Bilingual Pairs and Collaborative Learning in the Secondary Classroom

1. Bilingual Pairs and Collaborative Learning in the Secondary Classroom Jennifer Burden, Secondary Dual Language Strategist

2. Definition • Bilingual Pairs: Using bilingual pairs assists the teacher so that he or she can stay in the language of instruction while ensuring that all students understand the message regardless of proficiency level. The pairing of students increases language development as they work together to complete assignments and projects.

3. Activity #1Consider the following Two Situations • There is a tangible energy in my room; a palatable excitement that at times I have to force myself to slow down and savor. You can sense it when the students are really enthused about an assignment and they're eagerly immersing themselves in their work. I float around the room encouraging creativity, nudging inspiration, and playfully joking with the kids. Amidst the flurry of noise and activity there are days I must simply stop and smile as I take a moment to remind myself that teaching kids was my dream, and I'm living it. • My first day in the classroom. I had prepared for hours and adorned all of my walls with pictures that I bought at Gateway. The only piece of advice I received as I walked in was from a teacher who was a semester from retirement; “Don’t smile until Thanksgiving.” Then, a swarm of kids talking when they shouldn’t, clapping uproariously when I tried that; “if you can hear, me clap your hands” trick and chaos. In the midst of all that, several students who didn’t understand me and a few who decided to take a nap…HELP!

4. Activity #1Continued • What is “controlled chaos”? How is it different from just chaos? • How have our perceptions of how a classroom should look like changed? What is the difference between an environment in which there is a “sage on the stage” and a “guide on the side”?

5. Objective By the end of this session: (1 min.) Participants will gain a deeper understanding of what bilingual pairs are and the steps that need to be taken to ensure that all dual language classrooms foster a collaborative working environment. Participants will learn that when ELL/SSL students have linguistic support from their peers and can engage in interactive activities, they become more comfortable in taking risks to meet the language and academic content challenges they face.

6. Program Goal(LONG TERM) The goal of the Dual Language Program is threefold: 1. Students will become biliterate and bilingual on grade level. 2. Students will receive a rigorously challenging program in Spanish in content area subjects. They will graduate on time and be college ready. 3. Students will grow to value their own culture and language while developing respect for other languages and cultures.

7. Assessment All students in the Dual Language Program is expected to graduate from high school, college ready with some college credit. The program aims to increase district AP scores and increase college enrolment.

8. Planning In developing the programs, a general guide that incorporates CIF and dual language strategies have been incorporated. The Middle School ESL and Science Enrichment teams have developed manuals for the courses taught and a checklist for coaching/observation purposes. This year, additional manuals will be developed with the goal of assisting teachers in servicing second language learners.

9. Activity #2Spot the Difference • Gambits! • Can you spot the difference?

10. Activity #2 • How did you feel in this situation? • List five or six ways in which an activity like this would be easier for the student.

11. Collaborative Learning and Bilingual Pairs give you skills for LIFE!

12. Collaborative Learning is where teams of students, with various skills and abilities, work together on different activities to learn about a subject. Groups should be from 2-5 people. • Bilingual pairs put stronger Spanish speaking students with stronger English speakers. This allows students to help each other and clarify meaning. This also allows the classroom to move from a teacher-centered environment to a student-centered environment.

13. Creating Bilingual Pairs

14. Collaborative Learning Includes: • 1. Positive Interdependence • 2. Face-to-face interaction • 3. Individual accountability • 4. Interpersonal and group skills • 5. Group Processing

15. What it means for bilingual pairs: • All students are engaged. • When students teach each other, they retain information better. • Academic and language gaps are closed • The teacher stays in the language of instruction.

16. Bilingual Pairs • What’s the point? • If it leads to controlled chaos, why even bother?

17. Positive Interdependence • Students learn that they need each other to establish or understand a task: THEY: • Establish mutual goals • Are rewarded for their involvement • Share materials and information • Understand information regardless of their proficiency level. • Retain information. • Own their learning.

18. Bilingual Pairs • The role of the speaker: The speaker becomes accountable for what they are saying to their partner. They defend, clarify, extend, and explain concepts to a partner. This leads to a NEGOTIATION OF MEANING.

19. Bilingual Pairs • The role of the listener: The listener is engaged in active listening. In this situation., the listener: • 1. Gives the speaker his or her full attention. • 2. Repeats the speaker’s words. • 3. Clarifies main points if he or she does not understand.

20. Activity #3 • You will be divided into four groups. Listen for your group.

21. Group 1 • You are the student in the speaking role. You are more proficient in the language of the class you are in. Your job is to ensure that your partner, a less proficient student understands what is going on in class.

22. Group 2 • You are the student in the listening role (although you do a lot of speaking too!). You are less proficient in the language of the class you are in but you are really trying to understand! Your job is to ensure that your partner, a more proficient student explains clearly so that you will do well in class.

23. Group 3 • You are a gifted Dual language teacher with a passion for education and are committed to remaining in the language of instruction. Sometimes it is difficult, especially when you know not all students are at the same proficiency levels but since learning about bilingual pairs, you feel that all students will understand your course.

24. Group 4 • You are the administrator and curriculum leader on your campus. You are concerned with upcoming state assessments and while the dual language classrooms tend to be loud, there seems to be learning going on.

25. Activity Explanation • As a group, you will develop a poster in which you explain what an exemplary student listener, student speaker, teacher or administrator in a dual language classroom where bilingual pairs are used fosters learning. In your poster, add suggestions that would make your “role” in the model more successful.

26. Activity #4 Take away • Create a foldable in which you describe what bilingual pairs are and the benefits of using them in your classroom.