The document discusses models of collaboration and co-teaching strategies aimed at enhancing student learning through formative assessment in diverse classrooms. It emphasizes the importance of teacher collaboration, effective planning, and various co-teaching models to address the needs of all students, especially those with special needs. Key strategies include providing descriptive feedback, involving students in self and peer assessment, and utilizing differentiated instruction in co-teaching settings.

1. Models of Collaboration
including a focus on formative
assessment
Curriculum Support Day
Arrow Lakes, SD 10
Nov. 14, 2016
Faye Brownlie
slideshare.net/
fayebrownlie.arrowlakes.collab

2. Learning Intentions
• I can idenHfy the 6 assessment for learning
strategies
• I have a plan to increase my aJenHon to 1 of
the AFL strategies
• I beJer understand the benefits of teacher
collaboraHon
• I am beginning to think of another way I can
collaborate or co-teach with a colleague

3. 1. Learning Intentions
“Students can reach any target as long
as it holds sHll for them.” - SHggins -
2. Criteria
Work with learners to develop criteria so they know what quality looks
like.
3. Questions
Increase quality quesHons to
show evidence of learning
Whose quesHons? Who answers?

4. 4. Descrip+ve Feedback
Timely, relevant, personal, descripHve
feedback contributes most
powerfully to student learning!
5. Self & Peer Assessment
Involve learners more in self & peer assessment
6. Ownership
Have students understand their
learning and
Communicate It with others

5. Why Collaboration/Co-teaching?
In the interests of students with special needs
• Based on the belief that collabora+ve planning, teaching
and assessing be;er addresses the diverse needs of
students by crea+ng ongoing effec+ve programming in
the classroom
• It focuses on the ongoing context for learning for the
students, not just the specific remedia+on of skills
removed from the learning context of the classroom
• Impera+ve students with the highest needs have the
most consistent program
Learning in Safe Schools, page 102 Chapter 9

6. Why Collaboration/Co-teaching?
In interests of ALL students
• It allows more students to be reached
• It builds a repertoire of strategies for teachers to
support the range of students in classes
• Increases the opportunity for feedback
• It be;er u+lizes the professional exper+se within
a building
• Two heads are be;er than one!!
Learning in Safe Schools, page 102 Chapter 9

7. No plan, No point

8. Co-teachers:
When two teachers are in the room, they can…
• Work from a plan based on students’ strengths and needs
• Differen+ate instruc+on
• Use AFL strategies to assess understanding
• Increase par+cipa+on of all students
• Decrease behavioral challenges
• Focus a;en+on
• Increase student independence
• Teach self-regula+on
• Model posi+ve, strengths-based language
• Talk to each other about what they are learning about
their students

9. Do your students receive
individual feedback from you in
every class?

10. Co-Teaching Models
(Teaching in Tandem – Effective Co-Teaching in the Inclusive
Classroom – Wilson & Blednick, 2011, ASCD)
• 1 teach, 1 support
• Parallel groups
• Sta+on teaching
• 1 large group; 1 small group
• Teaming

11. 1 Teach, 1 Support
• most frequently done, least planning
• Advantage: focus, 1:1 feedback, if alternate
roles, no one has the advantage or looks like
the ‘real’ teacher, can capitalize one 1’s
strengths and build professional capacity
• Possible piVall: easiest to go off the rails and
have one teacher feel as an ‘extra pair of
hands’, no specific task (buzzing radiator)

12. 1 Teach, 1 Support: Examples
• demonstra+ng a new strategy so BOTH
teachers can use it the next day – e.g., think
aloud, ques+oning from pictures,
an+cipa+on guide
• Students independently working on a task,
one teacher working with a small group on
this task, other teacher suppor+ng children
working independently

13. Challenge: increase student engagement and
on-task behaviour; increase student voice
• QuesHoning from 3 pictures
• AnHcipaHon guide – with partner
• Read to find out and provide evidence for your
answer
1 teacher modeling new strategies; 1 observing
to learn the strategies and provide support
with Ken Asano, Centennial Secondary

18. Before A]er

19. Parallel Groups
• both teachers take about half the class and
teach the same thing.
• Advantage: half class size - more personal
contact, more individual a;en+on
• Possible piValls: more +me to co-plan,
requires trust in each other, each must know
the content and the strategies.

