Integrated Teaching Training Modules
Amy
Muia, of Skagit Valley Community College, has graciously given her
permission to post these integrated teaching training modules.
These are fabulous tools for beginning a new journey in integrated
ESL/Content instruction.
The
introduction and instructions are listed below, with links to
individual modules in Word format following.
Introduction and Expectations
It is
good to have an end to journey toward, but it is the journey that
matters in the end.
--Ursula LeGuin
Completion of the Modules
This guidebook consists of nine modules, each
focusing on a different aspect of integration, to be implemented in
a content teacher / ESL teacher partnership. The modules are
designed to be completed one per week in sequence, throughout the
course of a ten-week teaching session. If time allows, it is
preferable to begin the modules a week or two before the teaching
term begins.
Each module contains three parts:
1) an informational
section which the instructors can read independently
2) discussion
springboards and a plan of implementation in which the instructors
prepare to activate the information in the classroom
3) a reflection
summary to be completed after implementation, to contemplate the
results in writing
How to Use the Modules:
Before your scheduled meeting with your
co-instructor, read the informational section. When you meet
together, discuss the springboard questions and jot answers to your
partner’s responses. Then, complete the plan of implementation
together. After you have implemented your plan in the classroom,
individually complete the reflection summary. Your reflections can
be reviewed at your next meeting, before you begin the subsequent
module.
One of our commitments is to continually
improve the integration experience for subsequent instructors.
Hence, the experiences and feedback of every participating
instructor are essential! To this end, the reflection summaries
will be gathered and submitted to the program coordinator. Upon
completion of the program, there will be opportunity for instructors
to suggest additional modules, as we learn and expand our experience
and body of knowledge.
Availability for Planning
Integrated instruction requires a great
commitment in terms of time and planning, yet it also yields a great
reward. We seek to be “iron sharpening iron” as we grow and learn
from our colleagues. In many ways, the essence of integration
happens outside the classroom, and most especially during
interactions between co-instructors. Excellent integrated
instruction cannot be left to chance; it requires intentional,
concentrated effort. One of the greatest contributions an
instructor can make to the process is simply to be available for
planning and review.
Experimentation and Growth
We have all arrived at our current methodology
for a reason. Perhaps we teach the way we ourselves were taught.
Perhaps our teaching style best reflects our personality
characteristics. Perhaps we are committed to certain theorists and
have developed our style from current research. Or perhaps we have
adopted a “why fix it” approach, and are simply comfortable with a
predictable routine.
The integrated classroom is a perfect venue for
experimentation. We experience the benefit of a colleague’s
advice. We have opportunities to test theories and reflect on
processes. We have the advantage of two minds instead of one. We
can test drive the methodology of our co-teacher, or try something
completely new.
It is our hope that you’ll feel empowered to
experiment, try new ideas, take risks, and have the freedom to fail,
reflect, and try again.
The Value of Each Instructor
Both the content area and the ESL instruction
are vital to the success of the students. Without content
instruction, students cannot reach their goals. Without language
support, the content remains out of reach. View both subjects as
equally valuable; do all you can to assist your co-instructor and
promote student success in both areas, even if the other seems
unfamiliar to you at first.
Capture What You Have Done
Knowledge builds on itself. By the end of the
term, you will undoubtedly know more about yourself, your students,
your colleagues, and methods of teaching than you did before. You
will have become an “expert” in integration. Perhaps you will
continue to teach in an integrated program, or you may return to a
more independent style.
Regardless of your choice, realize the
importance of what you have learned. Pass it on and share it with
others. Along the way, make every attempt to preserve your ideas,
thoughts, methods, lesson plans, and curriculum in a form that can
be preserved and imparted to those that follow. The final module,
Module 9, presents the opportunity to capture the best—and
not-so-best—practices you have developed. As you progress during
the term, it may be helpful to periodically refer to the questions
in module 9 and jot down ideas as you go.
Module 1:
Collaboration
Module 2:
Curriculum Selection and Materials
Module 3:
Teaching Styles
Module 4: A
Brief Overview of ESL Instruction
Module 5:
The Pre-Academic Student
Module 6:
Cultural
Differences in the Classroom
Module 7: Moving
Students from Dependence to Independence
Module 8:
Student Learning Styles
Module 9:
Reflection and Capturing
Last updated:
July 30, 2008
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