This document summarizes a professional development session for teachers on improving learning for all students. It discusses:
1) Reviewing progress on collecting student data and using learning frameworks to plan instruction.
2) New ideas for co-teaching models where two teachers collaborate in the classroom.
3) Examining school plans of action and revising plans based on reviewing what is and isn't working for student needs.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
A full day session for middle and senior years ELA teachers with a focus on literature circles (no roles, changing groups) using Indigenous texts, including those on residential school experiences.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
A full day session for middle and senior years ELA teachers with a focus on literature circles (no roles, changing groups) using Indigenous texts, including those on residential school experiences.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
Inclusion, connecting to Routman's Read, Write, Think, class reviews, collaboration, supporting literacy learning as a learning leader, Every Child, Every Day, Reading Next.
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.
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.
Day 1 of 3 in redesigned curriculum/quality teaching series. Focus on story, UDL, BD, core competencies and a quick example of essential questions and Stepping Stones, grade 7.
An after school session focusing on co-teaching, the challenges and the promise. Samples from a grade 8 co-taught science class, schools focusing on Allington and Gabriel's 'Every Child, Every Day' principles, Birchland's results.
Personalization vs. Differentiation vs. Individualization Report-v3Barbara Bray
The Personalization vs. Differentiation vs Individualization Chart (PDI) Report version 3 provides a clear explanation of the PDI chart. The report explains the difference of the three terms through questions and taking the chart apart.
K-7 full day session. How do we plan with and for the core competencies, the foundation of the redesigned BC curriculum. Notice - name - nurture - a phrase to help us explicitly teach the competencies in a way to increase student ownership and self regulation of these lifelong skills.
Jim Rickabaugh on Personalized Learning - E. Carver Co. Schools, Dec. 8, 2014ECarverCoSchools
Jim Rickabaugh of the Institute @ CESA 1 in Wisconsin spoke Dec. 8, 2014 to parents and staff of Eastern Carver County Schools. The audio that goes with this presentation is here: https://soundcloud.com/e-c-c-s/jim-rickabaugh-presentation-e-carver-co-schools. His talk introduces personalized learning for the general audience -- the reasons for it and how it's different.
Presentation ( Mathematics) teacher only dayGavin Clark
This presentation was created by Annie Leitch our lead teacher of Mathematics at Pekerau School. It certainly challenge our thinking on Mathematics teaching and learning.
3rd day in the Professional Network Series, a focus on core competencies, using assessment to inform and adjust teaching, strategies and structures to include all learners in diverse classes.
This session will explore the Principal's Leadership Forum, a group of student leaders at Orrville High School. Participants will learn how a smaller public high school can take action and make a positive change.
This is the presentation on how i engage learners to learn beyond the classroom using various resources . In this case i used school garden and technology resources like skype. The main thing is to unlock and unearth hidden talents from learners so that they can get inspired towards pathing their future careers. Learners learn more when they do. But beside that to make them global citizens. And Teaching and learning that is incorporated in UNSDG's bears fruit because learners become the solution seekers of their own community challenges at an early age hence future leaders. So teaching learners using practical projects and connecting them with opportunities through education is the way to go.
Half day session as we continue the conversation on instructional strategies and frameworks that make a difference for and support the learning of all students, K-12.
Inclusion, connecting to Routman's Read, Write, Think, class reviews, collaboration, supporting literacy learning as a learning leader, Every Child, Every Day, Reading Next.
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.
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.
Day 1 of 3 in redesigned curriculum/quality teaching series. Focus on story, UDL, BD, core competencies and a quick example of essential questions and Stepping Stones, grade 7.
An after school session focusing on co-teaching, the challenges and the promise. Samples from a grade 8 co-taught science class, schools focusing on Allington and Gabriel's 'Every Child, Every Day' principles, Birchland's results.
Personalization vs. Differentiation vs. Individualization Report-v3Barbara Bray
The Personalization vs. Differentiation vs Individualization Chart (PDI) Report version 3 provides a clear explanation of the PDI chart. The report explains the difference of the three terms through questions and taking the chart apart.
K-7 full day session. How do we plan with and for the core competencies, the foundation of the redesigned BC curriculum. Notice - name - nurture - a phrase to help us explicitly teach the competencies in a way to increase student ownership and self regulation of these lifelong skills.
Jim Rickabaugh on Personalized Learning - E. Carver Co. Schools, Dec. 8, 2014ECarverCoSchools
Jim Rickabaugh of the Institute @ CESA 1 in Wisconsin spoke Dec. 8, 2014 to parents and staff of Eastern Carver County Schools. The audio that goes with this presentation is here: https://soundcloud.com/e-c-c-s/jim-rickabaugh-presentation-e-carver-co-schools. His talk introduces personalized learning for the general audience -- the reasons for it and how it's different.
Presentation ( Mathematics) teacher only dayGavin Clark
This presentation was created by Annie Leitch our lead teacher of Mathematics at Pekerau School. It certainly challenge our thinking on Mathematics teaching and learning.
