Coteaching Benefits for School Librarians, Teachers, and Students
•Download as PPT, PDF•
1 like•782 views
The brief PowerPoint includes photographs of school librarians and classroom teachers coteaching. It suggests ways librarians, classroom teachers, and students benefit from classroom teacher-librarian coteaching.
Report
Share
Report
Share
Recommended
What Every Preservice Teacher Should Know about Working with the School Libra...
Judi Moreillon and Becky McKee shared this presentation with preservice teachers in the College of Professional Education at Texas Woman's University of March 22, 2014.
Authentic materials
This document provides a summary of a handbook for adult literacy practitioners on creating authentic materials and activities for adult literacy classrooms. It discusses research conducted as part of the Literacy Practices of Adult Learners Study (LPALS) which found that instruction using authentic, real-life materials and activities helped adult students transfer literacy skills to their daily lives more than instruction relying solely on decontextualized school materials. The handbook provides guidance for practitioners to develop instruction centered around students' lives and literacy needs outside of the classroom. It includes examples of authentic thematic activities and assessments drawn from real classrooms. The goal is to help teachers reflect on their practice and explore new ways to structure curriculum around students' interests and needs.
Small Class Size Debate
1. The document discusses two debates around class size - a political debate around teacher layoffs due to reducing class sizes, and a professional debate around whether reducing class sizes is a priority.
2. In the professional debate, the document questions the assumptions around what class size is optimal, when smaller class sizes are better, and what the learning priorities should be rather than focusing only on class size.
3. The document advocates being frank about the tradeoffs and opportunity costs of reducing class sizes, and letting citizens decide based on an honest portrayal of the debates.
Co-Teaching Models
This document discusses five co-teaching models used in inclusion classrooms: parallel teaching where both teachers instruct groups simultaneously; team teaching where teachers take turns leading instruction; one teach/one drift where one teacher leads while the other assists students; station/center teaching where students rotate between stations led by each teacher; and alternative teaching where one teacher instructs a group while the other provides differentiated instruction to another group. The document provides brief descriptions and examples of each model.
Collaborative Learning
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Information about Problem-Based Learning Math Teaching Summit
Summary of information for a mathematics teaching conference specifically for teachers who are committed to or interested in PBL math
Portage.RT and LL
Why focus on teacher collaboration? Why inclusion? Beginning with a strengths-based class review process, create a plan of action wherein the classroom teacher and the specialist are working together. Consider models of co-teaching.
Literate environment analysis
This document provides guidance on creating a literate classroom environment. It discusses three essential parts: getting to know literacy learners through non-cognitive and cognitive assessments, selecting appropriate texts using a literacy matrix, and using interactive, critical and response instructional perspectives. Specific examples are provided for each part, including a "Me Stew" activity to learn about students' interests, choosing family-themed texts, and focusing a lesson on becoming knowledgeable readers. The document emphasizes the importance of understanding individual students, selecting a variety of texts, and engaging students through different instructional approaches.
Recommended
What Every Preservice Teacher Should Know about Working with the School Libra...
Judi Moreillon and Becky McKee shared this presentation with preservice teachers in the College of Professional Education at Texas Woman's University of March 22, 2014.
Authentic materials
This document provides a summary of a handbook for adult literacy practitioners on creating authentic materials and activities for adult literacy classrooms. It discusses research conducted as part of the Literacy Practices of Adult Learners Study (LPALS) which found that instruction using authentic, real-life materials and activities helped adult students transfer literacy skills to their daily lives more than instruction relying solely on decontextualized school materials. The handbook provides guidance for practitioners to develop instruction centered around students' lives and literacy needs outside of the classroom. It includes examples of authentic thematic activities and assessments drawn from real classrooms. The goal is to help teachers reflect on their practice and explore new ways to structure curriculum around students' interests and needs.
Small Class Size Debate
1. The document discusses two debates around class size - a political debate around teacher layoffs due to reducing class sizes, and a professional debate around whether reducing class sizes is a priority.
2. In the professional debate, the document questions the assumptions around what class size is optimal, when smaller class sizes are better, and what the learning priorities should be rather than focusing only on class size.
3. The document advocates being frank about the tradeoffs and opportunity costs of reducing class sizes, and letting citizens decide based on an honest portrayal of the debates.
