How can co-teaching become an effective support for inclusive practices to accomodate the needs of diverse English Language Learners?  How can it help students of all language proficiencies meet curriculum standards? How can it establish a vehicle for creative collaboration between EAL and mainstream teachers?

The article at the link below adresses these three questions and offers practical tips on how to implement effective co-teaching.

How do your co-teaching and co-planning experiences compare to this?  How should the responsibility for co-planning and co-teaching be organised?  What do you make of the suggested planning sheets in the appendix? What is your role in making co-planning and co-teaching experiences productive?

In this article the section entitle ‘Different but Equal Roles’ offers more insight into how the co-teaching and co-planning model can work.  What does this say about the importance of articulating and understanding learning intentions?  What does it say about knowing how the students will demonstrate that they have met those intentions?


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