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What Is Active Listening?

The way to improve your listening skills is to practice "active listening." This is where you make a conscious effort to hear not only the words that another person is saying but, more importantly, the complete message being communicated.

In order to do this, you must pay attention to the other person very carefully. You cannot allow yourself to become distracted by whatever else may be going on around you, or by forming counterarguments while the other person is still speaking. Nor can you allow yourself to get bored, and lose focus on what the other person is saying.

To enhance your listening skills, you need to let the other person know that you are listening to what they're saying.

To understand the importance of this, ask yourself if you've ever had a conversation when you wondered if the other person was listening to what you were saying. You wonder if your message is getting across, or if it's even worthwhile continuing to speak. It feels like talking to a brick wall and it's something you want to avoid.

Acknowledgment can be something as simple as a nod of the head or a simple "uh huh." You aren't necessarily agreeing with the person, you are simply indicating that you are listening. Using body language and other signs to acknowledge you are listening can also help you to pay attention.

Try to respond to the speaker in a way that will encourage them to continue speaking, so that you can get the information that you need. While nodding and "uh huhing" says you're interested, an occasional question or comment to recap what has been said also communicates that you are listening and understanding the message.

Top Tips for Active Listening

There are five key active listening techniques you can use to help you become a more effective listener:

1. Pay Attention

Give the speaker your undivided attention, and acknowledge the message. Recognize that non-verbal communication also "speaks" loudly.

Look at the speaker directly.

Put aside distracting thoughts.

Don't mentally prepare a rebuttal!

Avoid being distracted by environmental factors. For example, side conversations.

"Listen" to the speaker's body language.

2. Show That You're Listening

Use your own body language and gestures to show that you are engaged.

Nod occasionally.

Smile and use other facial expressions.

Make sure that your posture is open and interested.

Encourage the speaker to continue with small verbal comments like yes, and "uh huh."

3. Provide Feedback

Our personal filters, assumptions, judgments, and beliefs can distort what we hear. As a listener, your role is to understand what is being said. This may require you to reflect on what is being said and to ask questions.

Reflect on what has been said by paraphrasing. "What I'm hearing is... ," and "Sounds like you are saying... ," are great ways to reflect back.

Ask questions to clarify certain points. "What do you mean when you say... ." "Is this what you mean?"

Summarize the speaker's comments periodically.

4. Defer Judgment

Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message.

Allow the speaker to finish each point before asking questions.

Don't interrupt with counterarguments.

5. Respond Appropriately

Active listening is designed to encourage respect and understanding. You are gaining information and perspective. You add nothing by attacking the speaker or otherwise putting them down.

Be candid, open, and honest in your response.

Assert your opinions respectfully.

Treat the other person in a way that you think they would want to be treated.

Listening Skills Infographic

See Active Listening represented in our infographic: Listening Skills.

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Active Listening - Hear What People are Really Saying

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Research suggests we recall between 25-50 percent of what we hear. Learn active listening techniques to avoid misunderstandings and improve productivity.

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https://wida.wisc.edu/sites/default/files/resource/Standards-Collaboration-Comic.pdf

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https://docs.google.com/document/d/1yIpFiwhPTjeItKrPCldTSW0lVMmjhDBqFhOkmJ6p9W0/edit?usp=sharing

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https://www.mentimeter.com/

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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https://answergarden.ch/

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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https://www.anderson5.net/cms/lib/SC01001931/Centricity/Domain/3345/Co-Teaching%20Models.pdf

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Co-Teaching Models: Strategies and Planning

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Co-Teaching Models: Strategies and Planning

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Co Teaching Models: Strategies and Planning

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Knowing the pros and cons of the six models of co-teaching can help teachers determine which one is best for a given lesson.

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Active listening activities for students. 

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Active listening activities for students. 

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https://www.esparklearning.com/blog/7-engaging-listening-activities-for-small-groups

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Play these engaging active listening activities for kids with your small groups!

Active listening activities promote mindful thinking. They encourage thoughtful, attentive communication and connect students to the speaker through both verbal and non-verbal cues. But it's a skill that needs to be practiced and honed, especially for younger students. Use these fun speaking and listening activities as a center during your next small group period to introduce or revisit this crucial skill.