Co-Teaching Models
This document discusses five co-teaching models used in inclusion classrooms: parallel teaching where both teachers instruct groups simultaneously; team teaching where teachers take turns leading instruction; one teach/one drift where one teacher leads while the other assists students; station/center teaching where students rotate between stations led by each teacher; and alternative teaching where one teacher instructs a group while the other provides differentiated instruction to another group. The document provides brief descriptions and examples of each model.
Collaborative Learning
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Information about Problem-Based Learning Math Teaching Summit
Summary of information for a mathematics teaching conference specifically for teachers who are committed to or interested in PBL math
Portage.RT and LL
Why focus on teacher collaboration? Why inclusion? Beginning with a strengths-based class review process, create a plan of action wherein the classroom teacher and the specialist are working together. Consider models of co-teaching.
Literate environment analysis
This document provides guidance on creating a literate classroom environment. It discusses three essential parts: getting to know literacy learners through non-cognitive and cognitive assessments, selecting appropriate texts using a literacy matrix, and using interactive, critical and response instructional perspectives. Specific examples are provided for each part, including a "Me Stew" activity to learn about students' interests, choosing family-themed texts, and focusing a lesson on becoming knowledgeable readers. The document emphasizes the importance of understanding individual students, selecting a variety of texts, and engaging students through different instructional approaches.
M. Short - CCC Online Class
This document provides an overview of an EDUC 302 literacy foundations course. It outlines expectations for the semester, including readings, notes, field experiences, challenges and opportunities. Students will complete online posttests and surveys. The document also shares beliefs from teachers about reading, including the importance of developing a love of reading in students from an early age through being read to. It discusses cognitive insights into reading such as schema and metacognition. Key aspects of language and models of reading like bottom-up, top-down and interactive are also summarized.
Collaboration & co teaching for esl professionals
This document discusses collaboration and co-teaching between ESL and classroom teachers. It defines co-teaching as two or more teachers sharing responsibility for a classroom. Key benefits of co-teaching include greater continuity of instruction for ELL students, more differentiated instruction, and increased academic and linguistic support. Effective co-teaching requires coordination, shared beliefs, distributed leadership, cooperation, and accountability between teachers. Both ESL and classroom teachers gain valuable insights and support from collaboration.
Hedge, d. pp co teaching
The document defines co-teaching as two teachers sharing instructional responsibilities including planning, teaching, and assessing students. It outlines five models of co-teaching: one teach one assist, station teaching, parallel teaching, alternative teaching, and team teaching. Each model is described along with advantages and disadvantages. The document provides references for the definition of co-teaching and descriptions of the five models.
Content literacy research into practice
This document discusses strategies for teaching content literacy to elementary students. It notes that content literacy is the ability to read, write, interpret and present information in subjects like science, social studies and math. The document outlines some of the challenges elementary students face with informational texts, such as unfamiliar text forms and abstract vocabulary. It then provides recommendations from research on how to help students develop content literacy skills, such as teaching reading comprehension strategies, using learning logs, and creating concept maps after reading. The document emphasizes balancing different types of texts in the classroom and using authentic activities to engage students in informational reading and writing.
Framework for a Learner Friendly Environment
This document outlines a framework for creating a learner-friendly environment presented by Alexandra Shaver. It introduces several powerful teaching strategies and protocols including scaffolding, writing-to-learn, collaborative group work, literacy groups, and classroom talk. Teachers will experience examples of protocols like carousel, fiesta/block party, literacy group roles, and wagon wheel to engage students and promote meaningful discussion. The goal is to shape student leadership, academic ownership, and community in the classroom.
Sunshine coast admin
This document discusses balanced literacy and collaborative teaching practices. It provides 6 elements of instruction that should be implemented for all students, which include ensuring every student reads texts they choose and understand, writes about personally meaningful topics, discusses reading and writing with peers, and listens to an adult read aloud. The document advocates for teachers to collaborate by sharing practices publicly and focusing on student learning outcomes. Effective collaboration requires an ongoing interactive process, capitalizing on different expertise to better meet diverse learner needs.
