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Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
Best Practices in Co-Teaching
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Best Practices in Co-Teaching

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Workshop for New Trier High School on 10/23/12. Features 6 strategies for regular and special education co-teaching pairs.

Workshop for New Trier High School on 10/23/12. Features 6 strategies for regular and special education co-teaching pairs.

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  1. Best Practices in Co-Teaching Spiro Bolos, Rachel Hess, Trish Randall, Anne Twadell
  2. I) Philosophy
  3. II) Shared Expectations Best Practices Online Questionnaire 9:15 – 9:45 AM
  4. Shared Expectations
  5. Shared Expectations
  6. III) Co-teaching Approaches Summary of Six Possibilities 10:00 AM – 11:30 AM
  7. Station Teaching
  8. Station #1: Primary Source Analysis
  9. Visual Aid for Station #3
  10. Station #2: Opinion Survey
  11. Station #3: Map Analysis
  12. Station #4: Film Notes
  13. Parallel Teaching
  14. Parallel Teaching Frederick Douglass vs. George Fitzhugh TOPIC: How were slaves treated?
  15. Parallel Teaching Narrative of the Life of Frederick Douglass “Sociology for the South” by George Fitzhugh
  16. Narrative of the Life of Frederick Douglass “Sociology for the South” by George Fitzhugh “The negro slaves of the South are the happiest, and, in some sense, the freest people in the world.The children and the aged and infirm work not at all, and yet have all the comforts and necessaries of life provided for them.They enjoy liberty, because they are oppressed neither by care nor labor.The women do little hard work, and are protected from the despotism of their husbands by their masters.”
  17. “The negro slaves of the South are the happiest, and, in some sense, the freest people in the world.The children and the aged and infirm work not at all, and yet have all the comforts and necessaries of life provided for them.They enjoy liberty, because they are oppressed neither by care nor labor.The women do little hard work, and are protected from the despotism of their husbands by their masters.”
  18. “Slaves sing most when they are most unhappy.The songs of the slave represent the sorrows of his heart; and he is relieved by them, only as an aching heart is relieved by its tears.”
  19. Narrative of the Life of Frederick Douglass “Sociology for the South” by George Fitzhugh “Slaves sing most when they are most unhappy.The songs of the slave represent the sorrows of his heart; and he is relieved by them, only as an aching heart is relieved by its tears.”
  20. Alternative Teaching
  21. Alternative Teaching
  22. Teaming
  23. Teaming
  24. Teaming
  25. Teaming
  26. Teaming EXAMPLE: 2 teachers debate a controversial and engaging topic
  27. Teaming Teacher: viewpoint #1 Co-teacher: viewpoint #2
  28. TeamingThe decision to drop the atomic bombs on Japan was morally just because it saved American lives.
  29. TeamingThe decision to drop the atomic bombs on Japan was morally just because it saved American lives. It was immoral because it was an asymmetrical response to the military threat posed by Japan.
  30. One Teach, One Observe
  31. One Teach, One Assist
  32. One Teach, One Assist
  33. One Teach, One Assist
  34. One Teach, One Assist
  35. IV) Making Connections Student Challenges & Instructional Strategies 11:30 – 12:00 PM
  36. LUNCH Provided 12:00 – 12:45 PM
  37. V) Application of Approaches Work, then Report Back 12:45 – 2:15 PM
  38. 1) Which of the approaches (if any) do you currently implement? Which are used most commonly? Why?
  39. 2) Which new approach could you imagine using? Why?
  40. 3) After working with your co-teacher this afternoon, please summarize one or more new strategies using your own course content.
  41. VI) Reflection 2:15 – 3:00 PM

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