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Secondary Collaboration: A 
Focus on Co-Teaching 
Richmond 
Secondary 
RT/CT 
Nov. 
7, 
2014 
Faye 
Brownlie 
Slideshare.net/fayebrownlie/richmond
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.
The teeter totter 
kids curriculum 
kids
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
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.
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 
• 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
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?
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
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)
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
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
• 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
• Japanese 
• Thailand 
• India 
• short 
• nuSy 
• red 
• risoSo 
• chewy 
• sDcky 
• floral
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
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
Parallel Groups: Examples 
• Inside/outside 
circle 
– Review 
– Build 
criteria 
for 
discussion 
• Socra5c 
circle 
– 2 
groups 
running 
simultaneously 
• Math 
concept 
• Each 
teaches 
one 
group
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
• 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
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.
Station Teaching: Examples 
• Students 
working 
in 
pairs 
playing 
games 
from 
calcula5onna5on.nctm.org 
• Teachers 
monitoring, 
coaching 
• Labs 
as 
sta5ons
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.
• 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.
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 
…
Richmond Secondary Co-teaching
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
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
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
Graphic Novels
Graphic Novels
Richmond Secondary Co-teaching
Tales
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
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
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
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
Richmond Secondary Co-teaching
• What 
can 
you 
try? 
• How 
does 
this 
informaDon 
match 
with 
your 
school/team 
goals? 
• How 
can 
you 
share 
this 
with 
others 
at 
your 
school?

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Richmond Secondary Co-teaching

  • 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.
  • 3. The teeter totter kids curriculum kids
  • 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.
  • 6. No plan, No point
  • 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
  • 32. Tales
  • 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?