3rd day in the Professional Network Series, a focus on core competencies, using assessment to inform and adjust teaching, strategies and structures to include all learners in diverse classes.
This session will explore the Principal's Leadership Forum, a group of student leaders at Orrville High School. Participants will learn how a smaller public high school can take action and make a positive change.
This is the presentation on how i engage learners to learn beyond the classroom using various resources . In this case i used school garden and technology resources like skype. The main thing is to unlock and unearth hidden talents from learners so that they can get inspired towards pathing their future careers. Learners learn more when they do. But beside that to make them global citizens. And Teaching and learning that is incorporated in UNSDG's bears fruit because learners become the solution seekers of their own community challenges at an early age hence future leaders. So teaching learners using practical projects and connecting them with opportunities through education is the way to go.
Half day session as we continue the conversation on instructional strategies and frameworks that make a difference for and support the learning of all students, K-12.
A session for administrators and district staff, connecting AFL and SFL. Using dialogue about student learning as the focus of teacher/administrator conversations during classroom visits.
Day 1 of a 2 day conversation about leading the learning in literacy. What counts in assessment? How does assessment reflect your values? Formative and summative.
Quality Teaching in Inclusive Classrooms and Schools: A community of professionals. First of a 3 day series, K-12, with breakout sessions by Coquitlam and Burnaby educators.
Strategies to support quality teaching across the curriculum, especially in intermediate and secondary classrooms. Thursday evening and Friday sessions.
Third in the Performance Network Series, building on the theme of quality teaching and AFL. The Grade 12 circulatory system slides are filed separately due to size limits. K-12 session.
The second evening session, exploring curriculum, formative assessment and instruction. Collaborative examples from 4 Delta classrooms: Science 9, Social Studies 6/7, Personal and Social Core Competency 6/7, Writing 3/4.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work effectively together in the classroom to support all learners.
Every Child, Every Day framework (Allington and Gabriel), followed by why collaboration and models for collaborating. Based on Brownlie/Cranston presentation at CR4YR.
CR4YR collaboration.Aug 2013, Oct Prince Rupert Faye Brownlie
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.
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.
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
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
Year 3 of the Bulkley Valley initiative. A full day session to build team and background to the big ideas of quality teaching: UDL, BD, and several approaches.
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Describe the educational policies, the National Curriculum Frameworks development, functions and the linkages among intended, transacted and assessed curriculum
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
LIF - Inclusion - Middle Schools, Coquitlam. Oct 2014
1. 2014-‐15
L.I.F.
Focus
Improving
Learning
For
All
Crea%ng
Schools
and
Classrooms
Where
All
Students
Belong
MIddle
Faye
Brownlie
www.slideshare.net
2. Learning Intentions:
• We
have
reviewed
our
journey
to
date.
• We
have
grown
our
ways
of
collecDng
and
using
informaDon
on
our
students
to
make
class
learning
plans
from
class
reviews.
• We
have
polished
our
mental
models
of
learning
frameworks.
• We
have
new
ideas
of
HOW
to
collaborate
in
co-‐
teaching.
• We
are
leaving
with
a
revised
school
plan
of
acDon.
3. Big Ideas…
As
a
school
community
we
want
to
work
together
to
meet
the
needs
of
all
students.
Inclusion
is
not
a
special
educaDon
model;
it
is
a
school
model.
As
professionals
we
want
to
constantly
examine
and
refine
our
pracDce.
CollaboraDve
problem-‐solving
and
teaching
results
in
new
ideas,
new
products
and
a
feeling
of
connecDon.
Our
students
conDnue
to
change
and
learn
and
their
needs,
just
like
the
school’s,
will
change
over
the
course
of
the
year.
Brownlie
&
Schnellert
It’s
All
About
Thinking
4. Your
Plan
• Examine
your
plan
from
last
year
– What’s
working?
– What’s
not?
– What’s
next?
5. C
Class
Review
-‐gathering
informaDon
-‐strengths-‐based
-‐acDon
oriented
6. Gr
8
core
team
–
4
teachers,
1
.5
RT
• Strengths
– EnergeDc
– Dynamic
and
strong
– Self-‐moDvated,
leadership
potenDal
– All
hand
in
math
assignments
– Work
well
as
a
group
–
no
anger
– Like
to
read
7. • Needs
– Overly
dynamic
personaliDes
that
tend
to
squash
others
– Few
students
constantly
disrupt
with
their
enthusiasm
– Significant
lack
of
math
basic
skills
(1/3)
– Need
social
Dme
– Only
want
to
work
with
friends
– Don’t
like
science
much
8. • Goals
– Learn
to
work
with
all
others
– Risk
taking
rather
than
having
to
be
safely
right
– Community
building
in
English/Language
Arts
– 3
students
with
behavior
challenges
tend
to
hold
the
class
hostage
– Thinking
more
deeply
– Independent
quesDoning
–
rely
on
teacher
quesDons
9. • Decisions
– QuesDoning
from
pictures
–
in
science
and
in
social
studies
– Building
thoughbul
responses
in
English/Language
Arts
–
teacher
model,
build
criteria,
students
write
to
criteria
and
get
feedback
– Quick
partners
(speed
daDng)
in
all
classes
–
2
minutes/3
minutes
– Build
class
code
of
conduct
and
have
students
self-‐
assess
and
set
goals
10. Rationale for Collaboration:
• By
sharing
our
collec%ve
knowledge
about
the
whole
class
and
developing
a
plan
of
ac%on
based
on
this,
we
can
beAer
meet
the
needs
of
all
students.
