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Co teaching.crosscurrants.2014
 

Co teaching.crosscurrants.2014

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A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work ...

A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work effectively together in the classroom to support all learners.

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    Co teaching.crosscurrants.2014 Co teaching.crosscurrants.2014 Presentation Transcript

    • Co-Teaching – a support model SEA  Crosscurrents  Conference  2014   Faye  Brownlie  with  Michelle  Hikida   PM,  Feb.  21,  2014  
    • Why Collaboration/Co-teaching? •  Based  on  the  belief  that  collabora1ve  planning,   teaching  and  assessing  be6er  addresses  the   diverse  needs  of  students  by  crea1ng  ongoing   effec1ve  programming  in  the  classroom   •  It  allows  more  students  to  be  reached                      Learning  in  Safe  Schools,  page  102  Chapter  9  
    • •  Based  on  the  belief  that  collabora1ve  planning,  teaching   and  assessing  be6er  addresses  the  diverse  needs  of   students  by  crea1ng  ongoing  effec1ve  programming  in   the  classroom   •  It  allows  more  students  to  be  reached   •  It  focuses  on  the  ongoing  context  for  learning  for  the   students,  not  just  the  specific  remedia1on  of  skills   removed    from  the  learning  context  of  the  classroom   •  It  builds  a  repertoire  of  strategies  for  teachers  to  support   the  range  of  students  in  classes                                          Learning  in  Safe  Schools,  page  102   Chapter  9  
    • Why Collaboration/Co-teaching? •  Based  on  the  belief  that  collabora1ve  planning,  teaching   and  assessing  be6er  addresses  the  diverse  needs  of   students  by  crea1ng  ongoing  effec1ve  programming  in   the  classroom   •  It  allows  more  students  to  be  reached   •  It  focuses  on  the  ongoing  context  for  learning  for  the   students,  not  just  the  specific  remedia1on  of  skills   removed    from  the  learning  context  of  the  classroom   •  It  builds  a  repertoire  of  strategies  for  teachers  to  support   the  range  of  students  in  classes   •  Impera1ve  students  with  the  highest  needs  have  the   most  consistent  program                            Learning  in  Safe  Schools,   page  102  Chapter  9  
    • Rationale:   •  By  sharing  our  collec1ve  knowledge   about  the  whole  class  and  developing  a   plan  of  ac1on  based  on  this,  we  can   be6er  meet  the  needs  of  all  students.  
    • Goal:   •  to  support  students  to  be  successful  learners   in  the  classroom  environment    
    • A Key Belief •  When  interven1on  is  focused  on  classroom   support  it  improves  each  student’s  ability  and   opportunity  to  learn  effec1vely/successfully   in  the  classroom.  
    • The Vision A  ShiO  from…..        to   A  Remedial  Model   (Deficit  Model)   An  Inclusive  Model   (Strengths  Based)   ‘Fixing’  the  student   ‘Fixing’  the  curriculum   Outside  the  classroom/   curriculum   to   Within  the  classroom/   curriculum  
    • Transforma1ons  within  the     Inclusive  Model   Pull-­‐out  Support  /  Physical  Inclusion   •  sUll  a  remedial  model  –  to  make  kids  fit   •  In  the  class,  but  oOen  on  a  different  plan   Inclusion   •  Classroom  Teacher  as  central  support   •  Resource  Teacher  –  working  together  in  a    co-­‐teaching  model  
    • No plan, No point
    • Co-teachers: When two teachers are in the room, they can… •  •  •  •  •  •  •  •  •  •  Work  from  a  plan  based  on  students’  strengths  and  needs   Differen1ate  instruc1on   Use  AFL  strategies  to  assess  understanding     Increase  par1cipa1on  of  all  students   Decrease  behavioral  challenges   Focus  a6en1on   Increase  student  independence     Teach  self-­‐regula1on   Model  posi1ve,  strengths-­‐based  language   Talk  to  each  other  about  what  they  are  learning  about   their  students  
    • Questions to Guide Co-Teaching •  Are  all  students  ac1vely  engaged  in   meaningful  work?   •  Are  all  students  par1cipa1ng  by  answering   and  asking  ques1ons?   •  Are  all  students  receiving  individual  feedback   during  the  learning  sequence?   •  How  is  evidence  of  learning  from  each  day’s   co-­‐teaching  fueling  the  plan  for  the  next  day?  
    • Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson & Blednick, 2011, ASCD) •  •  •  •  •  1  teach,  1  support   Parallel  groups   Sta1on  teaching   1  large  group;  1  small  group   Teaming  