Reciprocal Teaching
The document discusses the reciprocal teaching strategy, which involves students taking turns leading a dialogue about a text by predicting, questioning, summarizing, and clarifying, and describes how reciprocal teaching benefits students by promoting reading comprehension and monitoring of their own learning. It also provides guidance on assessing students, determining how long to monitor students, and what support teachers need to implement reciprocal teaching.
Course Project Presentation
This document discusses strategies for differentiated instruction including tiered lessons based on readiness, interest, or learning style. It provides examples of using manipulatives, graphic organizers, and varying auditory, visual, and written techniques. Several articles are referenced that discuss using data to identify students' needs and monitor progress in reading intervention. Overall it advocates for differentiation to meet all students' needs.
Cooperative learning slide presentation
This document discusses cooperative learning and its benefits. It defines cooperative learning as students working together in small groups to help each other learn. The document outlines several benefits of cooperative learning, including promoting academic achievement, developing social skills, and enhancing satisfaction with the learning experience. It also describes the steps to implementing cooperative learning, such as assigning group goals and roles. While cooperative learning has advantages, it also presents challenges like managing noise levels and assessing individual learning. Overall, the document advocates for cooperative learning as an effective teaching method.
Literate Environment
The document discusses creating a literate environment for students. It emphasizes getting to know students through assessments, selecting texts that interest students and are at their reading level, and using interactive, critical, and response perspectives in literacy instruction. For instruction, the interactive perspective teaches reading strategies while the critical and response perspectives encourage students to discuss, interpret, and evaluate texts. The goal is to produce students who can effectively read, discuss, and think critically about what they read. Non-cognitive and cognitive assessments help teachers understand students' interests, skills, and needs.
Lif middle coquitlam jan 2015
Continuing the inclusion discussion with middle school teams as we focus on collaboration, class reviews, and changing our teaching strategies and structures to include all students.
Collaborative Learning advantages-and-benefits
Collaborative learning has several advantages including increased student involvement, excitement about learning from peers, and positive attitudes like cooperation. It can foster knowledge sharing between students and teachers. However, it also has disadvantages like being time consuming for new teachers and requiring adequate facilities. Research shows cooperative learning leads to overwhelmingly positive academic and social outcomes like improved test scores and relationships across groups. It increases achievement, attendance, motivation and independence.
Cooperative Language Learning
Cooperative Language Learning (CLL) is an instructional approach where students work in small groups to help each other learn. The goal of CLL is to create interdependence among group members so that the success of the individual depends on the success of the group. The teacher takes on roles like facilitator, mediator, and motivator to encourage collaboration between students. When implemented effectively, CLL has been shown to improve student learning outcomes compared to individual or competitive learning conditions. However, it also places a burden on students to ensure their peers learn as well.
Collaborative learning
Cooperative learning involves small groups working together to improve their understanding of a subject. Each member is responsible for their own learning and helping others. Collaborative learning also involves groups working together, but is based on the idea that learning occurs through social interaction and discussion within the group. Both approaches aim to make learning more participatory by giving students active roles rather than having them passively receive knowledge. The key differences are that cooperative learning divides work among group members, while collaborative learning involves more discussion and joint problem solving.
Cooperative language learning
Cooperative learning is an educational approach that uses small group work where students work together to maximize their own and each other's learning. It aims to develop critical thinking and communication skills through structured social interactions. The teacher's role is to facilitate learning by organizing groups, assigning roles, and monitoring students as they work cooperatively in pairs or small groups.
Quesnel.Adolescent Literacy.Feb 2016
This document outlines strategies for supporting adolescent literacy, including universal design for learning, backwards design, inquiry and thematic teaching, and assessment of learning through student journals. It discusses using essential questions, different types of questions, and encouraging literate conversations to develop students' thinking. The goal is collaborating to support all learners in various subject areas.
Literate Environment Analysis
The document discusses creating a literate classroom environment. It emphasizes getting to know students as literacy learners, selecting appropriate texts, and incorporating critical and response perspectives into literacy lessons. Strategies mentioned include using reading inventories, graphic organizers, and activities that encourage higher-order thinking skills like character analysis. The goal is to implement research-based practices that foster literacy development and independent learning.