Listening Activities for Elementary Students

1. Draw this

For younger students, or for students first being introduced to active listening, start with something hands-on and familiar, like drawing. For these active listening activities, either you or a student lead will list step-by-step instructions for an image.

For example, if you wanted your students to draw a house, the instructions could sound like this:
"Draw a large square in the center of your page"
"Then draw a small rectangle vertically on the bottom of the square."
"Draw two small squares on either side of the rectangle."
"Now draw a large triangle on top of the largest square."

These instructions should guide students toward a completed image that isn't recognizable until the final instructions. To help student leads, you can provide pre-written instructions for several images and allow them to choose from your selection. Students will then reveal their artwork to see if their drawings followed the given instructions.

Have students play this listening game first to practice.

2. Audio stories

If story time is a favorite activity in your class, your students will love this last center idea. Here, all you need to do is pick a read aloud story to play for your small group. Be careful not to let your students see the words. Once the story is finished playing aloud, have your students summarize what they heard in as much detail as possible. If time allows, replay the story so students can see if they were correct.

eSpark has several read-aloud stories that are perfect for this active listening activity. Here are a few to start:

My Pet Llamacorn Grade level: PK-K
Can We Make Smores Now Grade level: PK-1
Anisha Is Bored Grade level: PK-1
Squidges Day at the Doctor Grade level: 1
Azure Leads The Way Grade level: 2
Summer Drumming Grade level: 3
Game Night Grade level: 3
Swallowed Grade level: 5

3. Don't speak twice

This activity is an exercise in restraint for some students because until everyone has spoken once, no one is allowed to speak a second time.

For this speaking and listening activity, you or a student will select a broad topic of choice, such as movies or animals. Then, students will take turns commenting on or asking a question about the topic. If a question is asked, no one is allowed to speak unless responding to the question until an answer has been given. This is repeated until every student has spoken at least twice for one to two minutes.

4. Simon says

This classic childhood game is perfect for practicing listening skills in small groups. To make this game into a center, you or a student lead will say a command then wait to see if the players responded correctly. To make this game slightly more challenging for older grades, have students take turns giving commands.

Typically, students who perform a command that didn't begin with the phrase "Simon says" lose the game and must sit out; however, to keep all students engaged during the entire center, an alternative rule can be having that student miss their next turn to say a command.

5. Telephone

Another classic listening activity for kids is telephone. In this center, students will form a circle, then take turns creating a message that will be whispered to each student until it reaches the student who created the message. If the message at the end matches the message from the beginning, the group wins! The next student in the circle creates the next message and the game repeats.

This game works best with at least five students in the small group so there are enough students to pass the message to before it reaches the end. With smaller groups, it's also best to require longer messages that are about eight to 10 words.

6. Popcorn storytelling

This game can be played one of two ways. The first way begins with a student reading a passage from a book or printed story. At the end of any sentence, the student may call on another student to pick up where they left off. Students will do this until the story is finished or until it's time to move to the next center. This version works best for upper elementary students who are capable of reading long passages. Here's a story you can use for this listening activity.

The second method offers students a bit more room for creativity because here they will construct their own story. One student begins the story in any setting with any character and provides as much or as little detail as desired. They will then select another student at random to continue the story. Students will continue to add to the story until it's time to move to the next center. To give your students inspiration, have them read this story beforehand.

In both games, each student is required to speak at least twice.

7. My favorite toss

Not only does this game help students practice active listening - it also exercises their memory. In this center, everyone stands in a circle and one student is given a ball. The student holding the ball begins by choosing a topic, such as books or food, then shares their favorite item from that topic. That student then passes the ball to any other student who must first tell the favorite of everyone before them then add their own favorite.

For example, if the beginning student said their favorite sport was swimming, the next student would say, "Andrew's favorite sport is swimming, and my favorite sport is basketball." The following student would say, "Andrew's favorite sport is swimming, Maria's favorite sport is basketball, and my favorite sport is hockey."