20. Parallel Groups: Examples
• Focus teaching from class assessment.
Aer the assessment (DART or EPRA) cross-grade groups
meet 2X a week, for 6 to 8 weeks guided by needs
iden+fied from the performance standards (Text
features, Oral Comprehension, Risk taking, Cri+cal
thinking with words, Geeng the big picture…)
Not paper and pencil prac+ce groups. Teaching reading
as thinking groups.
• Inside/outside circle
To establish criteria for a literature circle or informa+on
circle discussion. Run 2 groups.

21. Station Teaching
• mostly small groups
• can be heterogeneous sta+ons or more homogeneous
reading groups
• each teacher has 2 groups, 1 working independently
at a sta+on or wri+ng, 1 working directly with the
teacher.
• Advantage: more individual a;en+on and personal
feedback, increased focus on self regula+on
• Possible piVall: self regula+on (needs to be taught),
+me to plan for meaningful engagement.

22. Station Teaching: Examples
• Guided reading: 4 groups; RT has two and CT
has two
• science sta+ons: CT and RT each created two
sta+ons; co-planning what they would look
like to ensure differen+a+on, teachers moved
back and forth between groups suppor+ng
self-monitoring, independence on task

23. Station Teaching: Examples
• Literature circles or informa+on circles: each
teacher is working with one group while the
other groups work independently or as
individuals.
• Science experiment. Students are sieng in
teams of 5, conduc+ng their experiment
while both teachers monitor and support the
groups

24. 1 large group, 1 small group
• Advantage: either teacher can work with
either group, can provide tutorial, intensive,
individual
• Possible piVall: don’t want same kids always
in the ‘get help’ group

25. 1 large group, 1 small group:
Examples
• Wri+ng: 1 teacher works with whole class prewri+ng
and draing, small groups of 3-4 students meet with 1
teacher for edi+ng conference
• Reading: everyone’s reading. Large group: teacher
moving from student to student listening to short oral
reads. Small group: 2 to 3 students being supported to
use specific reading strategies
• Aer the introduc+on of the math lesson, one
monitors and supports the larger group, while the
other con+nues to teach a smaller group who need
addi+onal support.

26. Teaming
• most seamless.
• co-planned
• teachers take alternate roles and lead-taking as the
lesson proceeds
• Most oen in whole class instruc+on and could be
followed up with any of the other four co-teaching
models
• Advantages: capitalizes on both teachers’ strengths,
models collabora+on teaching/learning to students,
can adjust instruc+on readily based on student need,
flexible
• Possible piValls: trust and skill

27. Test Prep – Socials 11
Canada in the 1930’s with Melanie Mattson
• People Search – 12 boxes
• Students made notes for each quesHon
• Coached and listened to see if there were any
challenging areas
• 2 quesHons were most challenging
• Melanie explained her ‘answer’ to each, using a
Hmeline and associaHons
• 2 addiHonal areas to study
– With a concept map
– With a chart

28. Canada in the 1930’s
People Search Find someone who:
…can describe 3
differences between life in
the city and life in rural
Canada during the Great
Depression
…can paint a vivid picture
with words of relief camps
…can tell the story of the
beginning of the labour
movement in Canada
…understands the
difference between
totalitarism, socialism,
communism, and fascism
in the 1930’s

29. The Clothesline
• Primary staff met in grade groups to decide on a
conHnuum of wriHng samples.
• 4-5 samples were discussed with the children and
displayed on a clothesline.
• As children were wriHng, they were encouraged
to check their wriHng with the samples on the
clothesline, see what matched and set a goal.
• Samples changed as children progressed.
• Coldstream School, Vernon

31. • Trust your professional experHse
• Collaborate: 2 heads are beJer than 1☺
• Follow the lead of your children –their
interests, their needs
• NO program exists that can replace YOU!!!

32. Next…
• What’s your plan?
• Who can help?
• How will you know you have made a
difference?

33. And next…
• What was confirmed in your pracHce today?
• What was a stretch – something new to try?
• What will you let go of?
• With whom will you work?