Your SlideShare is downloading. ×
0
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Collaboration.richmond.elem 2013 rt

177

Published on

A brief discussion of the rationale behind collaboration and co-teaching for elementary resource teachers, followed by a variety of types of co-teaching and examples of each.

A brief discussion of the rationale behind collaboration and co-teaching for elementary resource teachers, followed by a variety of types of co-teaching and examples of each.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
177
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
10
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Frameworks for Collaboration Richmond Elementary Resource Teachers Faye Brownlie Sept. 12, 2013
  • 2. Learning Intentions   I have a better understanding of collaboration and co-teaching.   I have a plan of how to increase the effectiveness of my collaboration and my co-teaching.   I can create a class review and use it to plan for instruction.
  • 3. CR4YR: Changing Results for Young Readers   One of the parameters of this project is collaboration: a focus on support (LA/resource, teacher-librarian, Aboriginal Support) teachers working in the classroom, with the teacher.
  • 4. Why Collaboration/Co-teaching?   Based on the belief that collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom   It allows more students to be reached Learning in Safe Schools, page 102 Chapter 9
  • 5.   Based on the belief that collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective 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 remediation 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
  • 6. Why Collaboration/Co-teaching?   Based on the belief that collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective 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 remediation 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   Imperative students with the highest needs have the most consistent program Learning in Safe Schools, page 102 Chapter 9
  • 7. Rationale:  By sharing our collective knowledge about the whole class and developing a plan of action based on this, we can better meet the needs of all students.
  • 8. Goal:  to support students to be successful learners in the classroom environment
  • 9. A Key Belief   When intervention is focused on classroom support it improves each student’s ability and opportunity to learn effectively/successfully in the classroom.
  • 10. The Vision A  Remedial  Model   (Deficit  Model)   ‘Fixing’  the  student   Outside  the  classroom/   curriculum   A  Shi:  from…..        to   An  Inclusive  Model   (Strengths  Based)   ‘Fixing’  the  curriculum   Within  the  classroom/   curriculum   to  
  • 11. Transforma)ons  within  the     Inclusive  Model   Pull-­‐out  Support  /  Physical  Inclusion   •  sDll  a  remedial  model  –  to  make  kids  fit   •  In  the  class,  but  o:en  on  a  different  plan   Inclusion   •  Classroom  Teacher  as  central  support   •  Resource  Teacher  –  working  together  in  a    co-­‐teaching  model  
  • 12. No plan, No point
  • 13. Response To Intervention: Literacy Framework [Whole Class – Small Group – Individual] [Small Group – Individual] [One-to-One]
  • 14. Co-teachers: When two teachers are in the room, they can…   Work from a plan based on students’ strengths and needs   Differentiate instruction   Use AFL strategies to assess understanding   Increase participation of all students   Decrease behavioral challenges   Focus attention   Increase student independence   Teach self-regulation   Model positive, strengths-based language   Talk to each other about what they are learning about their students
  • 15. Questions to Guide Co-Teaching   Are all students actively engaged in meaningful work?   Are all students participating by answering and asking questions?   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?
  • 16. A Co-teaching Question: Is this the best approach to maximize student learning: • at this time • for this task • for this student?
  • 17. A Shift in Questions Is it OK to walk around in the class and support as needed? •Have 1:1 conferences? •Take small groups out for phonemic awareness?  Is this the most effective use of teacher time to support the mutually agreed upon goals of student learning?
  • 18.  What is your co-teaching dream?
  • 19. Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson & Blednick, 2011, ASCD)   1 teach, 1 support   Parallel groups   Station teaching   1 large group; 1 small group   Teaming
  • 20. 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 pitfall: easiest to go off the rails and have one teacher feel as an ‘extra pair of hands’, no specific task (buzzing radiator)
