Compared to the typical graphic we use for talking about reflective teaching in schools (see Figure 2.1), I designed Figure 2.2 with important distinctions to illuminate the essentials for EL excellence. First of all, expect and value frame the reflective cycle—as these are foundational mindsets that will make or break our impact on ELs. Within the reflective cycle, I also make intentional shifts in word choice and sequence.
Figure 2.2 Essentials for EL Excellence Every Day
I replaced the words plan and teach with the student-centered words engage and support that are more open-ended to incorporate the range of what student learning, and personalized teaching, can be.
Instead of assess, I use observe to emphasize the importance of observing students as essential formative data to drive our teaching every day.
I put the verb observe between engage and support to emphasize the importance of choosing supports based on what we observe that students can already do on their own.
Even though the cycle shows a sequential progression, it’s important to remember that teaching for impact is a messy process. Our actions don’t always flow in a perfect sequence from engage to observe to support to reflect. In the continuous cycle of teaching and reflecting across multiple lessons, these verbs connect in dynamic ways. We support and engage in tandem, we observe and reflect in tandem, and we use all four verbs in different combinations in the humble process of trial and error that is a given when we teach to reach all learners and help them thrive beyond what they already know and can do. No matter the sequence, every verb is essential in every lesson to teach for impact with English learners.
Questions for Humble Reflection
Reflect on Figure 2.2.
Which of these sticking points have I experienced as a teacher?
Which do I now experience and want to change?
Which step of the reflective cycle is my greatest strength when teaching ELs? Which is the greatest opportunity for my professional growth?
When ELs struggle in my classroom, do I blame students and families, refer them to specialists, and/or reflect on what I can change about my own teaching to help them thrive?
Actions to Live the Mindset
1. Plan With High Expectations and Strategic Use of Supports
Why? Teacher expectations directly affect student achievement (Gershenson et al., 2015; Hattie, 2012). Being strategic about when to use or lose supports is essential for engaging students in the optimal challenge zone for learning (Gibbons, 2009).
How? For ELs and all students, plan lessons to help them realize the high expectations of your grade level and content area(s). Make success criteria visible to students. Use supports strategically to help students realize those expectations while fostering increasing levels of student independence.
Flip to Section III to learn support strategies to help every EL thrive with rigorous tasks.
Flip to the “Expect” heading for each literacy goal you want to teach in Section IV, for success criteria aligned to that goal.
Flip to the “Support” heading for the literacy goal you want to teach in Section IV for supports aligned to that goal.
2. Teach to Actively Engage Students
Why? The people who do the thinking, talking, writing, and problem solving in a lesson learn the most (Washburn, 2010). Collaborative conversations are essential for language learning (August & Shanahan, 2006; Goldenberg & Coleman, 2010; Zwiers, O’Hara, & Pritchard, 2013).
How? Use peer conversations and active participation strategies in every lesson every day.
Flip to Chapter 3 to learn collaborative conversation and active participation strategies.
Flip to the “Engage” heading for the literacy goal you want to teach in Section IV for active engagement tasks aligned to that goal.
3. Watch Students as They Engage to Gather Formative Data
Why? What students say and do during a lesson is the best formative data available in every lesson, every day. Watch and listen to understand what students understand and can do relevant to your goals and to learn what next levels of learning they need. Watch to study the impact of your teaching and scaffolds so you can continuously reflect and refine your approach to reach all learners.
How? Observe students as they engage in learning. Listen to what they say and notice what they do.
Flip to the “Observe” heading for the literacy goal you want to teach in Section IV for questions to focus your observation specific to that goal.
When students struggle, reflect and adapt your teaching to help them succeed. When students thrive, build on these successes to raise the challenge and/or reduce supports in subsequent lessons.
4. Reflect and Refine Teaching for Impact
Why? Teaching isn’t about delivery. Teaching is only teaching if students learn. Reflecting and adapting are our superpowers for ensuring our actions lead to student learning.
How? Within every lesson, actively engage students and watch to check for understanding. Notice your thinking and actions when students struggle. When students struggle, take ownership for impact. If students struggle, get specific about what they can do and how they struggle. If students thrive, identify ways to build on strengths to release scaffolds and raise rigor. Use the information you gather watching students every day to adapt teaching within lessons and to plan the future lessons that build on student strengths and address challenges.
Apply the instructional essentials in Figure 2.2, emphasized throughout this book, to your everyday teaching.
Flip to the literacy goal you want to teach in Section IV. Use the flow of content to find goal-specific resources aligned to each step of the reflective teaching cycle.
Reflective teaching involves supports strategically based on student data. When students struggle, choose one or more additional scaffolds to help them succeed. When they succeed, remove scaffolds or supports in subsequent lessons to help them build on successes to thrive with increasing levels of challenge and student initiative.
5. Collaborate in Continuous Inquiry About Impact
The best way to strengthen your impact for ELs (and all students) is to collaborate with colleagues to co-plan, co-teach, co-reflect, and co-refine teaching for impact. Collaborative inquiry is teacher-driven professional learning that is relevant and connected to what you care most about in your teaching.
My go-to protocol for collaborative inquiry is observation inquiry (OI), a dynamic approach to collaborating with colleagues for equity and innovation. Read my book Opening Doors to Equity (Singer, 2015) for a practical, how-to guide to get started. Use OI to collaborate so that ELs—and all students—thrive with the goals that matter