Takes teamwork to make the dream work
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Takes teamwork to make the dream work

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Freeville School team teaching presentation for Ulearn08

Freeville School team teaching presentation for Ulearn08

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Takes teamwork to make the dream work Takes teamwork to make the dream work Presentation Transcript

  • It takes team work to make the dream work Freeville School Christchurch, New Zealand October 2008
  • It takes team work to make the dream work!
  • With our powers combined organised completer finisher ideas person creative spontaneous good with routines
  • Ready Get set Go! Team Teaching Rm 7/8 Helen and Norman
    • Nau te rourou
    • Naku te rourou
    • Ka ora ai te iwi
    • With your food basket
    • And my food basket
    • There will be ample.
  • Paul Wilkinson
  •  
  • An idea is a new combination of old elements. There are no new elements. There are only new combinations. Gordon Dryden Out of the Red
  • “ A team is a small number of people with complimentary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.” (Katzenbach & Smith, 1993)
  • Two or more teachers working together to plan, conduct and evaluate the learning activities for the same group of learners.
  • Traditional Team Teaching @Freeville
    • Team members meet to share ideas and resources and plan the curriculum.
    • Teachers instruct classes independently but share resource materials.
    • Teaching different sub-groups within the whole group.
  • Team Teaching Classes for 2008
    • Nicole and Tina, 49 Yr 1 and 2
    • Julie and Ib, 41 Yr 1 and 2
    • Norman and Helen, 56 Yr 3 and 4
    • Jenny and Wayne, 56 Yr 5 and 6
    • Paul, Bernice and Nicola, 70 Year 7 and 8
  • Freeville’s Team Teaching Model (based on the six models of Maroney(1995) and Robinson & Schaible (1995)
    • Traditional Team Teaching: Teachers share the instruction of content and skills to all students.
    • Collaborative Teaching: Teachers work together in designing the course and teach by exchanging and discussing ideas and theories in front of the learners.
    • Complementary Team Teaching: One teacher is responsible for teaching the content while the other takes charge of providing follow-up activities on related topics/skills.
    • Parallel Instruction : Class is divided into two groups and each teacher is responsible for teaching the same material.
    • Differentiated Split Class : Class is divided into smaller groups according to learning needs.
    • Monitoring Teaching: One teacher assumes responsibility for instructing the entire class while the other monitors student understanding and behaviour.
  • Why are we doing this?
    • To develop independent self managing students who are fully prepared for the challenges of secondary education and will thrive in a rapidly changing world. (Adaptable)
    • To improve children’s attitude towards learning. (Motivated)
  • Desired Outcomes
    • Habitually reflecting on and evaluating their learning. (Critical Thinking)
    • Able to manage learning without direct supervision.
    • Aware of their own learning needs and actively involved in setting goals and planning to work towards these goals.
    • Getting increased access to teacher time through small group ‘micro-teaching’.
  • The nuts and bolts of team teaching
    • Planning
    • Systems
    • Assessment
    • Interact
    Student review
  • Planning
    • Students’ independent timetables
    • (Year 1-2) (Year 5-6) (Year 7-8 )
    • Weekly Timetable
  • Students’ Timetables (Year 1-2)
  •  
  • Personal Responsibility
  • Year 3 and 4 timetable
  • Year 5 and 6 timetable
  • Students’ independent timetables (Year 5-6)
  • Students’ independent timetables (Year 7-8)
  • Students’ independent timetables (Year 7-8)
  • Systems
    • Areas and use of space
    • I.D Cards
    • Sign Up s
    • Workshops
    • Writing Process
  • Yr 1-2 use of space
  •  
  •  
  •  
  • Yr 3 – 4 Use of Space
  • Yr 5 – 6 Use of Space
  •  
  • Areas
    • Silent room and Group work room
    • Reading Nooks
  • Yr 1-2 checking in
  • Yr 3 – 4 Check In
  • I.D. Cards
  • I.D. Cards
  • Writing Process
  • Sign Up (Yr 1-2)
  • Workshops in Year 1/2
    • Writing – based on their goal
    • Inquiry – based on their choice
  • Workshops and Sign Ups Year 3/4
    • Immersion workshops on a rotation basis. Get to sign up but then have to do rotation.
    • groups are assigned to teachers, children are grouped depending on inquiry choices.
    • Sports sign-ups – gets to choose what sport to play for term.
    Winter Sport 2008 Hockey Soccer Rugby Netball Full Name: Room: Year: Winter Sport 2007 Hockey Soccer Rugby Netball Full Name: Room: Year: Winter Sport 2007 Hockey Soccer Rugby Netball Full Name: Room: Year: Winter Sport 2007 Hockey Soccer Rugby Netball Full Name: Room: Year:
  • Workshops in Year 5/6
    • Workshops for the immersion stage of inquiry (sign – ups)
    • Individual or Group Inquiry – based on their question
    • Athletics Academy
  • Sign Up (Yr 5-6)
  • Workshops in Year 7/8 Education is Everywhere Sign up Follow individual interest Involve parents and others Smaller ratios
  • Self Assessment and Reflection
  • Assessment
    • Conference with the children about their learning
    • Self assessment and reflection
    • Learning Stories for reports
    • Student Led conferences
  • Reflection in Yr 1/2
  • Reflection in Yr 3/4
    • Inquiry Learning Name:
    • Reflections.
    • What Makes My Team Powerful
    • I liked doing:
    • _____________________________________________________________________________________________________________________________________________________________________
    • The thing I found the hardest to do:
    • _____________________________________________________________________________________________________________________________________________________________________
    • I worked:   
    • I enjoyed learning about what makes my team powerful:
    •   
    • Next time I am doing an inquiry I will:
    • learn more about the subject
    • do more work
    • do more research at home
    • look for different ideas
    • write down more things
    • work better in groups or with my buddy
    • make my work neater
    • At the end of units.
    • During Circle Time.
    • To get feedback from the class.
  • Reflection in Yr 5/6
  • Reflection in Yr 7/8
  • Reflection in Yr 7/8
  • Reflection in Yr 7/8
  • Reflection in Yr 7/8
  • Student Review of Team Teaching
  • What Makes A Team Work
    • “ For a real team to form, there must be a team purpose that requires it’s members to work together to accomplish something beyond individual and end-products.”
    • A team teaching partner must be someone possessing a “healthy psyche”. Someone who does not demand power or control as well as someone who is not defensive or easily offended.
    • Effective teams consciously come to agreements about how to do business.
  • What we like about Team Teaching
    • We are not academically isolated. We work in a supportive environment with opportunities to ‘share the moment.’
    • Efforts are acknowledged and feedback is forthcoming.
    • Able to continually question ‘best teaching practice’ and share ideas to come up with the best approach or solution.
  • What we like about Team Teaching
    • We are able to discuss issues related to student achievement, motivation and behavioural expectations.
    • We can learn from each other – it is like continually being on a professional development course.
  • What we like about Team Teaching
    • There is an equal distribution of the work load with sharing of tasks making time management more effective.
    • More time available to observe students, conference individually or teach small groups.
  • Ehara taku toe he toa takitahi engari he toe takatini. It is by working together that we get the job done well.
  • Contact Us
    • Paul Wilkinson
    • [email_address]
    • Jenny Fraser
    • [email_address]