Best practices in Co-Teaching - Workday
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Best practices in Co-Teaching - Workday

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Presented at New Trier High School on 3/20/14.

Presented at New Trier High School on 3/20/14.

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  • 1. Co-Teaching II Spiro Bolos, Rachel Hess, Trish Randall & AnneTwadell WORK DAY
  • 2. I) Introduction Overview of the Day 9:00 – 9:10 AM
  • 3. II) Co-teaching Approaches REVIEW of Six Possibilities 9:10 – 11:00 AM
  • 4. Station Teaching
  • 5. Station Teaching
  • 6. Parallel Teaching
  • 7. Parallel Teaching
  • 8. Parallel Teaching Frederick Douglass vs. George Fitzhugh TOPIC: How were enslaved people treated?
  • 9. Parallel Teaching Narrative of the Life of Frederick Douglass “Sociology for the South” by George Fitzhugh
  • 10. 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.”
  • 11. 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.”
  • 12. “See,Think, Wonder”
  • 13. “See,Think, Wonder”
  • 14. John Gast, 1872 “American Progress” or “The Spirit of Manifest Destiny”
  • 15. John Gast, 1872 “American Progress” or “The Spirit of Manifest Destiny”
  • 16. John Gast, 1872 “American Progress” or “The Spirit of Manifest Destiny”
  • 17. John Gast, 1872 “American Progress” or “The Spirit of Manifest Destiny”
  • 18. John Gast, 1872 “American Progress” or “The Spirit of Manifest Destiny”
  • 19. Alternative Teaching
  • 20. Alternative Teaching
  • 21. Alternative Teaching
  • 22. Teaming
  • 23. Teaming
  • 24. Teaming EXAMPLE: 2 teachers debate a controversial and engaging topic
  • 25. Teaming Teacher: viewpoint #1 Co-teacher: viewpoint #2
  • 26. 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.
  • 27. One Teach, One Observe
  • 28. One Teach, One Observe
  • 29. One Teach, One Assist
  • 30. One Teach, One Assist
  • 31. One Teach, One Assist
  • 32. III) LUNCH Provided 11:00 AM – 11:45 AM
  • 33. IV) Visual Strategies 11:45 AM – 12:20 PM
  • 34. V) Language Strategies (across disciplines) Julie Smith & Vicki Murphy, SLP 12:30 – 1:30 PM
  • 35. { Presented by: Julie Smith, MS, CCC-slp Vicki Murphy, MS, CCC-slp Language Strategies Across Disciplines: Helping Students Organize and Connect Curricular Content
  • 36. Strategies discussed today can help students that fall into the following groups:  Neurotypical  Specific Learning Disability  Language Based Learning Disability  Specific Language Impairment  Autism Spectrum Disorders  Auditory Processing Disorder (CAPD or APD )  ADD/ADHD No disability needed…
  • 37. All students at times struggle with comprehension of curriculum, including difficult text and classroom lecture or discussion Even we adults at times struggle with comprehension… Regardless of Etiology…
  • 38. Familiarity with the Text Background Knowledge Metacognitive Strategies Westby from Catts & Kamhi, 2005, as cited in ASHA 2013 Presentation: Alternatives to Auditory Processing Disorder What is needed for students to comprehend expository text?
  • 39. We will provide strategies that can be modified and used across disciplines Strategies will fall into general categories of:  Developing and connecting VOCABULARY  Metacognitive & Metalinguistic Strategies: - SUMMARIZING - “TWA” Thinking before, while, and after reading Today’s Strategy Plan:
  • 40. On December 19, 1777, when Washington's poorly fed, ill-equipped army, weary from long marches, struggled into Valley Forge, winds blew as the 12,000 Continentals prepared for winter's fury. Grounds for brigade encampments were selected, and defense lines were planned and begun. Within days of the army's arrival, the Schuylkill River was covered with ice. Snow was six inches deep. Though construction of more than 1,000 huts provided shelter, it did little to offset the critical shortages that continually plagued the army. Taken from ASHA 2013 presentation: Alternatives to Auditory Processing Disorders What do you see?
  • 41. Your Mental Picture
  • 42. Remember our list of student groups? Without  Familiarity  Background  Metacognitive Strategies those students see.. Let’s try again…
  • 43. During the Ashes test at Headingly, Hascott was twice fooled by the seemingly belter wicket. A stock delivery from Croft became an inducker catching an inside edge and bringing an appeal for LBW. Later in the same innings a doosra prompted the Australian into a cut shot that had him caught at second slip. Croft finished with 48 for 3 with three maidens. Yes, this is English!
  • 44. I’m sure you pictured this…
  • 45. How can we best develop knowledge about unfamiliar vocabulary/concepts for our students? NOT by having them copy, find, or look up definitions for new words!!! Research has shown that vocabulary instruction in this manner does not necessarily equate to improvements in overall comprehension. Why? “A possible explanation for this outcome is that a difference exists between acquiring knowledge of a word's meaning and knowing the word well enough to aid comprehension of text” (McKeown et al, 1983). Developing Vocabulary
