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Takes teamwork to make the dream work


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Freeville School team teaching presentation for Ulearn08

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Takes teamwork to make the dream work

  1. 1. It takes team work to make the dream work Freeville School Christchurch, New Zealand October 2008
  2. 2. It takes team work to make the dream work!
  3. 3. With our powers combined organised completer finisher ideas person creative spontaneous good with routines
  4. 4. Ready Get set Go! Team Teaching Rm 7/8 Helen and Norman
  5. 5. <ul><li>Nau te rourou </li></ul><ul><li>Naku te rourou </li></ul><ul><li>Ka ora ai te iwi </li></ul><ul><li>With your food basket </li></ul><ul><li>And my food basket </li></ul><ul><li>There will be ample. </li></ul>
  6. 6. Paul Wilkinson
  7. 8. 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
  8. 9. “ 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)
  9. 10. Two or more teachers working together to plan, conduct and evaluate the learning activities for the same group of learners.
  10. 11. Traditional Team Teaching @Freeville <ul><li>Team members meet to share ideas and resources and plan the curriculum. </li></ul><ul><li>Teachers instruct classes independently but share resource materials. </li></ul><ul><li>Teaching different sub-groups within the whole group. </li></ul>
  11. 12. Team Teaching Classes for 2008 <ul><li>Nicole and Tina, 49 Yr 1 and 2 </li></ul><ul><li>Julie and Ib, 41 Yr 1 and 2 </li></ul><ul><li>Norman and Helen, 56 Yr 3 and 4 </li></ul><ul><li>Jenny and Wayne, 56 Yr 5 and 6 </li></ul><ul><li>Paul, Bernice and Nicola, 70 Year 7 and 8 </li></ul>
  12. 13. Freeville’s Team Teaching Model (based on the six models of Maroney(1995) and Robinson & Schaible (1995) <ul><li>Traditional Team Teaching: Teachers share the instruction of content and skills to all students. </li></ul><ul><li>Collaborative Teaching: Teachers work together in designing the course and teach by exchanging and discussing ideas and theories in front of the learners. </li></ul><ul><li>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. </li></ul><ul><li>Parallel Instruction : Class is divided into two groups and each teacher is responsible for teaching the same material. </li></ul><ul><li>Differentiated Split Class : Class is divided into smaller groups according to learning needs. </li></ul><ul><li>Monitoring Teaching: One teacher assumes responsibility for instructing the entire class while the other monitors student understanding and behaviour. </li></ul>
  13. 14. Why are we doing this? <ul><li>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) </li></ul><ul><li>To improve children’s attitude towards learning. (Motivated) </li></ul>
  14. 15. Desired Outcomes <ul><li>Habitually reflecting on and evaluating their learning. (Critical Thinking) </li></ul><ul><li>Able to manage learning without direct supervision. </li></ul><ul><li>Aware of their own learning needs and actively involved in setting goals and planning to work towards these goals. </li></ul><ul><li>Getting increased access to teacher time through small group ‘micro-teaching’. </li></ul>
  15. 16. The nuts and bolts of team teaching <ul><li>Planning </li></ul><ul><li>Systems </li></ul><ul><li>Assessment </li></ul><ul><li>Interact </li></ul>Student review
  16. 17. Planning <ul><li>Students’ independent timetables </li></ul><ul><li>(Year 1-2) (Year 5-6) (Year 7-8 ) </li></ul><ul><li>Weekly Timetable </li></ul>
  17. 18. Students’ Timetables (Year 1-2)
  18. 20. Personal Responsibility
  19. 21. Year 3 and 4 timetable
  20. 22. Year 5 and 6 timetable
  21. 23. Students’ independent timetables (Year 5-6)
  22. 24. Students’ independent timetables (Year 7-8)
  23. 25. Students’ independent timetables (Year 7-8)
  24. 26. Systems <ul><li>Areas and use of space </li></ul><ul><li>I.D Cards </li></ul><ul><li>Sign Up s </li></ul><ul><li>Workshops </li></ul><ul><li>Writing Process </li></ul>
  25. 27. Yr 1-2 use of space
  26. 31. Yr 3 – 4 Use of Space
  27. 32. Yr 5 – 6 Use of Space
  28. 34. Areas <ul><li>Silent room and Group work room </li></ul><ul><li>Reading Nooks </li></ul>
