Full-day workshop for The Northern Suburban Special Education District (NSSED). NSSED is a special education cooperative that provides programs, services and coaching and consultation to our 18 member districts.

1. Julie Bar, Spiro Bolos,
Ron Simon, & Anne Twadell

2. Overview of the Day / 8:30 – 8:45 AM

3. 6 Co-Teaching Approaches
8:45 – 10:00 AM

5. Station Teaching

6. Station Teaching

12. Station Teaching (modified)

17. 1) Divide your assigned list of residents
among your fellow group members and
write down the entire list of residents.
As you write down the names, look
critically at what you are writing.
What do you notice about these
names? What do they have in
common?

18. 2) What do you notice about the gender
of the names on your list?

19. 3) What do you think the second
column on the list represents?
Give several examples.

20. Scott Durkin & Stephanie Valerio

21. Station Teaching

22. Kerri Simons & Steve Rish

24. Parallel Teaching

25. Parallel Teaching
Trish Randall & Rachel Hess

27. Parallel Teaching
Frederick Douglass vs. George Fitzhugh
TOPIC: How were enslaved people treated?

28. Parallel Teaching
Narrative of the Life
of Frederick
Douglass
“Sociology for the
South” by George
Fitzhugh

29. This selection, from Fitzhugh’s Cannibals All! or Slaves Without Masters, is a justification and defense of slavery. In other portions of
his radical book, Fitzhugh argued that (as his title implies) work relations made cannibals of everyone and that, ideally, liberty was
meant only for a few—that “some were born with saddles on their backs, and others booted and spurred to ride them—and the
riding does them good.”
George Fitzhugh, "The Blessings of Slavery" (1857)
“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 or labor. The women do little hard work, and are protected from the despotism of
their husbands by their masters. The negro men and stout boys work, on the average, in good weather, no more than nine
hours a day. The balance of their time is spent in perfect abandon. Besides, they have their Sabbaths and holidays. White
men, with som muh [sic] of license and abandon, would die of ennui; but negroes luxuriate in corporeal and mental repose.
With their faces upturned to the sun, they can sleep at any hour; and quiet sleep is the gretest [sic] of human enjoyments.
"Blessed be the man who invented sleep." 'Tis happiness in itself­and results from contentment in the present, and confident
assurance of the future. We do not know whether free laborers ever sleep. They are fools to do so; for, whilst they sleep, the
wily and watchful capitalist is devising means to ensnare and exploit them. The free laborer must work or starve. He is more
of a slave than the negro, because he works longer and harder for less allowance than the slave, and has no holiday,
because the cares of life with him begin when its labors end. He has no liberty and not a single right. . . .”
VOCAB QUESTIONS TO CONSIDER
aged According to Fitzhugh, What are the advantages of having
African(­Americans) be enslaved?
infirm
oppressed
despotism
“in perfect abandon”
“Sabbaths and holidays” What is a “free laborer” and how is he different (worse) than a
slave (again, according to Fitzhugh)?
“license and abandon”
ennui
“corporeal and mental repose”
capitalist

30. 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.”

31. “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.”

32. “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.”

33. 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.”

35. “See, Think, Wonder”

36. Alternative Teaching

37. Alternative Teaching

38. Alternative Teaching

39. Teaming

50. Teaming

51. Teaming

52. Teaming

53. Teaming

54. Teaming

55. Teaming

56. Teaming

57. Julie Bar and Ron Simon

67. One Teach, One Observe

69. One Teach, One ObserveOne Teach, One Observe

70. One Teach, One Observe4/17
4/21
4/22
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/ //
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71. One Teach, One Assist

72. One Teach, One Assist

73. One Teach, One Assist

74. Dyan Marich and Paul Kim

77. One Teach, One Assist

78. 10:00 – 11:00 AM

79. 11:00 – 11:20 AM

85. “Multimedia Principle”

86. “Contiguity Principle”

87. “Coherence Principle”

89. (cognitive load)

90. versus

92. “[I]n designing a PowerPoint slide it is
important to not present an overwhelming
amount of information (i.e., coherence
principle) and it is useful to have simple
graphics to supplement words (i.e.,
multimedia principle).”

93. “Personalization Principle”

95. http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

96. http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

97. http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

98. http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

99. http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

100. http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

101. “See, Think, Wonder”

103. John Gast, 1872
“American Progress”
or “The Spirit of Manifest Destiny”

104. John Gast, 1872
“American Progress”
or “The Spirit of Manifest Destiny”

105. John Gast, 1872
“American Progress”
or “The Spirit of Manifest Destiny”

106. John Gast, 1872
“American Progress”
or “The Spirit of Manifest Destiny”

107. John Gast, 1872
“American Progress” or
“The Spirit of Manifest Destiny”

108. On your own
11:30 AM – 12:30 PM

109. 12:30 – 1:00 PM

153. 12:45 – 1:30 PM

154. Please be prepared to share!
1:30 – 3:00 PM

155. 1) Which of the approaches (if any)
do you currently implement?
Which are used most commonly?
Why?

156. 2) Which new approach could you
imagine using? Why?

157. 3) After working with your co-
teacher this afternoon, please
summarize one or more new
strategies using your own
course content.

158. 3:00 – 3:30 PM

159. barj@nths.net
boloss@nths.net
simonr@nths.net
twadella@nths.net