Collaboration.richmond.elem teams 2013
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The document discusses frameworks for collaboration in schools. It describes the process for class reviews, where a school-based team meets with each classroom teacher to discuss the strengths, needs, goals and individual students. The benefits of collaboration and co-teaching are outlined, including better addressing student diversity and building teacher strategies. An inclusive model is favored over a remedial model, with the classroom teacher as the central support and resource teachers working together. Questions for effective co-teaching and models of co-teaching are also presented.
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- It promotes active, shared learning over passive receipt of information from a teacher.
- Advantages include developing higher-order thinking skills, understanding different perspectives, building community, and enhancing achievement through motivation.
- Potential impediments include preference for teacher-centered learning and objections to group work.
- Effective design involves phases of engagement, exploration, transformation, presentation, and reflection.
Student centric web - Red Centrada en el Estudiante
1) The document discusses three strategies for implementing student-centric teaching: creating a culture of student-centered assessment and self-assessment, understanding by design and backwards planning, and flipped learning.
2) It provides examples of how each strategy has been applied by teachers, such as a teacher who uses online discussion forums and in-class feedback exchanges to develop student self-assessment skills.
3) The key aspects of student-centric teaching discussed are focusing on student learning over teacher teaching, helping students understand learning goals and assessments, and giving students more control over their own learning.
Plc ppt
The document discusses the key concepts of professional learning communities (PLCs) based on the work of Richard DuFour, Robert Eaker, and Rebecca DuFour. It summarizes four sessions on introducing PLCs, focusing on learning rather than teaching, developing a culture of collaboration, and focusing on results. The sessions describe cultural shifts needed for PLCs including ensuring all students learn through collaboration, common assessments to identify struggling students, and using data to improve teaching practices.
Form = Function
1. The document discusses 21st century skills training and outlines several key points about effective teaching and learning.
2. It emphasizes the importance of understanding students' varying needs and abilities, and teaching both small groups and individuals.
3. Setting clear learning goals and criteria helps students understand what is expected of them and allows for self-assessment.
Cooperative2
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the objectives of the workshop, which are to define cooperative learning, discuss the research supporting it, identify elements and strategies of cooperative learning, and discuss challenges in applying it. The document then covers defining cooperative learning, comparing traditional and cooperative methods, reviewing research findings, and identifying reasons to use cooperative learning like increased achievement and motivation. It also outlines elements like interdependence, interaction, accountability, skills, and processing. Finally, it discusses grouping patterns like informal short-term groups and formal long-term project groups.
Co creation of value 2012
This document discusses the concept of co-creation of value in education. It defines co-creation of value as students and instructors working together as a learning community to create and complete the learning experiences necessary to achieve the desired course outcomes. The document advocates for transitioning from teacher-centered to learner-centered education and from passive to active, engaged learning. It also discusses the roles and responsibilities of both students and instructors in facilitating peer-to-peer learning and assessing individual and community progress in a co-created learning environment.
Collaborative vs. cooperative learning
Collaborative learning involves students working together in groups to maximize their own and each other's learning. It emphasizes interdependence among group members and positive interpersonal interactions. Cooperative learning also involves students working in groups but is more teacher-centered, with the teacher maintaining control of the class. Some key differences between collaborative and cooperative learning include collaborative learning beginning with mutual trust while cooperative learning begins with mutual respect, and collaborative learning involving generating entirely new ideas together versus cooperative learning focusing on sharing ideas. Engaging students in collaborative learning can create a positive classroom atmosphere by developing relationships and problem-solving skills among students. Effective strategies for collaborative learning include helping students understand benefits, guiding them through team-building stages, establishing expectations, and designing conflict
Cooperative learning
This document discusses cooperative learning, which involves students working in small groups to help each other learn. It explains that cooperative learning structures positive interdependence among students so that individual accountability and group processing are used to maximize learning. Five essential components of cooperative learning are described: positive interdependence, promotive interaction, individual accountability, interpersonal skills, and group processing. Different types of cooperative learning structures and steps for implementation are also outlined. Benefits include improved academic achievement for all students, while limitations include the time required and potential student resistance.
Final maple ppt
The document discusses the importance of collaboration for 21st century learners, noting that it helps develop communication, social, and problem-solving skills while simulating real-world work environments. Several aspects of effective collaboration are outlined, including establishing guidelines, sharing knowledge and resources, engaging in student-student interaction, and reflecting on the learning process. Examples of both effective and ineffective professional learning communities are provided to illustrate best practices for collaborative learning.
