The document outlines frameworks for effective collaboration and co-teaching among educators in Richmond, emphasizing the importance of student engagement and meaningful feedback. It includes various co-teaching models and specific lesson plans designed for literacy development and culturally inclusive education. Key collaborative initiatives and assessments are discussed to enhance instructional strategies and support student learning.

1. Frameworks for Collaboration
Richmond
Teams
Faye
Brownlie
Sept.
18,
2013,
March
6,
2014
ww.slideshare.net/fayebrownlie/CollaboraEon.
Richmond
#2

2. Learning Intentions
• I
have
a
beIer
understanding
of
collaboraEon
and
co-­‐teaching.
• I
have
a
plan
of
how
to
increase
the
effecEveness
of
my
collaboraEon
and
my
co-­‐
teaching.

3. • Did
you
try
a
class
review?
How
did
it
go?
• What
has
worked
in
collabora9on?
• What’s
next?

4. No plan, No point

5. Response To Intervention:
Literacy Framework
[One-­‐to-­‐One]
[Small
Group
–
Individual]
[Whole
Class
–
Small
Group
–
Individual]

6. Questions to Guide Co-Teaching
• Are
all
students
acEvely
engaged
in
meaningful
work?
• Are
all
students
parEcipaEng
by
answering
and
asking
quesEons?
• 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?

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

8. One
Teach,
One
Support

9. Evidence/Inference/Wri9ng
South
Slope
–
Theresa
Sian,
gr.
5
Text:
Tale
of
a
Great
White
Fish-­‐Maggie
DeVries
• Model
finding
inference/evidence
with
class
seOng
• Model
finding
inference/evidence
with
picture
from
text
• Groups
of
¾
-­‐
different
pictures
–
inference/
evidence
• 4
minute
write
–
what
do
you
know?
• Share
with
class
–
document
camera
• 10
minute
write
–
how
do
these
pictures
connect
into
a
story?

23. Parallel
Groups
• Research
process
• Power
paragraphs
• Interac9ve
wri9ng

24. Sta9on
Teaching

25. Grade
1
Plan
2012-­‐13
• Week
1:
assess
with
EPRA
• Week
2:
create
plan
with
2
teachers
• Guided
reading,
2/week
in
one
class,
1/week
in
other
class
• Re-­‐assess
with
EPRA
in
March
• Adjust
plan
– 3/week
for
those
students
needing
more
support
– CT
work
with
GR
and
literacy
centres

26. Grade
1
Plan
2013-­‐14
• Week
1:
assessment
EPRA
• Week
2:
create
plan
with
teachers
(3
classes)
-­‐2
blocks/class
• November
assessment
EPRA,
re-­‐plan
• Drop
one
class,
give
2
extra
blocks
to
group
of
7
readers
needing
more
support
• Add
10-­‐20
minutes,
twice
a
week,
1st
thing
in
AM
with
1
child
• March
-­‐
re-­‐assess
and
adjust
plan
as
necessary
– Focus
on
fluency

27. One
Large
Group,
One
Small
• Writers’
workshop
while
one
teacher
runs
a
small
edi9ng/proofreading
group
that
kids
pass
through
• K
–
kids
building
the
sets
and
telling
the
story
of
Three
Billy
Goats
Gruff
for
their
performance;
small
group
listening
to
the
story
again
to
build
background
knowledge

28. Teaming

29. Literature Circles: Residential
Schools
• A
unit
co-­‐developed
by
– Marla
Gamble,
gr.
6
Classroom
Teacher,
Prince
Rupert,
BC
– Marilyn
Bryant,
Aboriginal
Educa9on
Program
Resource
Teacher
– Raegan
Sawka,
LUCID
Support
Teacher
(Learning
for
Understanding
through
Culturally
Inclusive
Imagina9ve
Development)
• Lesson
2:
co-­‐designed
and
co-­‐taught:
Marla
&
Faye

30. • 1st
lesson
– Slide
presenta9on
on
First
Na9ons
background
in
the
geographic
area
with
some
reference
to
residen9al
schools
• 2nd
lesson
– Whip
around
– Fishbowl
on
1st
paragraph
of
Fa#y
Legs
–
C.
Jordan-­‐Fenton
&
M.
Poliak-­‐Fenton
(Annick
Press)
– Co-­‐created
criteria
for
effec9ve
group
– Envelopes
of
5-­‐6
pictures
from
Fa#y
Legs
– Make
a
story
– Share
some
stories
– Walk
and
talk
– 4
minute
write
–
story
behind
the
pictures

31. • My
name
is
Olemaun
Pokiak
–
that’s
OO-­‐lee-­‐
mawn
-­‐
but
some
of
my
classmates
used
to
call
me
“Faky
Legs”.
They
called
me
that
because
a
wicked
nun
forced
me
to
wear
a
pair
of
red
stockings
that
made
my
legs
look
enormous.
But
I
put
an
end
to
it.
How?
Well,
I
am
going
to
let
you
in
on
a
secret
that
I
have
kept
for
more
than
60
years:
the
secret
of
how
I
made
those
stockings
disappear.

40. What’s your plan?
Next
Mee9ng:
May
22,
AM