The game continues until every student tells a favorite and correctly lists the favorites before their own. If a student lists the previous favorites incorrectly, the other students must help them repeat the list correctly. Once the game is finished, the next student creates a new topic.

Play-based learning with a twist

eSpark is the only elementary curriculum resource that combines play-based learning with evidence-based direct instruction to create a personalized, differentiated learning experience for every student in math and reading. The interactive stories and poems shared above are just a small sampling of the many unique and fresh activities students will encounter on their Quests or teacher-assigned Small Group Skills. Click the button below to claim your free trial account and see for yourself why teachers everywhere are talking about how eSpark delivers engagement they can feel and results they can see.

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7 Engaging Listening Activities for Small Groups

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Active listening activities promote mindful thinking. Use these speaking and listening activities in your next small group breakout.

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Jamila Lyiscott: 3 ways to speak English | TED

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https://www.youtube.com/watch?v=sncGGjaYJ5I

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To Code Switch or Not to Code Switch? That is the Question. | Katelynn Duggins | TEDxMaysHighSchool

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https://www.youtube.com/watch?v=l1IlqnYlhnU

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Groupthink for good -- why teachers need collaboration: Heather Duncan-Whitt at TEDxWellsStreetED

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https://wida.wisc.edu/about/news/wida-voices-field-collaboration-tool-equity-and-language-development

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"The long-standing culture of teacher isolation and individualism, together with teachers' preference to preserve their individual autonomy, may hinder deep-level collaboration." (Vangrieken, Dochy, Raes, & Kyndt, 2015, p. 36)
When we think of teaching, how often do we envision a solitary person, alone in front of their students or sitting in an empty classroom planning lessons and grading papers? As teachers, we often close our doors and do much of the work involved with teaching in isolation because it is easier that way. But what do we - and more importantly, our students - stand to gain when we are given, and when we embrace, opportunities to truly collaborate with our peers? Collaboration requires time, energy, and a commitment to making it work. But when we do, the results are worth what we invested.

Collaboration has been a foundation of our educational careers since we started teaching more than 15 years ago. Working collaboratively with other teachers has taught us how to

plan more effectively

expose ourselves to new curricula

help us develop new pedagogical strategies

push us to be more reflective

lessen our individual loads

Collaboration has also pushed us to think deeply about how we practice our craft, including how we plan instruction together. We have found that for authentic collaboration to occur, both educators must enter the partnership with a clear understanding of its reciprocal nature and how both partners contribute from their expertise in either content or language. Approached in this manner, collaboration is not only rewarding, but it also has the potential to enhance equity, particularly for multilingual learners. In a true collaboration between content and language teachers, multilingual learners have access to grade level, standards-based academic content, and are equipped to meet the challenging linguistic demands of content area classes.

Rooted in equity, the Big Ideas and the other components of the WIDA English Language Development Standards Framework, 2020 Edition, provide essential ingredients for ensuring that the symbiotic relationship between content and language are at the forefront of every lesson.

While there are demonstrated benefits for both teachers and students when teachers collaborate with each other, many schools and districts do not do enough to support it. Vital components that nurture successful collaboration in classrooms of multilingual learners include structures such as

schedules that account for collaborative planning time

team meetings

focused professional development.

With these components in place, it is also important for each teacher to make the necessary commitments to create an effective collaborative partnership. Here are a few areas to consider whenever embarking on a collaborative partnership:

Professional partnership and responsibilities

Form a collaborative partnership with mutual respect and trust

Establish and maintain norms and expectations for professional interactions like planning habits and decision-making

Review communication and collaboration styles and the best ways to communicate for planning and any additional issues that might arise

Identify daily, weekly and monthly responsibilities before the school year begins

Lean on each other's strengths and support each other's growth

Instructional and classroom culture responsibilities when co-teaching

Share equal responsibility for classroom climate and culture

Share whole-class instruction responsibilities

Teach all students regardless of identification

Pre-plan and develop daily lesson plans, post-planning and collaborative reflection

Provide equal access and responsibility in grading, feedback and family engagement

Consider classroom set-up and upkeep

Utilize a variety of co-teaching structures

Structural support for collaboration

Time before the school year begins to start the collaboration process

Weekly common planning time

Extra planning time during the year

Administrative support

Ongoing PD to develop co-planning and co-teaching strategies

District level support

Right now, many educators are thinking about how to use the 2020 Edition effectively across content classes, and we have found that the best way to do this is through established collaborative partnerships between content and language specialists. The mutual trust in these partnerships allows teachers to leverage each other's expertise and give both content and language specialists opportunities to be in the driver's seat when planning.