  • 21. 1 Teach, 1 Support: Examples   demonstrating a new strategy so BOTH teachers can use it the next day – e.g., think aloud, questioning from pictures, listen-sketch-draft   Students independently working on a task, one teacher working with a small group on this task, other teacher supporting children working independently
  • 22. K – Building Connections/ Response to Reading   Practice making connections   Choose a symbol   Talk about how this helps our reading   Read together and make connections   Students show their connections by drawing and writing   with Jessica Chan, Inman, Burnaby
  • 23. Strong Nations Publishing
  • 24. Parallel Groups   both teachers take about half the class and teach the same thing.   Advantage: half class size - more personal contact, more individual attention   Possible pitfalls: more time to co-plan, requires trust in each other, each must know the content and the strategies.
  • 25. 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 activities.   Focus teaching from class assessment. Westwood Elementary: Came about as a result of an action research question: How do we better 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 information from the performance standards (Text features, Oral Comprehension, Risk taking, Critical thinking with words, Getting the big picture,… , repeat process   NOT paper and pencil practice groups…teaching/thinking groups
  • 26. Station Teaching   mostly small groups   can be heterogeneous stations or more homogeneous reading groups   each teacher has 2 groups, 1 working independently at a station or writing, 1 working directly with the teacher.   Advantage: more individual attention and personal feedback, increased focus on self regulation   Possible pitfall: self regulation (needs to be taught), time to plan for meaningful engagement.
  • 27. Station Teaching: Examples   Guided reading: 4 groups; RT has two and CT has two   math groups – Michelle’s patterning (1 direct teaching, 2 guided practice, 1 guided practice with observation)   science stations: CT and RT each created two stations; co-planning what they would look like to ensure differentiation, teachers moved back and forth between groups supporting self-monitoring, independence on task
  • 28. 1 large group, 1 small group   Advantage: either teacher can work with either group, can provide tutorial, intensive, individual   Possible pitfall: don’t want same kids always in the ‘get help’ group
  • 29. 1 large group, 1 small group: Examples   Writing: 1 teacher works with whole class prewriting and drafting, 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 manipulatives to represent shapes, small groups, rotating with other teacher, using iPads to take pictures of shapes in the environment
  • 30. Teaming   most seamless.   co-planned   teachers take alternate roles and lead-taking as the lesson proceeds   Most often in whole class instruction and could be followed up with any of the other four co-teaching models   Advantages: capitalizes on both teachers’ strengths, models collaboration teaching/learning to students, can adjust instruction readily based on student need, flexible   Possible pitfalls: trust and skill
  • 31. Teaming: Examples   Brainstorm-categorize lesson – 1 teacher begins, other teacher notices aspects the first teacher has missed or sees confusion in children, adds in and assumes lead role.   Modeling reading strategies: two teachers model and talk about the strategies they use to read, noting things they do differently.   Graphic organizer: Teachers model how to use a semantic map as a post reading vocabulary building activity, teacher most knowledgeable about semantic mapping creates it as other teacher debriefs with students; both flow back and forth
  • 32. The Class Review Process Learning in Safe Schools – Brownlie & King, 2nd ed. Pembroke Press
  • 33.   Meet as a school-based team, with the administrator   Each classroom teacher (CT) joins the team for 45 minutes to speak of her class   TOC’s provide coverage for CTs   Follow the order of strengths, needs, goals, individuals   The CT does not do the recording or the chairing
  • 34. Implementing Class Reviews What are the strengths of the class? What are the needs of the class as a whole? What are your main goals for the class this year? What are the individual needs in your class?
  • 35. Teacher: Class: Classroom Strengths Classroom Needs Other  Socio-Emotional  Learning  Language  Medical   Goals   Decisions   Individual Concerns   Class Review Recording Form
  • 36. Michelle  Hikada,  Kelly  Hinds,  Romena   Park  
  • 37. •  What would happen if… •  Belief •  Practice
  • 38. Learning Intentions •  I  have  a  be>er  understanding  of   collabora)on  and  co-­‐teaching.   •  I  have  a  plan  of  how  to  increase  the   effec)veness  of  my  collabora)on  and  my  co-­‐ teaching.   •  I  can  create  a  class  review  and  use  it  to  plan   for  instruc)on.  

×