This slide is a guide for supporting and cooperating teachers who are participating in the immersion rooms program led by the Secretary of education of Bogotá. It emphasizes on the roles of each one of them and the methodology we are implementing: coteaching.

1. Secretaría
de
Educación
Distrital
IMMERSION ROOMS
FONTIBÓN

2. IMMERSION ROOMS

3. AGENDA
Last year legacy
Our expectations and goals
Our roles
Our tools
Coteaching
FIRST SEMESTER 2015
EXPECTATIONS AND PLANS

4. LAST YEAR LEGACY
At the end of last semester our
trainees and support teachers
wanted to share their experience
with the new members of the
team.
Let´s see…!
 IMMERSION ROOM FINAL VIDEO-SD.mp4
 Unity Into University[1].wmv

5.  This has been your first week in the program. You have been
given lots of information and general directions about the
project. Now the adventure starts.
 SHARE WITH YOUR PARTNERS
 What are your expectations about the program?
 What do you want to get from your participation in the program?
 How would you ike to be remembered after your participation in
the program?
 What is going to be your contribution to the program in your
school?
OUR EXPECTATIONS AND GOALS

6.  Get familiar with curricular guidelines for methodology and lesson
planning.

 Work with the support teacher in the execution of the curriculum.

 Lead the classes or sessions with the support teacher.

 Plan activities that are appealing to students.

 Include citizenship, arts and sports topics in the classes.

 Follow recommendations regarding methodology and execution of
the classes.
 Organize and make an inventory of the technological,
bibliographical, didactic resources in the immersion room with the
support teacher.
OUR ROLES
COOPERATING TRAINEES

7.  Help the support teacher to Keep student lists in order and
updated.
 Keep track of attendance and desertion rates among students.
 Plan activities in the immersion room to be part of the special
activities and celebrations carried out in the school.
 Attend training workshops to improve the quality of the service
offered in the classrooms.
 Show commitment with the project and respect the rules and the
people involved in the process.
 Be punctual and follow the schedule.
OUR ROLES
COOPERATING TRAINEES

8.  Support and assess lesson planning according to curricular guidelines given by
SED.
 Support methodological and pedagogic processes involved in teaching and
learning a foreign language.
 Organize groups of students according to the cycle they belong to.
 Keep track of the outcomes and impact the immersion room has had in the
community or school.
 Arrange meetings between ‘cooperantes’ and teachers interested in improving
their proficiency whenever it is necessary.
 Keep contact with the foreign language team (SED) to articulate actions to be
taken.
 Deliver a monthly report of activities according to his/her functions and hand it
in to the ‘Dirección de Preescolar y Básica’.
 Lead the activities and the students process in the room when it is needed.
 Be punctual and follow schedule.
OUR ROLES
SUPPORTTING TEACHERS

9.  Keep student lists in order and updated.
 Keep track of attendance and desertion rates among
students.
 Plan activities in the immersion room to be part of the
special activities and celebrations carried out in the
school.
 Attend training workshops to improve the quality of the
service offered in the classrooms.
 Organize and make an inventory of the technological,
bibliographical, didactic resources in the immersion room
with the cooperating trainee.
OUR ROLES
SUPPORTTING TEACHERS

10.  Formato de información de estudiantes.
Attachments_2015310.zip
 Formato de compromisos de padres de familia.
 Formato de asistencia de docentes y cooperantes.
 Formato de asistencia de estudiantes.
 Formato de Matriz de la Secretaria de Educación.LISTA
DE ESTUDIANTES LINGUAVENTURAS.xls
 MacrocurriculumMACROCURRICULO.pptx
OUR TOOLS

11. Co-teaching is the instructional
arrangement in which a general education
teacher and a special education teacher
deliver core instruction along with
specialized instruction, as needed, to a
diverse group of students in a single
physical space. Co-teaching partnerships
require educators to make joint instructional
decisions and share responsibility and
accountability for student learning.
 Taking from: CO-TEACHING HANDBOOK: Utah Guidelines, 2011.
COTEACHING

12. What it is
 Joint responsibility for planning,
instruction delivery and classroom
management.
 A component of a continuum of
services for students with
difficulties.
 Carefully matched professionals to
ensure success for ALL students.
 Both professionals present in class
every day.
 Both professionals planning lessons
to meet the needs of ALL learners.
 Both professionals being responsible
for ALL students.
What it is NOT
 One teacher maintaining all
planning and instruction.
 Having a “smaller” class in a large
classroom.
 Two professionals providing
instruction to a homogenous group
of students.
 An extra set of hands in the
classroom.
 One paraprofessional and one
professional instructing.
 A special educator working only
with students with difficulties.
COTEACHING

13. ONE TEACH, ONE SUPPORT
 One teacher is in charge of planning and teaching,
and the other teacher moves around the classroom
helping and observing.
COTEACHING
MODELS

14.  PARALLEL TEACHING
 Both teachers give the same information, but they
divide the class into equal groups and teach
simultaneously.
COTEACHING
MODELS

15.  STATION TEACHING
 Content and students are divided into both teachers.
Each one is responsible for a part of the content and
develops the activities with one group and then with
the other.
COTEACHING
MODELS

16.  TEAMING
 Both teachers are planned and develop the activities
at the same time. They share responsibilities and both
monitor the students work simultaneously.
COTEACHING
MODELS

17.  ALTERNATIVE TEACHING
 One teacher is in charge of the large group and the
other works with a smaller group.
COTEACHING
MODELS

18.  ONE TEACH, ONE OBSERVE
 One teacher leads the activities the entire class while
the other gathers data to be analyzed.
COTEACHING
MODELS