The 2020 Edition offers several tools designed to support these collaborative planning conversations. For example, Collaboration is one of the four Big Ideas that anchors the ELD Standards Framework. Language Expectations tightly weave in academic content and language, making visible the language students need to develop to meet grade-level academic content standards. The Collaborative Planning for Content and Language Integration section offers sample steps and a scenario between two collaborating teachers as a jump-off point for curricular conversations. (See Figure 4-2: Sample Collaborative Planning Process, p. 237, 2020 Edition.)

When planning lessons and units that integrate content and language, it often seems that students need an overwhelming array of skills and language to demonstrate grade-level mastery of content. In our collaborative partnership, we have found that when we approach lesson planning by prioritizing depth over breadth, we can better identify the language demands of what we are teaching in each unit. The grade-level cluster Language Expectations can help us do that. Through the process of specifying the highest leverage Language Functions and Language Features of a unit, we can then identify which aspects of language to tackle explicitly across the unit.

To demonstrate what collaborative planning looks like in action, we have outlined the reciprocal process an ELA and language specialist used to plan a mini unit for 9th grade students titled How the Media Works to Control your Mind: Persuasive Techniques in the Media. Most importantly, the teachers determined the Language Expectations for the mini unit together, which then provided the foundation to create necessary scaffolds to support both content and language development. Both teachers should engage in this planning process, but these steps indicate which specialist is facilitating/driving each part of the planning conversation for this mini unit.

Content Specialist: ELA teacher facilitates the discussion on choosing the ELA standards, theme, essential question and summative assessment in the unit plan.

Together: Both teachers identify WIDA ELD.LA and ELD.SIP to guide a focus on language in the unit.

Language Specialist: ELD teacher facilitates the discussion around setting goals for content-driven language learning by determining the Language Expectations. The ELD teacher knows that the class is working on claim/evidence/reasoning and refers to the Key Language Uses. The teachers agree on Argue.

Together: Given that the performance task is a debate, both teachers choose the expressive communication mode. Still, the teachers know they will support students in using both communication modes (interpretive and expressive) as one is dependent on the other.

Together: Teachers determine what knowledge, skills and practices students are expected to demonstrate for the task at hand. Teachers determine what explicit patterns of argumentation students need to develop from a linguistic perspective (Language Functions) to demonstrate mastery of the content standard. From there, teachers determine a range of vocabulary and grammar (Language Features) students might need to carry out the Language Functions.

Using the Language Expectations, Functions and Features, both teachers plan to explicitly teach the language students may need for the debate, building in supports and scaffolds for students at various proficiency levels.

Our experience as collaborating teachers has taught us how to better support multilingual learners as they engage in challenging ELA content. We have developed confidence in using the WIDA ELD Standards Framework to integrate content and language for our students and learned how to bring our language expertise and our content expertise into planning lessons and units.

Whether you are using a full co-teaching model or are beginning to foster new co-planning conversations in your school, the WIDA ELD Standards Framework can support this important collaboration. It is clear to us that true collaboration using the framework to integrate content and language is a process that requires substantial structural support, a partnership between content and language specialists that provides them equal voice, and a commitment to student learning at the heart of the work. When these components are in place, pedagogical equity is in reach for all educators and students.

Fernanda Marinho Kray, WIDA ELD Standards Framework project lead, and Margo Gottlieb, WIDA co-founder and consultant, have been hearing from a variety of educators about how they are making sense of the 2020 Edition. In response, the WIDA ELD Standards Framework team established this "Voices from the Field" series to present ideas, practices and tools for educators as they explore various avenues for standards framework implementation.

