Richmond collaboration teams.march
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Richmond collaboration teams.march

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2nd half day in an elementary series for school teams.

2nd half day in an elementary series for school teams.
Focus on how to increase collaboration and co-teaching in schools.
Classroom examples.

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Richmond collaboration teams.march Richmond collaboration teams.march Presentation Transcript

  • Frameworks for Collaboration Richmond  Teams   Faye  Brownlie   Sept.  18,  2013,  March  6,  2014   ww.slideshare.net/fayebrownlie/CollaboraEon.  Richmond   #2  
  • Learning Intentions •  I  have  a  beIer  understanding  of   collaboraEon  and  co-­‐teaching.   •  I  have  a  plan  of  how  to  increase  the   effecEveness  of  my  collaboraEon  and  my  co-­‐ teaching.  
  • •  Did  you  try  a  class  review?    How  did  it  go?   •  What  has  worked  in  collabora9on?   •  What’s  next?  
  • No plan, No point
  • Response To Intervention: Literacy Framework [One-­‐to-­‐One]   [Small  Group   –  Individual]   [Whole  Class  –   Small  Group  –   Individual]  
  • Questions to Guide Co-Teaching •  Are  all  students  acEvely  engaged  in   meaningful  work?   •  Are  all  students  parEcipaEng  by  answering   and  asking  quesEons?   •  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   StaEon  teaching   1  large  group;  1  small  group   Teaming  
  • One  Teach,  One  Support  
  • Evidence/Inference/Wri9ng   South  Slope  –  Theresa  Sian,  gr.  5   Text:    Tale  of  a  Great  White  Fish-­‐Maggie  DeVries   •  Model  finding  inference/evidence  with  class   seOng   •  Model  finding  inference/evidence  with  picture   from  text   •  Groups  of  ¾  -­‐  different  pictures  –  inference/ evidence   •  4  minute  write  –  what  do  you  know?   •  Share  with  class  –  document  camera   •  10  minute  write  –  how  do  these  pictures  connect   into  a  story?  
  • Parallel  Groups   •  Research  process   •  Power  paragraphs   •  Interac9ve  wri9ng  
  • Sta9on  Teaching  
  • Grade  1  Plan  2012-­‐13   •  Week  1:    assess  with  EPRA   •  Week  2:    create  plan  with  2  teachers   •  Guided  reading,  2/week  in  one  class,  1/week   in  other  class   •  Re-­‐assess  with  EPRA  in  March   •  Adjust  plan   –  3/week  for  those  students  needing  more  support   –  CT  work  with  GR  and  literacy  centres  
  • Grade  1  Plan  2013-­‐14   •  Week  1:    assessment  EPRA     •  Week  2:    create  plan  with  teachers  (3  classes)        -­‐2  blocks/class   •  November  assessment  EPRA,  re-­‐plan   •  Drop  one  class,  give  2  extra  blocks  to  group  of  7   readers  needing  more  support   •  Add  10-­‐20  minutes,  twice  a  week,  1st  thing  in  AM  with   1  child   •  March    -­‐  re-­‐assess  and  adjust  plan  as  necessary   –  Focus  on  fluency  
  • One  Large  Group,  One  Small   •  Writers’  workshop  while  one  teacher  runs  a   small  edi9ng/proofreading  group  that  kids   pass  through   •  K  –  kids  building  the  sets  and  telling  the  story   of  Three  Billy  Goats  Gruff  for  their   performance;  small  group  listening  to  the   story  again  to  build  background  knowledge  
  • Teaming  
  • Literature Circles: Residential Schools •  A  unit  co-­‐developed  by     –  Marla  Gamble,  gr.  6  Classroom  Teacher,  Prince   Rupert,  BC   –  Marilyn  Bryant,  Aboriginal  Educa9on  Program   Resource  Teacher   –  Raegan  Sawka,  LUCID  Support  Teacher  (Learning   for  Understanding  through  Culturally  Inclusive   Imagina9ve  Development)   •  Lesson  2:    co-­‐designed  and  co-­‐taught:    Marla  &  Faye  
  • •  1st  lesson   –  Slide  presenta9on  on  First  Na9ons  background  in  the   geographic  area  with  some  reference  to  residen9al  schools   •  2nd  lesson   –  Whip  around   –  Fishbowl  on  1st  paragraph  of  Fa#y  Legs  –  C.  Jordan-­‐Fenton  &  M.   Poliak-­‐Fenton  (Annick  Press)   –  Co-­‐created  criteria  for  effec9ve  group   –  Envelopes  of  5-­‐6  pictures  from  Fa#y  Legs   –  Make  a  story   –  Share  some  stories   –  Walk  and  talk   –  4  minute  write  –  story  behind  the  pictures    
  • •  My  name  is  Olemaun  Pokiak  –  that’s  OO-­‐lee-­‐ mawn  -­‐  but  some  of  my  classmates  used  to   call  me  “Faky  Legs”.    They  called  me  that   because  a  wicked  nun  forced  me  to  wear  a   pair  of  red  stockings  that  made  my  legs  look   enormous.    But  I  put  an  end  to  it.    How?    Well,   I  am  going  to  let  you  in  on  a  secret  that  I  have   kept  for  more  than  60  years:  the  secret  of  how   I  made  those  stockings  disappear.  
  • What’s your plan? Next  Mee9ng:    May  22,  AM