Assignment
This document discusses strategies for dealing with heterogeneous student groups in the classroom. It begins by defining heterogeneous groups as those with students of varying instructional levels. Some advantages are improved reading levels through teamwork and skill-building. Key strategies discussed include cooperative learning, adapting materials to different ability levels, ensuring all students have chances to participate, and maintaining interest and discipline. The conclusion states that heterogeneous classrooms can help ensure no student is left behind, though students may not perform better academically but likely will not perform worse either.
Effective Teaching
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Cooperative learning teaching method
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Cooperative2
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the workshop objectives, which are to define cooperative learning, discuss the benefits of using it, identify elements and strategies of cooperative learning, and address challenges. The document then covers defining cooperative learning, reviewing research supporting its benefits to learning and motivation, comparing traditional and cooperative methods, and describing elements like roles, accountability, and processing. It provides examples of cooperative learning activities and grouping patterns that can be used.
Similar to Collaboration.richmond.elem teams 2013 (20)
Student centric web - Red Centrada en el Estudiante
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Collaboration.richmond.elem teams 2013
- 1. Frameworks for Collaboration Richmond Teams Faye Brownlie Sept. 18, 2013
- 2. The Class Review Process Learning in Safe Schools – Brownlie & King, 2nd ed. Pembroke Press
- 3. Meet as a school-based team, with the administrator Each classroom teacher (CT) joins the team for 45 minutes to speak of her class TOC’s provide coverage for CTs Follow the order of strengths, needs, goals, individuals The CT does not do the recording or the chairing
- 4. Implementing Class Reviews What are the strengths of the class? What are the needs of the class as a whole? What are your main goals for the class this year? What are the individual needs in your class?
- 5. Teacher: Class: Classroom Strengths Classroom Needs Other Socio-Emotional Learning Language Medical Goals Decisions Individual Concerns Class Review Recording Form
- 6. Learning Intentions I have a better understanding of collaboration and co-teaching. I have a plan of how to increase the effectiveness of my collaboration and my co-teaching. I can create a class review and use it to plan for instruction.
- 7. What Is Professional Collaboration? Interactive and on-going process Mutually agreed upon challenges Capitalizes on different expertise, knowledge and experience Roles are blurred Mutual trust and respect Create and deliver targeted instruction GOAL: better meet the needs of diverse learners
- 8. Why Collaboration/Co-teaching? Based on the belief that collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom It allows more students to be reached Learning in Safe Schools, page 102 Chapter 9
- 9. Based on the belief that collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom It allows more students to be reached It focuses on the ongoing context for learning for the students, not just the specific remediation of skills removed from the learning context of the classroom It builds a repertoire of strategies for teachers to support the range of students in classes Learning in Safe Schools, page 102 Chapter 9
- 10. Why Collaboration/Co-teaching? Based on the belief that collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom It allows more students to be reached It focuses on the ongoing context for learning for the students, not just the specific remediation of skills removed from the learning context of the classroom It builds a repertoire of strategies for teachers to support the range of students in classes Imperative students with the highest needs have the most consistent program Learning in Safe Schools, page 102 Chapter 9
- 11. The Vision A Remedial Model (Deficit Model) ‘Fixing’ the student Outside the classroom/ curriculum A Shi: from….. to An Inclusive Model (Strengths Based) ‘Fixing’ the curriculum Within the classroom/ curriculum to
- 12. Transforma)ons within the Inclusive Model Pull-‐out Support / Physical Inclusion • sDll a remedial model – to make kids fit • In the class, but o:en on a different plan Inclusion • Classroom Teacher as central support • Resource Teacher – working together in a co-‐teaching model
- 13. No plan, No point
- 14. Response To Intervention: Literacy Framework [Whole Class – Small Group – Individual] [Small Group – Individual] [One-to-One]
- 15. Questions to Guide Co-Teaching Are all students actively engaged in meaningful work? Are all students participating by answering and asking questions? Are all students receiving individual feedback during the learning sequence? How is evidence of learning from each day’s co- teaching fueling the plan for the next day?
- 16. Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson & Blednick, 2011, ASCD) 1 teach, 1 support Parallel groups Station teaching 1 large group; 1 small group Teaming