Martha Boisselle is an EL instructional coach for Salem Public Schools  Kristen Leathers is an ESL teacher and department head at Boston Public Schools.

To stay informed about WIDA ELD Standards Framework resources, tools and services, use the News Signup form to manage email preferences and select WIDA ELD Standards as an interest area.

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WIDA Voices from the Field: Collaboration as a tool  for equity and language development

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In this edition of Voices from the Field, guest authors and ESL and ELA educators Martha Boisselle and Kristen Leathers discuss how they use the WIDA ELD Standards Framework to bring the Big Idea of Collaboration to life. The article contains a sample unit map and conversation outline to illuminate the collaborative planning process.

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https://www.youtube.com/watch?v=VmQVNE-MbKI&list=RDLVl1IlqnYlhnU&index=2

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The power of collaboration: Dr. Shelle VanEtten de Sánchez at TEDxABQWomen

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Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners 1st Edition

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Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners 1st Edition

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Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners

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Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners [Honigsfeld, Andrea, Dove, Maria G.] on Amazon.com. *FREE* shipping on qualifying offers. Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners

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https://www.amazon.com/Co-Teaching-That-Works-Structures-Strategies/dp/1119653320/ref=sr_1_1?crid=3PSAAVXZDOVG0&keywords=co-teaching+that+works&qid=1667571469&qu=eyJxc2MiOiIxLjEwIiwicXNhIjoiMC43OCIsInFzcCI6IjAuODEifQ%3D%3D&sprefix=co-teachin%2Caps%2C104&sr=8-1

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Following the success of the first edition, Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning, Second Edition is here to provide actionable advice to co-teachers seeking to utilize one another's strengths. Unlike other co-teaching books, this manual is written for every possible educator combination―not simply general educators. You'll find sections on everything from co-teaching in literacy and speech-language therapy to special education and technology so that, no matter what subject matter or expertise, you'll be prepared to co-teach.

This book is written to provide concrete, actionable advice, including:

Educators will have the opportunity to learn from other experienced co-teachers who share their personal stories, tips, and tried-and-true co-teaching techniques that lead to student success. Their creative, time-efficient approaches will revolutionize the way you view your classroom teaching strategies and enhance your ability to collaborate with other educators.

Whether you are planning to build your co-teaching strategy from scratch or just looking to refine your current approach, Co-Teaching That Works will undoubtedly be a priceless resource to have in your professional toolbox.

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Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning

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Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning [Beninghof, Anne M.] on Amazon.com. *FREE* shipping on qualifying offers. Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning

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https://www.amazon.com/Collaboration-Co-Teaching-Strategies-English-Learners/dp/1412976502/ref=sr_1_1?crid=3EFRU6LPL1AVE&keywords=collaboration+and+co-teaching+strategies+for+english+learners&qid=1667571581&qu=eyJxc2MiOiIxLjYwIiwicXNhIjoiMS4yNCIsInFzcCI6IjEuMzAifQ%3D%3D&sprefix=Collaboration+and+%2Caps%2C87&sr=8-1

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"This book is a road map for collaborative practice with a focus on English language learners. The vignettes offer a window into the complex and diverse challenges of teaching in linguistically and culturally diverse contexts. The what, when, where, how, and why of collaborative practice are discussed, and the book provides valuable online resources and helpful references for further research and exploration." -- Dorit Kaufman, Professor of Linguistics, Director of Professional Educational Program Published On: 2010-01-27 -- Jim Cummins, Professor Published On: 2010-01-27 -- Lynne Díaz-Rico, Professor of Education Published On: 2010-02-01 -- Diane Lapp, Distinguished Professor of Education Published On: 2010-02-01 -- Anne M. Wilding, TESOL Field Placement Supervisor Published On: 2010-02-01 -- Scott W.C. Lawrence, Director of Curriculum Published On: 2010-02-01 -- Richard Andrew Villa, President Published On: 2010-02-04 -- Constance E. Dziombak, President, New York State TESOL Published On: 2010-02-04 -- Bud Read, Supervisor of Academics Published On: 2010-02-04 -- Linda New Levine, ESL/EFL Consultant Published On: 2010-02-04 -- Jana Noel, Professor and Community Engagement Faculty Scholar Published On: 2010-02-23 -- Judie Haynes, Professional Development Provider Published On: 2010-02-23 -- Diane B. Scricca, Superintendent Published On: 2010-03-01 -- Heidi Bernal, Director, English Language Learner Department Published On: 2010-03-02

