1. Secondary Collaboration: A
Focus on Co-Teaching
Richmond
Secondary
RT/CT
Nov.
7,
2014
Faye
Brownlie
Slideshare.net/fayebrownlie/richmond
2. Learning Intentions
• I
have
a
be(er
understanding
of
collabora5on
and
co-‐teaching.
• I
have
an
idea
of
how
to
increase
the
effec5veness
of
my
collabora5on
and
my
co-‐
teaching.
• We
have
a
co-‐teaching
plan.
4. What Is Professional Collaboration?
• InteracDve
and
on-‐going
process
• Mutually
agreed
upon
challenges
• Capitalizes
on
different
experDse,
knowledge
and
experience
• Roles
are
blurred
• Mutual
trust
and
respect
• Create
and
deliver
targeted
instrucDon
• GOAL:
beSer
meet
the
needs
of
diverse
learners
5. A Key Belief
• When
interven5on
is
focused
on
classroom
support
it
improves
each
student’s
ability
and
opportunity
to
learn
effec5vely/successfully
in
the
classroom.
7. Co-teachers:
When two teachers are in the room,
they can…
• Work
from
a
plan
based
on
students’
strengths
and
needs
• Differen5ate
instruc5on
• Use
AFL
strategies
to
assess
understanding
• Increase
par5cipa5on
of
all
students
• Decrease
behavioral
challenges
• Focus
a(en5on
• Increase
student
independence
• Teach
self-‐regula5on
• Model
posi5ve,
strengths-‐based
language
• Talk
to
each
other
about
what
they
are
learning
about
their
students
8. Questions to Guide Co-Teaching
• Are
all
students
ac5vely
engaged
in
meaningful
work?
• Are
all
students
par5cipa5ng
by
answering
and
asking
ques5ons?
• 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?
9. Co-Teaching Models
(Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson
& Blednick, 2011, ASCD)
• 1
teach,
1
support
• Parallel
groups
• Sta5on
teaching
• 1
large
group;
1
small
group
• Teaming
10. 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
piSall:
easiest
to
go
off
the
rails
and
have
one
teacher
feel
as
an
‘extra
pair
of
hands’,
no
specific
task
(buzzing
radiator)
11. 1 Teach, 1 Support: Examples
• demonstra5ng
a
new
strategy
so
BOTH
teachers
can
use
it
the
next
day
–
e.g.,
ques5oning
from
pictures,
note-‐taking,
think
aloud
12. Note-taking in Food Studies
• Best
Secondary
with
Alexia
Baldwin
and
Denise
Nemblard,
grade
9
Food
Studies
• Previously
had
lesson
on
grains
and
rice
cooking
demo
• Challenge:
S
love
pracDcal,
not
the
theory;
text
is
1975,
present
by
lecture
• LO:
– Rice
is
part
of
the
grain
group
– NutriDonal
values
of
different
grains
of
rice
– Factors
influencing
choice
of
rice
– Wild
rice,
a
Canadian
component
13. • Whip
around
–
know
about
rice
(Alexia)
• Lecture:
background
info
on
rice,
S
fill
in
notes
(Denise)
• Matching:
S,
in
groups
use
the
words
provided
to
fill
in
the
blanks
on
their
note-‐taking
sheet
(Faye)
– Working
in
groups
– Plenty
of
Dme
for
individual
and
small
group
feedback
• Tie
to
LO:
something
you
know
now
that
you
didn’t
know
before
14. • Japanese
• Thailand
• India
• short
• nuSy
• red
• risoSo
• chewy
• sDcky
• floral
15. Specialty
Rices
5
important
types
Arborio
–
essenDal
for
making
___________
BasmaD
–
extra
long
grain
widely
used
in
_________
with
a
unique,
_______
flavour
Jasmine
–
from
__________
with
a
delicate
and
___________fragrance
Wehani
-‐
_________
colour
with
a
rich
earthy
flavour
GluDnous
–
sweet-‐tasDng
_______
grained
rice
that
becomes
_______
and
_________
when
cooked;
used
in
Chinese
and
________
cuisines
16. Parallel
Groups
• both
teachers
take
about
half
the
class
and
teach
the
same
thing.
• must
be
co-‐planned,
requires
trust
in
each
other,
• must
each
know
the
content
and
the
strategies.
• advantage:
half
class
size
-‐
more
personal
contact,
more
individual
a(en5on
17. Parallel Groups: Examples
• Inside/outside
circle
– Review
– Build
criteria
for
discussion
• Socra5c
circle
– 2
groups
running
simultaneously
• Math
concept
• Each
teaches
one
group
18. Inquiry Circles on Mesopotamia
• Fishbowl
of
inquiry
circles
– Read
to
find
what’s
important
and/or
interesDng
and
defend
with
2
pieces
of
evidence
-‐
“because”
• With
Sue
Jackson,
Minnekhada
19. • Co-‐create
criteria
for
effecDve
group
• Assign
students
to
topic
groups
• Students
read
to
choose
‘the
best
invenDon’
• In
groups,
each
talks
by
supporDng
his/her
opinion
with
evidence
20. Sta5on
Teaching
• mostly
small
groups,
more
individual
a(en5on,
• each
teacher
has
2
groups,
1
working
independently
at
a
sta5on
or
wri5ng,
1
working
directly
with
the
teacher.
