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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 bestand not-so-bestpractices 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