"Andrea Honigsfeld and Maria Dove highlight the importance of a whole-school approach to the teaching of ELLs where the collective expertise of teachers is harnessed through collaboration and co-teaching. This approach ensures that ELL students are not isolated from their peers and all teachers gain access to instructional strategies that promote student engagement and accelerated academic development."

"Effective collaboration between professionals promotes success for English learners only when all parties share both a deep understanding of the educational issues involved and a firm commitment to academic excellence. This work provides a compelling coverage of the demographics of the English learner population, a comprehensive overview of the strengths and drawbacks of various program designs, and a foundation for cultural and linguistic advocacy for language-minority students. In one useful handbook, the authors address the rationale for co-teaching and the means to do so, offering a user-friendly introduction to collaboration involving all members of the school-site team. This guide has it all!"

"Through intriguing questions and illustrative vignettes, Honigsfeld and Dove masterfully guide us in understanding the essentials of collaboration when planning, implementing, and assessing instruction for students who are acquiring English as an additional language. A must-read for educators wishing to create a professional leaning community where insights about ESL instruction can be shared."

"This text is a detailed how-to manual thoroughly grounded in research and best practices. The authors move from basic definitions to the needs of ELLs to cogent reasons for using collaborative methods to help students meet success. It should be required reading in teacher preparation programs and a much-used resource for inservice teachers."

"This important book fills a critical need for current information about the collaborative process and should be in every educator's professional library."

"This easy-to-read book empowers educators to work collaboratively in planning and teaching to meet the needs of English language learners in co-taught classrooms. This book makes a contribution toward successfully educating students in diverse classrooms."

"A valuable resource for preservice and inservice training of school administrators as well as ESOL and mainstream teachers. Honigsfeld and Dove have researched and compiled a very thorough guide for establishing various forms of collaborative learning environments and ESL co-teaching models that can benefit ELLs. This book helps start and guide the conversation between all the parties involved―administrators and teachers alike!"

"This book is a great resource that focuses on collaborative practices and numerous co-teaching models while presenting several case studies to illustrate the ideas presented. One of the book′s strengths is that the role of the administrator is included in each chapter. The authors recognize the importance of administrative support to ensure the success of collaborative and co-teaching strategies."

"The most comprehensive text on the topic that I've seen to date. The book is written for a wide spectrum of educators: ESL specialists, general education teachers, administrators, and researchers―the entire education community is addressed. The authors include the tools for busy teachers, including checklists and charts."

"This text is a guide to successful practice, from laying the initial groundwork, to classroom and curriculum planning, to administrative and school design, to evaluation design, with examples and forms that can be utilized by the reader throughout. The authors present a realistic look, with optimism for this exciting venture of collaboration and co-teaching in the context of ELLs, as well as challenges and pitfalls, but always with helpful solutions."

"Honigsfeld and Dove have written a comprehensive book on collaboration between mainstream and ESL teachers. This is an essential read for teachers and administrators who wish to effectively implement collaborative strategies that benefit ELLs in their schools."

"There are several books available on teacher collaboration and co-teaching, but this is a must-read for everyone who delivers or oversees ESL programs. It not only invites ESL and general education teachers to collaborate, it also takes them and their administrators through the process step by step, offering numerous ready-to-use templates, online resources, case study vignettes, and assessment tools."

"This groundbreaking book provides a strong foundation for both teachers and administrators who want to establish more supportive, inclusive learning environments for their English language learners. This research-based work explores the many facets of collaboration and provides the reader with the tools to begin co-teaching. Its practical ideas and questions help teachers move collaboration and co-teaching to the next level."