Active learning methodology
This document discusses active learning methodology. It defines active learning as engaging students in the learning process beyond just listening, such as through group discussions, role plays, hands-on projects, and other activities. It lists five key characteristics of active learning identified by Bonwell and Eison: involving students, emphasizing skill development over information transmission, promoting higher-order thinking, engaging students in activities like reading and writing, and exploring student values and attitudes. The document also discusses how active learning can incorporate cooperation and overcome competitiveness, and provides examples of techniques like think-pair-share, minute papers, writing activities, brainstorming, games, debates, group work, and case studies.
Literate Analysis Presentation
1) The document discusses creating a literate environment in the classroom by getting to know students as literacy learners, selecting appropriate texts, and adopting interactive, critical, and responsive instructional practices.
2) It emphasizes the importance of understanding students' interests in order to engage them and plan meaningful lessons. Selecting a balanced variety of texts aligned with instructional goals is also discussed.
3) The presentation describes using strategies like 3-2-1 to help students with comprehension and responding critically to texts. It aims to help students become strategic, lifelong readers.
1
This document provides an overview of the book "Teacher Performance Assessment and Accountability Reforms: The Impacts of edTPA on Teaching and Schools". The book contains 11 chapters written by different authors that examine the edTPA (educative teacher performance assessment), a standardized test used in many US states as a requirement for teacher certification. The chapters analyze issues around the reliability and validity of edTPA, its impacts on teacher education programs and social justice teaching, and advocacy approaches in response to high-stakes assessments like edTPA.
Relevance of collaborative learning in classrooms
Collaborative learning has several benefits in classroom settings. When students work together in groups, they can discuss new concepts, clarify misunderstandings, and learn from one another's strengths. Collaborative activities also help students develop important skills like critical thinking, communication, and social interaction. Effective collaborative learning involves students both teaching and learning from each other, with teachers taking on more of a facilitating role.
CH 10 Social Constructivist Approaches.ppt
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
More Related Content
What's hot
M. Short - CCC Online Class
This document provides an overview of an EDUC 302 literacy foundations course. It outlines expectations for the semester, including readings, notes, field experiences, challenges and opportunities. Students will complete online posttests and surveys. The document also shares beliefs from teachers about reading, including the importance of developing a love of reading in students from an early age through being read to. It discusses cognitive insights into reading such as schema and metacognition. Key aspects of language and models of reading like bottom-up, top-down and interactive are also summarized.
Collaboration & co teaching for esl professionals
This document discusses collaboration and co-teaching between ESL and classroom teachers. It defines co-teaching as two or more teachers sharing responsibility for a classroom. Key benefits of co-teaching include greater continuity of instruction for ELL students, more differentiated instruction, and increased academic and linguistic support. Effective co-teaching requires coordination, shared beliefs, distributed leadership, cooperation, and accountability between teachers. Both ESL and classroom teachers gain valuable insights and support from collaboration.
Hedge, d. pp co teaching
The document defines co-teaching as two teachers sharing instructional responsibilities including planning, teaching, and assessing students. It outlines five models of co-teaching: one teach one assist, station teaching, parallel teaching, alternative teaching, and team teaching. Each model is described along with advantages and disadvantages. The document provides references for the definition of co-teaching and descriptions of the five models.
Content literacy research into practice
This document discusses strategies for teaching content literacy to elementary students. It notes that content literacy is the ability to read, write, interpret and present information in subjects like science, social studies and math. The document outlines some of the challenges elementary students face with informational texts, such as unfamiliar text forms and abstract vocabulary. It then provides recommendations from research on how to help students develop content literacy skills, such as teaching reading comprehension strategies, using learning logs, and creating concept maps after reading. The document emphasizes balancing different types of texts in the classroom and using authentic activities to engage students in informational reading and writing.
Framework for a Learner Friendly Environment
This document outlines a framework for creating a learner-friendly environment presented by Alexandra Shaver. It introduces several powerful teaching strategies and protocols including scaffolding, writing-to-learn, collaborative group work, literacy groups, and classroom talk. Teachers will experience examples of protocols like carousel, fiesta/block party, literacy group roles, and wagon wheel to engage students and promote meaningful discussion. The goal is to shape student leadership, academic ownership, and community in the classroom.