• Requires
student
self
regula5on
(which
needs
to
be
taught)
and
planning
for
meaningful
engagement.
21. Station Teaching: Examples
• Students
working
in
pairs
playing
games
from
calcula5onna5on.nctm.org
• Teachers
monitoring,
coaching
• Labs
as
sta5ons
22. Art 9/10
with Sheri Tompkins, Heritage Woods
• Working
together
• Student
chooses
one
piece
of
his
art
for
feedback
• Student
self-‐assesses,
presents
his
piece
to
his
group
(of
4
or
5),
others
observe
silently,
student
adds
his
comments.
• Student
turns
his
back.
Group
members
discuss
the
art
work,
using
the
criteria
sheet.
No
judgment,
likes
or
dislikes.
Student
records
the
remarks.
23. • Students
summarizes
his
feedback
and
others
with
– 2
aspects
I
want
you
to
noDce
– 1
aspect
for
feedback
• The
art
work,
the
self-‐assessment
and
the
summary
are
handed
in
to
the
teacher.
• Teacher
responds,
following
the
summary
of
the
student
direcDon.
24. QuesDons
Focus
on
what
you
see
and
what
you
feel.
Give
first
impressions.
Give
gut
reacDons.
Make
guesses.
#1
What
stands
out
the
most
when
you
first
see
the
work?
The
(subject,
object,
element,
area)
that
stands
out
the
most
is__________________
#2
Explain
the
reason
you
noDce
the
thing
you
menDon
in
#1.
The
(object,
subject,
element,
area)
stands
out
because_____________________
#3
As
you
keep
looking,
what
else
seems
important
or
stands
out?
The
other
part(s)
that
seem
important
or
that
stand
out
is/
are__________________
#4
Why
does
the
thing
you
menDon
in
#3
seem
important?
These/this
other
part(s)
stand
out
or
seem
important
because
________________
…
#13
…
26. 1
Large
Group,
1
Small
Group
• advantage:
either
teacher
can
work
with
either
group,
can
provide
tutorial,
intensive,
individual
• possible
piSall:
don’t
want
same
kids
always
in
the
‘get
help’
group
27. Large group, small group: Examples
• One
presents
lesson
– Second
extends
or
reviews
or
build
background
knowledge
with
smaller
group
• Writers’
workshop
– One
teacher
leading
edi5ng
group,
other
with
whole
class
28. Large group, small group: Examples
• One
runs
the
wri5ng
workshop,
while
the
second
holds
small
group
edi5ng
conferences.
• A_er
the
introduc5on
of
the
math
lesson,
one
monitors
and
supports
the
larger
group,
while
the
other
con5nues
to
teach
a
smaller
group
who
need
addi5onal
support.
• One
group
in
informa5on
circles
needs
more
support
so
a_er
the
whole
group
intro,
one
teacher
stays
with
this
group
while
the
other
monitors
and
supports
the
remaining
4-‐5
groups
33. Teaming
• most
seamless.
• co-‐planned
• teachers
take
alternate
roles
and
lead-‐taking
as
the
lesson
proceeds.
• advantages:
capitalizes
on
both
teachers’
strengths,
models
collabora5on
teaching/learning
to
students,
can
adjust
instruc5on
readily
based
on
student
need,
flexible
• possible
piSalls:
trust
and
skill
• Most
o_en
in
whole
class
instruc5on
and
could
be
followed
up
with
any
of
the
other
four
co-‐teaching
models
34. Teaming: Examples
• Graphic
organizer:
Teachers
model
how
to
use
a
mind
map
as
a
post
reading
vocabulary
building
ac5vity,
teacher
most
knowledgeable
about
mind
mapping
teaches
the
format
as
other
teacher
debriefs
with
students;
both
flow
back
and
forth
35. Using Mindmaps to Organize and
Demonstrate Understanding
• Gleneagle
Secondary,
Coquitlam,
with
Andy
Albright,
grade
10
English
–
graphic
novels
– Opener:
hot
chocolate
invitaDon
and
3
+
from
yesterday
–
extended
1;
modeled
chains
A
– Styles
Line-‐Up:
visual,
verbal,
relaDonships/
connecDons,
analyzing
F
– Examined
mindmap
of
WW11
–
what
do
you
noDce?
Created
drao
design
criteria.
A
and
F
– Reviewed
content
criteria
A
– 20
minute
for
individual
work
&
feedback
A
and
F
51. • What
can
you
try?
• How
does
this
informaDon
match
with
your
school/team
goals?
• How
can
you
share
this
with
others
at
your
school?