Many of us are already using some of these strategies. Our faculty and teams have changed over the last two years (the last time we looked at this as a group). Improving practice; Mission & Vision
1. One Teach, One Observe. One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together. 2. One Teach, One Assist. In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.
On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously.
AISD examples: Rebecca, support teachers, grade level team, leadership
In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently.
Grade 5; support teachers, team, single subjects, ta
In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group.
AISD examples: Support teacher/grade levels teams
In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles.
examples: support teachers; when Kassandra comes in; Denise/Dave
Christy Constande and Vicky Cole presented a very deep and difficult lesson on the "seen" and "unseen" or rather how to make inferences. They used the text, Book Fair Day, to demonstrate the metacognition of the skill and then had the children practice with a different piece of the same book as their active involvement before they had the children practice independently at their seats with "just right" books in their book bags.
In the work session Christy then took a small group that she knew would be challenged with the skill to offer guided practice with the picture book, When the Relative Came. At the same time Vicky took a small strategy group that she selected based on their data. After the children worked for about 40 minutes the teachers came back together and had two children demonstrate their thinking.
Melissa Ross and Ashley Russell's second grade Math Workshop. Once again the two teachers delivered a lesson together that included both a Calendar Math and Math Investigations lesson. Their opening included modeling a problem with both teachers participating equally. During the work session of the Workshop the students worked with partners. As the students settled down to work with their partner, Ashley took a group that she knew would struggle with the hands on activity while Melissa took a challenge group.
All of the students completed the first problem in their small group, with a partner, or on their own and then the second problem was differentiated - a more difficult problem for the challenge group. After the teachers got their groups started, they left the group to continue working alone as they each did "drive by" conferences with other partners that might be struggling.
As they worked with their small groups and with partners, the teachers looked for and chose specific children to explain their thinking in the closing meeting to help all of the children understand several different strategies for completing the first problem.
There are four basic rules in brainstorming. These are intended to reduce social inhibitions among group members, stimulate idea generation, and increase overall creativity of the group. Focus on quantity: This rule is a means of enhancing divergent production, aiming to facilitate problem solving through the maxim quantity breeds quality. The assumption is that the greater the number of ideas generated, the greater the chance of producing a radical and effective solution. Withhold criticism: In brainstorming, criticism of ideas generated should be put 'on hold'. Instead, participants should focus on extending or adding to ideas, reserving criticism for a later 'critical stage' of the process. By suspending judgment, participants will feel free to generate unusual ideas. Welcome unusual ideas: To get a good and long list of ideas, unusual ideas are welcomed. They can be generated by looking from new perspectives and suspending assumptions. These new ways of thinking may provide better solutions. Combine and improve ideas: Good ideas may be combined to form a single better good idea, as suggested by the slogan "1+1=3". It is believed to stimulate the building of ideas by a process of association.. Wikipedia
7 Tables - 6 charts = 1 table group to chat about ideas
Put charts in hallway while Briana&#x2019;s talking.
&#x201C;I&#x2019;ll put charts up in the hallway for you to look at as you walk out, then they&#x2019;ll be moved to the ES mtg room&#x201D;
Kirsty, Liia to tag along with lead teacher.
Objective: familiarize ourselves with the PYP Auth report
familiarize/summarize for home group but also brainstorm possible ways to address recommendations; need a time keeper and a note taker (1/2 hour) - note taker needs to send notes to K
The work we did today gets us started on that road. We&#x2019;ve scheduled other opportunities to review and reflect on the recommendations and work on our action plan.
Aug 31 coteaching, auth report
Please sit in mixed groups - be sure to
include a cross sample from across the
school (grade levels, teams, single subject
Examples in action
America’s Choice National Model Demonstration
School, Chets Creek Elementary - Jacksonville, FL
Grade 2 - Math
Grade 3 - Literacy
GRADE 3 - MAKING INFERENCES
TEAM & PARALLEL
GRADE 2 - MATH WORKSHOP
TEAM TEACHING, PARALLEL, DRIFTING AND OBSERVING
Four basic rules:
Focus on quantity
Welcome unusual ideas
Combine and improve ideas
Use “Who/Where/When” chart to brainstorm ideas
for using the co-teaching strategy listed on the chart
3-4 minutes with each chart, swap charts at the bell
Focus on quantity Withhold criticism
Welcome unusual ideas Combine and improve ideas
June 2010 May 2013
We’ve received congratulations from Aga Khan & ISD!
Standard A Standard B
Kris B Dave
Arunima Expert Groups Carrie W
Kathy D Denise
Anna 30 mins. Kristen
Standards C1& 2 Standards C3 & 4 Standard D
Karen F Amy Susan
Tiia Peter Nadine
Eromie Karen C Ranu
John Teresa Suzanne
Adrienne Kelly Rebecca
Rubina Carrie Mc Carol P
Maria Jeni Suzy
Rob Allison Carolyn
Form up in groups of 5 ; each group must
have an expert from each standard
You will have approximately 2-3 mins each
to summarize your section of the report
to the small group (15 minutes total)
WHAT DO WE NEED TO DO
Continue working on our action plan (submitted for
Reviewing the action plan to include recommendations
received from the Auth visit
The school’s action plan for the next phases of
implementation (3 years) needs to be
submitted to the regional ofﬁce by December