Sunshine coast admin
This document discusses balanced literacy and collaborative teaching practices. It provides 6 elements of instruction that should be implemented for all students, which include ensuring every student reads texts they choose and understand, writes about personally meaningful topics, discusses reading and writing with peers, and listens to an adult read aloud. The document advocates for teachers to collaborate by sharing practices publicly and focusing on student learning outcomes. Effective collaboration requires an ongoing interactive process, capitalizing on different expertise to better meet diverse learner needs.
Reciprocal Teaching
The document discusses the reciprocal teaching strategy, which involves students taking turns leading a dialogue about a text by predicting, questioning, summarizing, and clarifying, and describes how reciprocal teaching benefits students by promoting reading comprehension and monitoring of their own learning. It also provides guidance on assessing students, determining how long to monitor students, and what support teachers need to implement reciprocal teaching.
Course Project Presentation
This document discusses strategies for differentiated instruction including tiered lessons based on readiness, interest, or learning style. It provides examples of using manipulatives, graphic organizers, and varying auditory, visual, and written techniques. Several articles are referenced that discuss using data to identify students' needs and monitor progress in reading intervention. Overall it advocates for differentiation to meet all students' needs.
Cooperative learning slide presentation
This document discusses cooperative learning and its benefits. It defines cooperative learning as students working together in small groups to help each other learn. The document outlines several benefits of cooperative learning, including promoting academic achievement, developing social skills, and enhancing satisfaction with the learning experience. It also describes the steps to implementing cooperative learning, such as assigning group goals and roles. While cooperative learning has advantages, it also presents challenges like managing noise levels and assessing individual learning. Overall, the document advocates for cooperative learning as an effective teaching method.
Literate Environment
The document discusses creating a literate environment for students. It emphasizes getting to know students through assessments, selecting texts that interest students and are at their reading level, and using interactive, critical, and response perspectives in literacy instruction. For instruction, the interactive perspective teaches reading strategies while the critical and response perspectives encourage students to discuss, interpret, and evaluate texts. The goal is to produce students who can effectively read, discuss, and think critically about what they read. Non-cognitive and cognitive assessments help teachers understand students' interests, skills, and needs.
Lif middle coquitlam jan 2015
Continuing the inclusion discussion with middle school teams as we focus on collaboration, class reviews, and changing our teaching strategies and structures to include all students.
Collaborative Learning advantages-and-benefits
Collaborative learning has several advantages including increased student involvement, excitement about learning from peers, and positive attitudes like cooperation. It can foster knowledge sharing between students and teachers. However, it also has disadvantages like being time consuming for new teachers and requiring adequate facilities. Research shows cooperative learning leads to overwhelmingly positive academic and social outcomes like improved test scores and relationships across groups. It increases achievement, attendance, motivation and independence.
Cooperative Language Learning
Cooperative Language Learning (CLL) is an instructional approach where students work in small groups to help each other learn. The goal of CLL is to create interdependence among group members so that the success of the individual depends on the success of the group. The teacher takes on roles like facilitator, mediator, and motivator to encourage collaboration between students. When implemented effectively, CLL has been shown to improve student learning outcomes compared to individual or competitive learning conditions. However, it also places a burden on students to ensure their peers learn as well.
Collaborative learning
Cooperative learning involves small groups working together to improve their understanding of a subject. Each member is responsible for their own learning and helping others. Collaborative learning also involves groups working together, but is based on the idea that learning occurs through social interaction and discussion within the group. Both approaches aim to make learning more participatory by giving students active roles rather than having them passively receive knowledge. The key differences are that cooperative learning divides work among group members, while collaborative learning involves more discussion and joint problem solving.
Cooperative language learning
Cooperative learning is an educational approach that uses small group work where students work together to maximize their own and each other's learning. It aims to develop critical thinking and communication skills through structured social interactions. The teacher's role is to facilitate learning by organizing groups, assigning roles, and monitoring students as they work cooperatively in pairs or small groups.
Quesnel.Adolescent Literacy.Feb 2016
This document outlines strategies for supporting adolescent literacy, including universal design for learning, backwards design, inquiry and thematic teaching, and assessment of learning through student journals. It discusses using essential questions, different types of questions, and encouraging literate conversations to develop students' thinking. The goal is collaborating to support all learners in various subject areas.
