a supply of skills, devices, or expedients

part of the repertoire of a quarterback

broadly : AMOUNT, SUPPLY
an endless repertoire of summer clothes
I think that is the bonus of co-teaching (no, not an endless repertoire of summer clothes - but maybe some do share) but rather an endless repertoire of ideas, strategies, tools, and much more when they collaborate.

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If we are to collaborate then we have to understand 'Who we are?'
How can we build on student assets and teacher assets? I recognise that multilingual learners and teachers will thrive when we leverage everyone's collective expertise to integrate CLIL.

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The 'lab' metaphor takes me back to my science roots. The authors from the video helped me to find some light. I (or we) can conduct CLIL and collaboration/co-teaching model experiments. It creates a safe place to make mistakes, analyse data, and arrange visitations to see colleagues co-teach (build on in-house expertise). Then use protocols to have honest conversations about what worked and what doesn't work in a new (or not) learning environment. -A great 'thoughtful schools' project to participate in with a group of colleagues.

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"English learners thrive only when they have access to meaningful interactions in authentic contexts".

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"English learners thrive only when they have access to meaningful interactions in authentic contexts".

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I chose this sentence because I think this is what is lacking in certain schools (like mine!) where EAL specialists pull out students to do stand-alone grammar and vocabulary work. I'm always so sad when a group of my EAL students go out and miss an activity that I think they would have enjoyed and which would have probably motivated them to try pushing their new language skills.

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I chose this phrase as a call to action for myself, to remind me next academic year as a content teacher, to really look closely at my content objectives and, even when it's not possible to collaborate with the EAL team, to try where possible to include clear and achievable language targets.

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I chose this word because I think we have a good collection of people trying their best for EAL students at our school, but we could achieve so much more if we were on the same 'team' in terms of CLIL.

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I think this word stuck out to me because we need to be so intentional with our work as EAL and Content teachers. As mentioned in another note here on the padlet, this is hard work and there is so much to consider in regards to planning. When we have colleagues to collaborate with, that can help make the "intentional" teaching and planning be more effective and also less of a challenge. I also think, no matter what co-teaching model is selected, the reason for the selection needs to be intentional based on the type of lesson, the needs of the students, and more.

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I wish we could have seen some of those co-teachers actually co-teaching in the video... it would be really good to see some CLIL in action.

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I wish we could have seen some of those co-teachers actually co-teaching in the video... it would be really good to see some CLIL in action.

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"Students are more motivated when they see a clear purpose to what and why they are learning in real-life situations much more so than when they are conjugating verb tenses without meaning"

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"Students are more motivated when they see a clear purpose to what and why they are learning in real-life situations much more so than when they are conjugating verb tenses without meaning"

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This sentence has caught my attention right away! I am a firm believer that students usually connect what they are learning to their real-life experiences and that's easily how quickly they learn and get motivated to know more and start exploring themselves. Their learning needs to have a meaning to it. Real-life skills are as important as math problems if not more.

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It is essential for students to be heard and taken seriously when expressing their ideas and thoughts. This gives them the confidence to be risk-takers and be responsible learners which will help them in their real-life skills

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What's more fun than having a classroom full of some excitement and positive energy that drives both the teacher and the students to achieve better in their learning!

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Student engagement and comfort are the engines of learning.                       

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Student engagement and comfort are the engines of learning.                       

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This caught my attention as it reminded me of an experience that I had this school year. I had hibernated students that started in December. 2 weeks before winter break. All I cared about by that time was for them to settle in and feel comfortable and safe in the classroom. Surprisingly, my students learned things I didn't think they would during the two weeks before the break. Parents were surprised by what their children have learned in just two weeks, and I was surprised as all I intended to do was make them feel comfortable.

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From my experience, I believe students learn best when being active. Active learning experiences It gets students very excited to participate and work together as a team and celebrate their accomplishments.

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I strongly believe that feeling comfortable and safe in the classroom enhances both learning and performance.

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CLIL is all about working together! Together with other teachers, different students, different contexts/ grade levels, variety of families. It is also, and mainly, interweaving content and language in several different situations. In order to everything works out with excellence, empathy needs to take place all the time. Considering different perspectives and having an open mind is very helpful and makes our job less stressful.

Brisa Enéas

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I believe that this is a key point when collaborating. You need to show that you are part of the team, an important piece who will tremendously contribute to students' success. This way, you are also helping mainstream teachers to have a rich learning environment where s/he can provide high learning experiences and get the best out of it.

Brisa Enéas

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Sometimes, you don't know how to integrate content with language, however, a strong collaborative relationship amongst all stakeholders, especially teachers, leads the way to unimaginable outcomes.

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Sometimes, you don't know how to integrate content with language, however, a strong collaborative relationship amongst all stakeholders, especially teachers, leads the way to unimaginable outcomes.

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I wrote this sentence as a self-reflection. Sometimes, the PYP unit is so complex to me that when I'm by myself studying it to think about possible languages to be used along with the unit I get stuck. I think: what does this unit want from my students?? But then, after a productive grade level meeting I get the whole picture and have an idea from where to start.
Asking questions, clarification, and being humble always were successful strategies to come up with a rich language plan for the unit.

Brisa Enéas

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Authentic and engaged collaboration between teachers leads to powerful outcomes for students. 

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Authentic and engaged collaboration between teachers leads to powerful outcomes for students. 

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I read, ‘Co-teaching: A look-back, A look-ahead, and the look fors,’ many aspects of the text stood out for me. I loved the underpinning importance of administrative support, professional development, voluntary participation, common planning time, common expectations, shared resources, shared accountability for outcomes, and relationships to establish the best co-planning environment. There was great importance of both teachers feeling that co-planning was capitalizing on strengths to support students. I truly felt mutual understanding and a collective efficacy was essential to co-teaching partnerships.

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When leading planning meetings I’ve always felt if we weren't talking about the students we were missing the most important piece. Advocating for ELLs is a huge part of the co-planning process. As content and language teachers it is essential we have an in-depth understanding of our student's needs. With this knowledge we can collaborate, develop and refine plans to elevate student learning academically and social-emotionally
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I have always based my work within teams from this idea. This shared belief helps us  to understand that TOGETHER we can have a positive impact on student achievement.