Enhancing Dual Immersion Collaboration: Strategies and Inspirations for Educators
This guide outlines comprehensive strategies to enhance collaboration in dual immersion classrooms. It features organizational tactics, like using uniform notebooks and color-coded classes, to streamline classroom procedures. It emphasizes the importance of synchronized curriculum support across languages, ensuring that English and Spanish teachers collaborate effectively. Inspirational quotes highlight the essence of teamwork and unity. With effective scheduling and class-switching strategies, this resource is designed to foster a cohesive learning environment that benefits both students and teachers.
Enhancing Dual Immersion Collaboration: Strategies and Inspirations for Educators
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Presentation Transcript
Dual Immersion Collaboration
Some inspiration • “Individually, we are one drop. Together, we are an ocean.” • “Coming together is a beginning. Keeping together is progress. Working together is success.” • “If everyone is moving forward together, then success takes care of itself.”
Table of contents • Organization Strategies • Supporting the curriculum across the two languages • Switching classes procedures • scheduling • Communicating with parents • Classroom procedures
Organization strategies • Use the same notebooks for both classes • Math notebooks • Literacy notebooks • Use one homework folder for both classes • Homework is sent together in a packet (English & Spanish) • Homework is due the following Monday • Send completed school work home.
Organization strategies • Use student numbers on cubbies, coat hangers, line procedures, etc. • Color code classes, one is yellow one is blue • Put the names of kids on labels for their notebooks, homework folders, pencil boxes, etc. • Have a filing system to put work shown to parents and information for and about each student • Have a filing system for unfinished work in the classroom so that trays are not full of unfinished work
Some inspiration • “Build for your team a feeling of oneness, of dependence on one another and of strength to be derived by unity.” • “If you can laugh together, you can work together” • “Finding good players is easy. Getting them to play as a team is another story.”
Supporting the curriculum across the two languages • The English teacher has a list of the math vocabulary for the week. • She posts this vocabulary on her math wall • She reviews the vocabulary every day for that week • It goes along with what the Spanish teacher is teaching each day of the week • She takes 30 min every day to review math concepts for that day/week.
Supporting the curriculum across the two languages • Both do a problem of the day that introduces/reviews the concept for the week • The Spanish teacher makes up the problems for the English teacher so that both classes aren’t doing the same problems • The English teacher uses her daily language to support the concepts taught in the Spanish side as well
Supporting the curriculum across the two languages • CFA • Monthly math test • “What do you notice about this test?”
Supporting the curriculum across the two languages • Read similar books for any concept in both languages • Social studies and science, the English teacher finds books that the kids can use during their reading time that goes along the social/science unit • Incorporate social/science reinforcement with writing and reading time in the English side. • Animal books- • Rocks • Sharing teacher rock collection • Diaries
Supporting the curriculum across the two languages • Do rotations with First and Second dual immersion on Fridays • The Spanish teachers teach their rotation in Spanish • The English teacher teach their rotation in English • Same rules apply to all 3 rotations (only Spanish with the Spanish teachers) • Always share ideas and use each other’s activities that help kids see the relation between both classes • Bulls eye in English and in Spanish
Switching classes procedures • Have classes right across from each other • Have coat hangers out in the hall • Kids come in the morning and hang up their coats and backpacks outside of the classrooms • When we rotate in the morning the kids don’t get their coats or backpacks • Only their homework folders and trays go with them • If they need anything from their backpacks they simply walk out to the hall and grab it • At the end of the day the students just go to the opposite side of the hall and grab their stuff
Switching classes procedures • We have carts to put our trays in • At the end of the day the kids put their trays in the cart • Each student has a cubby • The kids don’t need to switch classes at the end • We save 5-10 min by doing this • We simply switch carts after school ends
scheduling • Both follow the dual immersion schedule graph • Each teacher uses up their time according to the curriculum they need to teach • We switch classes in the middle of the year • The am Spanish class would have Spanish in the afternoon, vice versa with the English side. • We agree on rotation times on Fridays • One hour with each class • 3- 35 min rotations
Dual Immersion Instructional Time: Grades 1-3 Math and Content Areas Reinforcement in English Math in 2nd Language Content Areas in 2nd Language (Social Studies, Science, P.E., Art, Health & Music) English L.A. 2nd Language Literacy