Literate Environment Analysis
The document discusses creating a literate classroom environment. It emphasizes getting to know students as literacy learners, selecting appropriate texts, and incorporating critical and response perspectives into literacy lessons. Strategies mentioned include using reading inventories, graphic organizers, and activities that encourage higher-order thinking skills like character analysis. The goal is to implement research-based practices that foster literacy development and independent learning.
Active learning methodology
This document discusses active learning methodology. It defines active learning as engaging students in the learning process beyond just listening, such as through group discussions, role plays, hands-on projects, and other activities. It lists five key characteristics of active learning identified by Bonwell and Eison: involving students, emphasizing skill development over information transmission, promoting higher-order thinking, engaging students in activities like reading and writing, and exploring student values and attitudes. The document also discusses how active learning can incorporate cooperation and overcome competitiveness, and provides examples of techniques like think-pair-share, minute papers, writing activities, brainstorming, games, debates, group work, and case studies.
Literate Analysis Presentation
1) The document discusses creating a literate environment in the classroom by getting to know students as literacy learners, selecting appropriate texts, and adopting interactive, critical, and responsive instructional practices.
2) It emphasizes the importance of understanding students' interests in order to engage them and plan meaningful lessons. Selecting a balanced variety of texts aligned with instructional goals is also discussed.
3) The presentation describes using strategies like 3-2-1 to help students with comprehension and responding critically to texts. It aims to help students become strategic, lifelong readers.
1
This document provides an overview of the book "Teacher Performance Assessment and Accountability Reforms: The Impacts of edTPA on Teaching and Schools". The book contains 11 chapters written by different authors that examine the edTPA (educative teacher performance assessment), a standardized test used in many US states as a requirement for teacher certification. The chapters analyze issues around the reliability and validity of edTPA, its impacts on teacher education programs and social justice teaching, and advocacy approaches in response to high-stakes assessments like edTPA.
What's hot (20)
Similar to Coteaching Benefits for School Librarians, Teachers, and Students
Relevance of collaborative learning in classrooms
Collaborative learning has several benefits in classroom settings. When students work together in groups, they can discuss new concepts, clarify misunderstandings, and learn from one another's strengths. Collaborative activities also help students develop important skills like critical thinking, communication, and social interaction. Effective collaborative learning involves students both teaching and learning from each other, with teachers taking on more of a facilitating role.
CH 10 Social Constructivist Approaches.ppt
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
Collaborative approaches in special education
In special education, the term "collaboration" refers to a team-teaching approach. In addition to the regular classroom teacher and the special education teacher, a collaborative team may also include speech, occupational, and/or physical therapists.
Coteaching model1 nolan_eng
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(с) pysa4ka, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
Coteaching in language arts tobin
This article examines how two teachers used various co-teaching models and instructional strategies to support three students with learning disabilities in an inclusive grade 6 language arts classroom. The teachers progressed from initial collaboration to compromising their approaches, but struggled to fully collaborate. Strategies used included scaffolding mini-lessons, explicit prompts, and interactional inclusion. Classroom routines helped teachers provide support. Students accepted help to maintain their social status.
Defining Comprehension Strategies and Instructional Strategies
This document discusses comprehension strategies and instructional strategies. It defines comprehension strategies as mental acts students engage in to facilitate meaning making while reading. Instructional strategies are methods teachers use to support student learning and awareness of comprehension. The document provides examples of common comprehension strategies like monitoring, clarifying, and regulating. It also provides examples of instructional strategies like using collaborative groups and conferencing. Overall, the document emphasizes that both comprehension strategies and instructional strategies are important for developing student comprehension, along with other cognitive and affective factors.
Collaboration.richmond.elem 2013 rt
A brief discussion of the rationale behind collaboration and co-teaching for elementary resource teachers, followed by a variety of types of co-teaching and examples of each.
Whatis collaborativelearning
1. Collaborative learning involves students working together in groups to actively engage with course material rather than passively receiving information from lectures. It promotes learning through discussion, problem-solving, and diverse perspectives.
2. Key assumptions of collaborative learning are that learning is an active process of constructing meaning, learning depends on rich contexts like problem-solving, and learning is inherently social and occurs through discussion.
3. Collaborative learning approaches can vary in structure from loosely guided discussions to carefully structured activities like cooperative learning, case studies, simulations, and peer teaching models.