    • 1 Teach, 1 Support •  most  frequently  done,  least  planning   •  Advantage:  focus,  1:1  feedback,  if  alternate   roles,  no  one  has  the  advantage  or  looks  like   the  ‘real’  teacher,  can  capitalize  one  1’s   strengths  and  build  professional  capacity   •  Possible  piWall:  easiest  to  go  off  the  rails  and   have  one  teacher  feel  as  an  ‘extra  pair  of   hands’,  no  specific  task  (buzzing  radiator)  
    • 1 Teach, 1 Support: Examples •  demonstra1ng  a  new  strategy  so  BOTH   teachers  can  use  it  the  next  day  –  e.g.,  think   aloud,  ques1oning  from  pictures,  listen-­‐ sketch-­‐dra   •  Students  independently  working  on  a  task,   one  teacher  working  with  a  small  group  on   this  task,  other  teacher  suppor1ng  children   working  independently  
    • Parallel Groups •  both  teachers  take  about  half  the  class  and   teach  the  same  thing.       •  Advantage:    half  class  size  -­‐  more  personal   contact,  more  individual  a6en1on   •  Possible  piWalls:    more  1me  to  co-­‐plan,   requires  trust  in  each  other,  each  must  know   the  content  and  the  strategies.  
    • Parallel Groups: Examples •  word  work.    At  Woodward  Elem,  the  primary  worked  together  3   X/week,  with  each  teacher,  the  principal  and  the  RT  each  taking  a   group  for  word  work.    Some  schools  have  used  this  with  math   ac1vi1es.   •  Focus  teaching  from  class  assessment.  Westwood  Elementary:   Came  about  as  a  result  of  an  ac1on  research  ques1on:  How  do  we   be6er  meet  the  needs  of  our  students?:     –  primary  team  used  Standard  Reading  Assessment,  highlight  on  short   form  of  Performance  Standards,  Resource,  ESL,  principal  involved,   cross-­‐graded  groups  2X  a  week,  for  6  to  8  weeks  driven  by   informa1on  from  the  performance  standards  (Text  features,  Oral   Comprehension,  Risk  taking,  Cri1cal  thinking  with  words,  Gefng  the   big  picture,…  ,  repeat  process   –  NOT  paper  and  pencil  prac1ce  groups…teaching/thinking  groups    
    • Station Teaching •  mostly  small  groups   •  can  be  heterogeneous  sta1ons  or  more  homogeneous   reading  groups       •  each  teacher  has  2  groups,  1  working  independently   at  a  sta1on  or  wri1ng,  1  working  directly  with  the   teacher.     •  Advantage:    more  individual  a6en1on  and  personal   feedback,  increased  focus  on  self  regula1on     •  Possible  piWall:  self  regula1on    (needs  to  be  taught),   1me  to  plan  for  meaningful  engagement.  
    • Station Teaching: Examples •  Guided  reading:  4  groups;  RT  has  two  and  CT   has  two   •  science  sta1ons:  CT  and  RT  each  created  two   sta1ons;  co-­‐planning  what  they  would  look   like  to  ensure  differen1a1on,  teachers  moved   back  and  forth  between  groups  suppor1ng   self-­‐monitoring,  independence  on  task  
    • 1 large group, 1 small group •  Advantage:      either  teacher  can  work  with   either  group,  can  provide  tutorial,  intensive,   individual   •  Possible  piWall:    don’t  want  same  kids  always   in  the  ‘get  help’  group    
    • 1 large group, 1 small group: Examples •  Wri1ng:    1  teacher  works  with  whole  class  prewri1ng  and  draing,  small   groups  of  3-­‐4  students  meet  with  1  teacher  to  conference     •  Reading:  everyone’s  reading.  Large  group:  teacher  moving  from  student   to  student  listening  to  short  oral  reads.  Small  group:  2  to  3  students   being  supported  to  use  specific  reading  strategies  or   –  small  group  is  working  on  a  Reader’s  Theatre   •  Math:  large  group  using  manipula1ves  to  represent  shapes,  small   groups,  rota1ng  with  other  teacher,  using  iPads  to  take  pictures  of   shapes  in  the  environment   •  Gr  8  math:    students  have  begun  to  work.    1  teacher  moves  and  supports   as  needed,  2nd  teacher  works  with  a  group  who  needs  more  support  in   order  to  begin  
    • Teaming •  most  seamless.       •  co-­‐planned     •  teachers  take  alternate  roles  and  lead-­‐taking  as  the   lesson  proceeds   •  Most  oen  in  whole  class  instruc1on  and  could  be   followed  up  with  any  of  the  other  four  co-­‐teaching   models     •  Advantages:  capitalizes  on  both  teachers’  strengths,   models  collabora1on  teaching/learning  to  students,   can  adjust  instruc1on  readily  based  on  student  need,   flexible   •  Possible  piWalls:    trust  and  skill  