  • 46.  Students must develop DEEP and FLUENT knowledge of words, going beyond accurate responses to word meaning tasks. &  We need to develop fluency of access to words and expanded semantic networks for vocabulary. McKeown et al, 1983 Vocabulary Instruction to Impact Comprehension
  • 47. Target word: equilibrium Help students think…Have I ever heard part of this word before? Where? Root= equi Meaning= equal Word learning strategies: Use word parts
  • 48. I never saw it before. I’ve heard of it, but I don’t know what it means. I recognize it in context. I heard it used like this…..and it means something to do with…… I know it and I can use it in a few different ways. Levels of Word Consciousness
  • 49. Multiple Encounters
  • 50. Research has shown that 10 encounters with a word were sufficient to develop deep knowledge that improved overall comprehension (McKeown et al 1983).  Fewer may be sufficient, but has not been proven in research. Encounters could include any of the activities discussed today or described on your handouts. Multiple Encounters…Gold Standard
  • 51. STEM EXPLANATION EXAMPLES PICTURE Provide the root and its meaning for the word Provide an explanation of the meaning of the word and how it is used. Encourage students to paraphrase an explanation Brainstorm MULTIPLE different examples of how a word might be used. You can also include NON- examples as clarification. Students generate an illustration that represents the meaning or use of the word. “SEEP” for a target word
  • 52. “SEEP” Student Example
  • 53. STEM EXPLANATION EXAMPLES PICTURE MAL- Something BAD! Malpractice Malevolent Draco Malfoy “SEEP” for a root/affix
  • 54. Concept Circle
  • 55. Concept Circle student example
  • 56. Concept Circle student example
  • 57. Procrastinate ldoceonline.com: To delay doing something that you ought to do, usually because you do not want to do it. dictionary.com: To defer action. (huh?) Defer: To put off to a future time. (Put what off? An action. What action?!?!) Ugh. Longman Dictionary
  • 58. Both words ______________________ But the first word _________________ And the other word _______________ Alike But Different
  • 59. Both words could describe a crazy outfit that a teenager wore to school. But the first word means the teenager intended to get a reaction from others. And the other word means the teenager might have unusual taste in clothes, but didn’t deliberately wear the outfit for a reaction. Alike But Different
  • 60. Dump & Clump (Word Sort)
  • 61. DUMP & CLUMP Your turn!
  • 62. Now on to metacognitive & metalinguistic strategies….
  • 63. Creating Expectancies for What Students Will Learn
  • 64. TWA Think While What do you already know? Author’s purpose? What do you need to know? Did I understand? Do I need to reread that? Can I link this to previous knowledge? Did I answer any questions I had from the beginning? Summarize what I’ve learned.
  • 65. On December 19, 1777, when Washington's poorly fed, ill-equipped army, weary from long marches, struggled into Valley Forge, winds blew as the 12,000 Continentals prepared for winter's fury. Doer / Done / To Whom WHEN DOER DONE TO WHOM or WHAT December 19, 1777 Washington’s army Struggled & marched Into Valley Forge 12,000 Continentals Prepared For harsh winter
  • 66. Strategy to help organize and summarize main ideas or key points, especially for English & History. Someone / Wants / But / So Someone Wants/Is But So Identify the key character, person, or “agent” in a passage Ask yourself “What did the person want?” or “What was the person doing?” State the problem or obstacle in the passage. Ask yourself “So what?” What are the consequences, emotions, or predictions about the character or situation?
  • 67. What was Mercantilism? “As the lives of the colonists became more complex, their need to trade with other countries increased. However, Great Britain would not allow the colonies to trade with whomever they wished. Laws had been passed to control colonial trade.” United States History, AGS Publishing 2005 Someone Wants But So Colonists Wanted to trade with countries other than Great Britain Great Britain told them they could not trade with others The colonists were unhappy and felt like Great Britain was too controlling.
  • 68. Charlton, Stephen. “Alternatives to Auditory Processing Intervention: ContentArea & Disciplinary-Specific Strategies.” PowerPoint presentation, ASHA convention, Chicago, IL. November, 2013. McKeown, Margaret G., et al. “The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication.” Journal of Literary Research 15:3 (1983). Robertson, S., Meyers, M.K. “Tier 3 Magic for Teens: Proven Strategies for Teaching Advance Vocabulary to Adolescents.” PowerPoint presentation. ASHA convention, Chicago, IL. November, 2013. References
  • 69. VI) Application of Approaches Please be prepared to share! 1:30 – 3:00 PM
  • 70. http://v.gd/coteaching 3:00 – 3:30 PM VII) Reflection/Feedback