Inclusive education ppt.pptx
The document discusses various pedagogical strategies to respond to individual student needs, including cooperative learning strategies, peer tutoring, social learning, buddy systems, reflective teaching, and multisensory teaching. It defines each strategy and outlines their benefits. Cooperative learning involves students working in small groups to accomplish shared goals. Peer tutoring pairs students to work on academic and social skills. Social learning occurs through observing others. Buddy systems promote friendship and support between two students. Reflective teaching has teachers evaluate their practices. Multisensory teaching engages multiple senses to enhance learning. These strategies help create an inclusive classroom that meets all students' needs.
CR4YR collaboration.Aug 2013, Oct Prince Rupert
After school session in Prince Rupert to continue to conversation re: collaboration. Focus on different models of co-teaching, as first discussed at CR4YR in August.
Cooperative learning slide presentation
This document discusses cooperative learning and its benefits. It defines cooperative learning as students working in small groups to help each other learn. When students work cooperatively, they learn important social skills like cooperation, compromise, and communication. The document also lists several steps to effective cooperative learning, including setting a group goal, assigning roles, working together, and evaluating their work. While cooperative learning has challenges like managing noise and conflicts, it can increase student achievement when implemented properly in any subject or grade level. Research shows cooperative learning promotes academic and social skills when groups are diverse and hold members accountable.
Cooperative learning slide presentation
This document discusses cooperative learning and its benefits. It defines cooperative learning as having students work in small groups to discuss ideas and help each other learn. The document outlines several benefits of cooperative learning, including improving academic achievement, communication skills, self-esteem, and promoting positive race relations. It also describes the steps to implementing cooperative learning, including assigning group goals and roles. Some challenges are managing noise and conflicts, but with practice students can take more ownership. The conclusion is that cooperative learning improves student outcomes across domains as an effective teaching method.
Collaborative learning
The document discusses collaborative learning, which involves groups of learners working together to solve problems or complete tasks. Some key points:
- Collaborative learning has principles like students teaching each other and taking responsibility for their own and others' learning.
- The teacher takes a facilitating role rather than close monitoring. They provide instructions and allow student groups to work independently.
- When used effectively it can develop students' thinking and social skills while increasing retention, but some students may feel uncomfortable in groups or some may dominate without letting others contribute.
Curriculum (individualized instruction)
This document discusses individualized curriculum and differentiated instruction. It explains that individualized curriculum involves promoting student choice, curriculum integration, and self-assessment to deeply engage students in learning. Educators focus on individualized curriculum to address differences among students. Differentiated instruction gives students multiple options for learning based on their interests, skills, and backgrounds. The document also outlines several previous and current approaches to individualized and adaptive curriculum, including providing elective courses, curriculum tracking, open classrooms, and self-paced instruction. It emphasizes the importance of relating any adaptive approach to curriculum standards and implementing it through well-organized plans and objectives.
COLLABORATIVE LEARNING ACTIVITIES
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docx
Edit Submission: u05a1 Partial Reflective Journal
Unit One Reflection
For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses.
Unit Two Reflection
The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting.
•Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps.
•What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital.
Unit Three Reflection
During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors.
Long Term goals were identified t ...
System Wide Impact on Student Learning
This document discusses creating a system that enhances student learning. It explores how teachers can maximize their impact through practices like collaborating to evaluate impact, using pre-assessments to inform instruction, providing clear learning targets, and valuing student errors. Research shows the most effective strategies include teachers working together in PLCs and providing students with ongoing feedback. The document advocates for a system with common student outcomes, assessment scales, intervention criteria, and a culture where all stakeholders work to understand and improve their impact on learning.
Methods and Techniques: The K-12 Approach
This document discusses approaches, methods, and techniques used in K-12 education. It defines approaches as theoretical views of learning that influence teaching methods. Methods are lesson planning strategies like lectures or labs, while techniques are specific classroom activities like role playing or debates. The document outlines learner-centered, inclusive, and developmentally appropriate approaches for K-12. It also describes methods like Community Language Learning and Suggestopedia, as well as techniques like Think-Pair-Share and What's My Rule?. The conclusion emphasizes that the effectiveness of methods depends on factors like the teacher, students, and subject matter.