    • Teaming: Examples •  Co-­‐teaching  wri1ng  in  K/1.    Samples  from  June.   •  Introducing  informa1on  circles:    middle  school  –  fishbowl   with  1  teacher,  2nd  teacher  with  observers;  1  teacher  –   build  criteria  for  effec1ve  discussion;  2nd  teacher  -­‐     introduce  choices  for  ‘best  inven1on’.  both  teachers   mover  among  groups   •  Graphic  organizer:  Teachers  model  how  to  use  a  seman1c   map  as  a  post  reading  vocabulary  building  ac1vity,  teacher   most  knowledgeable  about  seman1c  mapping  creates  it   as  other  teacher  debriefs  with  students;  both  flow  back   and  forth  
    • Inquiry Circles on Mesopotamia   •  Fishbowl   •  Co-­‐create  criteria  for  effecUve  group   •  Assign  students  to  topic  groups   •  Students  read  to  choose  ‘the  best  invenUon’  –            what’s  important  and/or  interesUng  and  defend   with  2  pieces  of  evidence  -­‐  “because”   •  In  groups,  each  talks  by  supporUng  his/her   opinion  with  evidence   With  Sue  Jackson,  Minnekhada  Middle  
    • •  •  •  •  Co-­‐create  criteria  for  effecUve  group   Assign  students  to  topic  groups   Students  read  to  choose  ‘the  best  invenUon’   In  groups,  each  talks  by  supporUng  his/her   opinion  with  evidence  
    • Collaboration at Diefenbaker Elementary in Richmond -Michelle Hikida, LIF Resource and Teacher Librarian
    • Collabora1on  in  Resource   A  Grade  One  Sample   Shared  Goal   Flexibility   Ongoing  Assessment   Team  Response  to  Assessment   Crea1ng  a  Circle  of  Support  and  Exper1se  
    • Collabora1on  in  the  Library   Format   Each  class  gets  two  45  minute  blocks  a  week  for  one  term   One  class  gets  one  block  a  week  for  the  enUre  year    *these  are  not  preps,  but  Ume  to  work  collaboraUvely  in  the  library        (classroom  teacher  and  teacher-­‐librarian)                                Term  1                  Term  2                    Term  3   Grade  K/1  Oral  Story  Telling  Grade  4/5    Inquiry  Circles    Grade  3/4  Literature  Circles  Grade   6/7  Literature  Circles    Grade  7    Literature  Cirlces    Grade  6/7  Literature  Cirlces  Grade   2/3  CreaUve  Thinking  Kindergarten    Science      Grade  1/2  WriUng     *  Grade  4/5  Inquiry  Projects  1  block  a  week  all  year  
    • Crea1ng  a  Plan   Together  the  teachers  choose  an  area  of  focus,  create  a   plan  and  decide  on  the  goals/PLO’s  being  addressed.   Examples:    literature  circles,  guided  reading,  creaUve   thinking  projects,  using  picture  books  to  inspire  and   enhance  student  wriUng,  using  picture  books  to  inspire   and  invite  problem  solving  in  Math,  using  technology  to   document/support  student  learning,  supporUng   curriculum  areas   Assessment  for  Learning   The  last  few  minutes  of  each  lesson  we  do  a  quick    check-­‐in.        What’s  working?      What’s  not?      What’s  next?  
    • Inquiry  Projects   Format   Once  a  week  for  the  enUre  year   Purpose   To  engage  students  in  authenUc  reading  and  wriUng   around  topics  of  their  choice.   To  develop  the  students’  ability  to  ask  quesUons  and  be   able  to  engage  in  mini-­‐inquiries  to  answer  these   wonders/quesUons.   To  be  able  to  document  their  learning  in  different  ways.  
    • Plan   September-­‐  December    Developing  a  Sense  of  Wonder      1.    TesUng  Wonders    (divide  the  class  in  ½  )    2.    How  to  Wonders    (whole  class  in  the  library)                origami,  Lego,  magic  tricks,  pom  pom  animals,  science  experiments              cat’s  cradle,  duct  tape  wallets    3.    Research  Wonders    (divided  the  class  in  ½)              exploring  invesUgaUng,  evaluaUng  different  online  resources    4.    EvaluaUon  Wonders    (guided  pracUce  as  a  whole  class)   Introducing  them  to  different  ways  to  document  their  learning      (30  Hands,  Keynote,  PicCollage,  Power  Point,  Doceri,  Haiku  Deck)   January  -­‐  ??   We  divided  the  class  in  half  and  we  are  responsible  for  assisUng  our  group  in   developing  their  topic,  checking  in  and  supporUng  their  learning.   Have  the    students  engage  in  their  own  inquiry  projects.    At  the  end  of  each  project,   they  share  their  learning  with  the  class  and  then  start  again.  
    • Why  do  I  believe  in  collabora1on-­‐ Michelle   •  smaller  groups  or  2  teachers   circulaUng  to  meet  the  needs  of  all   the  students   •  shared  learning   •  sharing  the  planning  and  preparaUon   •  collaboraUng  with  others  creates  a   synergy  
    • K/Grade  1  WriUng   Commons  &  Jakovac   Samples  from  June  7th,  2012  
    • •  Trust  your  professional  experUse   •  Collaborate:    2  heads  are  bemer  than  1   •  Follow  the  lead  of  your  children  –their   interests,  their  needs   •  NO  program  exists  that  can  replace  YOU!!!