11. Goal:
• to
support
students
to
be
successful
learners
in
the
classroom
environment
12. A Key Belief
• When
interven%on
is
focused
on
classroom
support
it
improves
each
student’s
ability
and
opportunity
to
learn
effec%vely/successfully
in
the
classroom.
14. 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
aAen%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
15. 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
16. 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
piRall:
easiest
to
go
off
the
rails
and
have
one
teacher
feel
as
an
‘extra
pair
of
hands’,
no
specific
task
(buzzing
radiator)
17. 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
18. Close
Reading/Building
Background
Knowledge
Armstrong
–
Cassandra
Alexandra,
gr.
7
Text:
Square
and
Fair
(Reading
and
Responding,
6)
• Modeled
think
aloud
F
• Collected
students
‘noDces’
F
• In
partners,
read
next
chunk
Both
F
and
A
• Collected
strategies
• Repeat
• Write
around
together
with
one
statement
• Ticket
out
the
door:
one
thing
that
struck
you
19. Square
and
Fair
Discover
how
fair
trade
chocolate
helps
kids
around
the
world.
The
BiAer
Truth
about
Chocolate
It’s
the
world’s
favourite
sweet
treat.
We
eat
three
million
tonnes
of
it
every
year.
But
most
farmers
and
their
families
who
grow
the
cocoa
beans
to
make
our
beloved
chocolate
are
desperately
poor.
20. Many,
many
people
around
the
world
grow
cocoa,
so
farmers
cannot
demand
a
fair
price
for
their
crop.
Big
companies
that
buy
cocoa
can
shop
around
unDl
they
find
farmers
who
will
sell
their
crop
cheap.
21. Parallel
Groups
• both
teachers
take
about
half
the
class
and
teach
the
same
thing.
• must
be
co-‐planned,
requires
trust
in
each
other,
• must
each
know
the
content
and
the
strategies.
• advantage:
half
class
size
-‐
more
personal
contact,
more
individual
aAen%on
23. Inquiry Circles on Mesopotamia
• Fishbowl
of
inquiry
circles
– Read
to
find
what’s
important
and/or
interesDng
and
defend
with
2
pieces
of
evidence
-‐
“because”
• With
Sue
Jackson,
Minnekhada
24. • Co-‐create
criteria
for
effecDve
group
• Assign
students
to
topic
groups
• Students
read
to
choose
‘the
best
invenDon’
• In
groups,
each
talks
by
supporDng
his/her
opinion
with
evidence
25. Sta%on
Teaching
• mostly
small
groups,
more
individual
aAen%on,
• each
teacher
has
2
groups,
1
working
independently
at
a
sta%on
or
wri%ng,
1
working
directly
with
the
teacher.
• Requires
student
self
regula%on
(which
needs
to
be
taught)
and
planning
for
meaningful
engagement.
26. Station Teaching: Examples
• Calcula%onna%on.nctm.org
– Both
monitoring
pairs
of
students
• Literature
circles
or
informa%on
circles:
each
teacher
is
working
with
one
group
while
the
other
groups
work
independently
or
as
individuals.
27. 1
Large
Group,
1
Small
Group
• advantage:
either
teacher
can
work
with
either
group,
can
provide
tutorial,
intensive,
individual
• possible
piRall:
don’t
want
same
kids
always
in
the
‘get
help’
group
28. Large group, small group: Examples
• One
runs
the
wri%ng
workshop,
while
the
second
holds
small
group
edi%ng
conferences.
• A^er
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.
• One
group
in
informa%on
circles
needs
more
support
so
a^er
the
whole
group
intro,
one
teacher
stays
with
this
group
while
the
other
monitors
and
supports
the
remaining
4-‐5
groups
33. Teaming
• most
seamless.
• co-‐planned
• teachers
take
alternate
roles
and
lead-‐taking
as
the
lesson
proceeds.
• advantages:
capitalizes
on
both
teachers’
strengths,
models
collabora%on
teaching/learning
to
students,
can
adjust
instruc%on
readily
based
on
student
need,
flexible
• possible
piRalls:
trust
and
skill
• Most
o^en
in
whole
class
instruc%on
and
could
be
followed
up
with
any
of
the
other
four
co-‐teaching
models
34. • What
can
you
try?
• How
does
this
informaDon
match
with
your
school/team
goals?
• How
can
you
share
this
with
others
at
your
school?
35. • Trust
your
professional
experDse
• Collaborate:
2
heads
are
bemer
than
1
• Respond
to
the
needs
of
your
students
• NO
program
exists
that
can
replace
YOU!!!