  29. 35. Yr 1-2 checking in
  30. 36. Yr 3 – 4 Check In
  31. 37. I.D. Cards
  32. 38. I.D. Cards
  33. 39. Writing Process
  34. 40. Sign Up (Yr 1-2)
  35. 41. Workshops in Year 1/2 <ul><li>Writing – based on their goal </li></ul><ul><li>Inquiry – based on their choice </li></ul>
  36. 42. Workshops and Sign Ups Year 3/4 <ul><li>Immersion workshops on a rotation basis. Get to sign up but then have to do rotation. </li></ul><ul><li>groups are assigned to teachers, children are grouped depending on inquiry choices. </li></ul><ul><li>Sports sign-ups – gets to choose what sport to play for term. </li></ul>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:
  37. 43. Workshops in Year 5/6 <ul><li>Workshops for the immersion stage of inquiry (sign – ups) </li></ul><ul><li>Individual or Group Inquiry – based on their question </li></ul><ul><li>Athletics Academy </li></ul>
  38. 44. Sign Up (Yr 5-6)
  39. 45. Workshops in Year 7/8 Education is Everywhere Sign up Follow individual interest Involve parents and others Smaller ratios
  40. 46. Self Assessment and Reflection
  41. 47. Assessment <ul><li>Conference with the children about their learning </li></ul><ul><li>Self assessment and reflection </li></ul><ul><li>Learning Stories for reports </li></ul><ul><li>Student Led conferences </li></ul>
  42. 48. Reflection in Yr 1/2
  43. 49. Reflection in Yr 3/4 <ul><li>Inquiry Learning Name: </li></ul><ul><li>Reflections. </li></ul><ul><li>What Makes My Team Powerful </li></ul><ul><li>I liked doing: </li></ul><ul><li>_____________________________________________________________________________________________________________________________________________________________________ </li></ul><ul><li>The thing I found the hardest to do: </li></ul><ul><li>_____________________________________________________________________________________________________________________________________________________________________ </li></ul><ul><li>I worked:    </li></ul><ul><li>I enjoyed learning about what makes my team powerful: </li></ul><ul><li>   </li></ul><ul><li>Next time I am doing an inquiry I will: </li></ul><ul><li>learn more about the subject </li></ul><ul><li>do more work </li></ul><ul><li>do more research at home </li></ul><ul><li>look for different ideas </li></ul><ul><li>write down more things </li></ul><ul><li>work better in groups or with my buddy </li></ul><ul><li>make my work neater </li></ul><ul><li>At the end of units. </li></ul><ul><li>During Circle Time. </li></ul><ul><li>To get feedback from the class. </li></ul>
  44. 50. Reflection in Yr 5/6
  45. 51. Reflection in Yr 7/8
  46. 52. Reflection in Yr 7/8
  47. 53. Reflection in Yr 7/8
  48. 54. Reflection in Yr 7/8
  49. 55. Student Review of Team Teaching
  50. 56. What Makes A Team Work <ul><li>“ 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.” </li></ul><ul><li>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. </li></ul><ul><li>Effective teams consciously come to agreements about how to do business. </li></ul>
  51. 57. What we like about Team Teaching <ul><li>We are not academically isolated. We work in a supportive environment with opportunities to ‘share the moment.’ </li></ul><ul><li>Efforts are acknowledged and feedback is forthcoming. </li></ul><ul><li>Able to continually question ‘best teaching practice’ and share ideas to come up with the best approach or solution. </li></ul>
  52. 58. What we like about Team Teaching <ul><li>We are able to discuss issues related to student achievement, motivation and behavioural expectations. </li></ul><ul><li>We can learn from each other – it is like continually being on a professional development course. </li></ul>
  53. 59. What we like about Team Teaching <ul><li>There is an equal distribution of the work load with sharing of tasks making time management more effective. </li></ul><ul><li>More time available to observe students, conference individually or teach small groups. </li></ul>
  54. 60. Ehara taku toe he toa takitahi engari he toe takatini. It is by working together that we get the job done well.
  55. 61. Contact Us <ul><li>Paul Wilkinson </li></ul><ul><li>[email_address] </li></ul><ul><li>Jenny Fraser </li></ul><ul><li>[email_address] </li></ul>