Peer tutoring
This document discusses peer tutoring and social learning. It defines peer tutoring as the process where students teach each other, which can occur between students of the same or different ages. There are two types of peer tutoring: incidental, which occurs informally, and structured, which follows a planned lesson. The document provides tips for implementing peer tutoring and lists advantages such as individualized instruction and students learning to teach others. It also explains social learning theory, which posits that people learn from observing others, and discusses how to apply social learning principles in classrooms by creating collaborative spaces for students to share ideas.
Cooperative language learning
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
Similar to Coteaching Benefits for School Librarians, Teachers, and Students (20)
Defining Comprehension Strategies and Instructional Strategies
Defining Comprehension Strategies and Instructional Strategies
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docx
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docx
More from Judi Moreillon
Prejudice and Discrimination in the News
Across the globe, nearly 50 million children have been uprooted due to conflict and poverty, with millions fleeing brutal conflicts. The conditions in which refugee and detained children live and the support services available to them are of great concern. Schools are also sites of intolerance and hate crimes targeting both students and teachers. Many children are recruited as child soldiers or face starvation, disease, and death in war-torn regions like Yemen, Africa, and the Middle East.
Classroom Teachers and School Librarians Coteaching Reading Comprehension Str...
Judi Moreillon and Becky McKee shared this brief workshop with preservice teachers in the College of Professional Education at Texas Woman's University of March 22, 2014.
Alise using all_tools_in_the_social_media_toolbox_012314
In LS5633: The Art of Storytelling graduate student candidates use digital tools to create and disseminate advocacy stories. They base their stories on ALA and other competences. They also increase their expertise in communicating library values to stakeholders and use social networking venues to seek feedback from authentic audiences. Presenters will discuss the tool choices for digital storytelling and how they are used in this class.
Classroom Teacher - School Librarian Coteaching Images
These photographs show classroom teachers and school librarians coteaching reading comprehension strategies. They are coteaching lessons from my book Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact (ALA Editions, 2013) and Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact (ALA Editions, 2012).
Gavin played at houghton lake
This is the beginning (or middle) of a book for Gavin's 4th-birthday. I am asking family to email me photos they think would be additions to this work. Thank you.
Team Teaching Testimonials
These are photographs and testimonials of classroom teachers and school librarians who team taught lessons from Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact by Judi Moreillon (ALA Editions, 2007).
More from Judi Moreillon (6)
Classroom Teachers and School Librarians Coteaching Reading Comprehension Str...
Classroom Teachers and School Librarians Coteaching Reading Comprehension Str...
Alise using all_tools_in_the_social_media_toolbox_012314
Alise using all_tools_in_the_social_media_toolbox_012314
Classroom Teacher - School Librarian Coteaching Images
Classroom Teacher - School Librarian Coteaching Images
Recently uploaded
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpBIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Internet resources for social science
Recently uploaded (20)
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Coteaching Benefits for School Librarians, Teachers, and Students
- 1. Shared by Judi Moreillon, M.L.S., Ph.D. Contact: info@storytrail.com Coteaching: What’s In It for School Librarians? Classroom Teachers? Students?
- 2. How could this coteaching strategy benefit the librarian, teachers, and students? One educator reads a text; the other records students’ ideas.
- 3. How could this coteaching strategy benefit the librarian, teachers, and students? Educators model the learning tasks with small groups.
- 4. How could this coteaching strategy benefit the librarian, teachers, and students? Educators provide think-alouds with the goal of showing a diversity of responses.
- 5. How could this coteaching strategy benefit the librarian, teachers, and students? Educators jointly monitor small group or independent practice.
- 6. How could this coteaching strategy benefit the librarian, teachers, and students? Educators provide reading or writing conferences with individual learners or small groups.
- 7. How could this coteaching strategy benefit the librarian, teachers, and students? Educators demonstrate cooperative learning, discussion procedures, and debating techniques.
- 10. ALA Editions, 2013 ALA Editions, 2012
- 11. All Photographs from the Personal Collection of Judi Moreillon, who holds the copyright to these images All Photographs Used with Permission Word Clouds created at http://Wordle.net Copyright to This Presentation is Retained by Judi Moreillon