"This new resource is exceptionally timely. The book provides educators with a much-needed road map for making true collaboration and co-teaching a reality. Based on the authors' own experiences and the experience of others who work with English language learners, this book offers schools the kind of guidance they need to provide a high-quality education to English language learners, the fastest-growing segment of the public school population. At a time when school are facing limited resources and more demand for improved student performance, the kind of effective instructional approaches described in this book are essential for educators and English language learners alike. It is a must-have for every school!" -- Jana Echevarria, Professor Emerita Published On: 2010-01-26

Andrea Honigsfeld, EdD, is Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York, where she teachers graduate courses related to cultural and linguistic diversity. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John's University, New York, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers professional learning opportunities, primarily focusing on effective differentiated strategies and collaborative practices for ELD specialists and general-education teachers. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010-2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K-5 and 6-12 (2014), and author of Growing Language and Literacy (2019) published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and Co-Teaching for English Learners: Evidence-based Practices and Research-Informed Outcomes (2020). Maria and Andrea also co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader's Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), and Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2022), Digital-Age Teaching for English Learners (2022), Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity (2023), and Breaking Down the Monolingual Wall: Essential Shifts for Multilingual Learners′ Success (2024). Nine of her Corwin books are bestsellers.

Maria G. Dove, Ed.D , is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove′s work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).

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Collaboration and Co-Teaching: Strategies for English Learners

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Collaboration and Co-Teaching: Strategies for English Learners [Andrea Honigsfeld, Maria G. Dove] on Amazon.com. *FREE* shipping on qualifying offers. Collaboration and Co-Teaching: Strategies for English Learners

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Check out this infographic designed by Keenan.

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students [Hammond, Zaretta L.] on Amazon.com. *FREE* shipping on qualifying offers. Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigo…

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

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection [Dove, Maria G., Honigsfeld, Andrea] on Amazon.com. *FREE* shipping on qualifying offers. Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Ref…

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And Justice for ELs: A Leader’s Guide to Creating and Sustaining Equitable Schools

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And Justice for ELs: A Leader’s Guide to Creating and Sustaining Equitable Schools [Cooper, Ayanna C.] on Amazon.com. *FREE* shipping on qualifying offers. And Justice for ELs: A Leader’s Guide to Creating and Sustaining Equitable Schools

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https://www.amazon.com/Powerful-Practices-Supporting-English-Learners/dp/1544380097/ref=sr_1_1?keywords=powerful+practices+for+supporting+english+learners&qid=1690386851&sprefix=powerful+practicies+for+suppo%2Caps%2C83&sr=8-1

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Students do better in school when their voices are heard. For English Learners, that means not only supporting their growing language proficiency, but also empowering them to share their linguistic and cultural identities.

This practical guide, grounded in compelling research and organized around essential questions and answers, is designed to help all educators build on their current competencies to authentically harmonize home languages and cultures in the classroom. Inside you'll find

· The emotional, social, linguistic, cognitive, and academic rationale for incorporating cultural and linguistic assets

· Creatively illustrated powerful practices with concrete examples of successful implementation

· Myth-busting reflections to spark critical thinking about diversity, inclusive education, and family engagement

· Curriculum connections tied to American and Canadian standards

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Powerful Practices for Supporting English Learners: Elevating Diverse Assets and Identities

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Powerful Practices for Supporting English Learners: Elevating Diverse Assets and Identities [Westernoff, Fern, Jones-Vo, Stephaney, Markus, Paula] on Amazon.com. *FREE* shipping on qualifying offers. Powerful Practices for Supporting English Learners: Elevating Diverse Assets and Identities

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https://docs.google.com/presentation/d/1bTtmy91Da1TJ8-SF1bsVa6ijH4v3xLk7ArXhR2BgnDo/copy

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1-Morning Workshop (for Instructional Leaders)

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https://docs.google.com/document/d/1dDdd1QV9ea5QHP_Lk-j-y0l-r9Meisam97IrkuwoL0Q/copy

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Copy of Introduction to Station Rotation - Harrisburg SD Participant Guide

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ELD ELA Lesson Plan Template WIDA presentation 10.18.23