co teaching.crosscurrants.2014
DESCRIPTION
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.TRANSCRIPT
Co-Teaching – a support model
SEA Crosscurrents Conference 2014 Faye Brownlie with Michelle Hikida
PM, Feb. 21, 2014
Why Collaboration/Co-teaching?
• Based on the belief that collabora1ve planning, teaching and assessing be6er addresses the diverse needs of students by crea1ng ongoing effec1ve programming in the classroom
• It allows more students to be reached
Learning in Safe Schools, page 102 Chapter 9
• Based on the belief that collabora1ve planning, teaching and assessing be6er addresses the diverse needs of students by crea1ng ongoing effec1ve programming in the classroom
• It allows more students to be reached
• It focuses on the ongoing context for learning for the students, not just the specific remedia1on of skills removed from the learning context of the classroom
• It builds a repertoire of strategies for teachers to support the range of students in classes
Learning in Safe Schools, page 102 Chapter 9
Why Collaboration/Co-teaching?
• Based on the belief that collabora1ve planning, teaching and assessing be6er addresses the diverse needs of students by crea1ng ongoing effec1ve programming in the classroom
• It allows more students to be reached • It focuses on the ongoing context for learning for the
students, not just the specific remedia1on of skills removed from the learning context of the classroom
• It builds a repertoire of strategies for teachers to support the range of students in classes
• Impera1ve students with the highest needs have the most consistent program Learning in Safe Schools,
page 102 Chapter 9
Rationale:
• By sharing our collec1ve knowledge about the whole class and developing a plan of ac1on based on this, we can be6er meet the needs of all students.
Goal:
• to support students to be successful learners in the classroom environment
A Key Belief
• When interven1on is focused on classroom support it improves each student’s ability and opportunity to learn effec1vely/successfully in the classroom.
The Vision
A Remedial Model
(Deficit Model) ‘Fixing’ the student
Outside the classroom/ curriculum
A ShiO from….. to
An Inclusive Model (Strengths Based) ‘Fixing’ the curriculum
Within the classroom/ curriculum
to
Transforma1ons within the Inclusive Model
Pull-‐out Support / Physical Inclusion • sUll a remedial model – to make kids fit • In the class, but oOen on a different plan
Inclusion • Classroom Teacher as central support • Resource Teacher – working together in a
co-‐teaching model
No plan, No point
Co-teachers: When two teachers are in the room, they can…
• Work from a plan based on students’ strengths and needs • Differen1ate instruc1on • Use AFL strategies to assess understanding • Increase par1cipa1on of all students • Decrease behavioral challenges • Focus a6en1on • Increase student independence • Teach self-‐regula1on • Model posi1ve, strengths-‐based language • Talk to each other about what they are learning about
their students
Questions to Guide Co-Teaching
• Are all students ac1vely engaged in meaningful work?
• Are all students par1cipa1ng by answering and asking ques1ons?
• 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?
Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive
Classroom – Wilson & Blednick, 2011, ASCD)
• 1 teach, 1 support • Parallel groups • Sta1on teaching • 1 large group; 1 small group
• Teaming
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 piWall: easiest to go off the rails and have one teacher feel as an ‘extra pair of hands’, no specific task (buzzing radiator)
1 Teach, 1 Support: Examples • demonstra1ng a new strategy so BOTH teachers can use it the next day – e.g., think aloud, ques1oning from pictures, listen-‐sketch-‐dra\
• Students independently working on a task, one teacher working with a small group on this task, other teacher suppor1ng children working independently
Parallel Groups • both teachers take about half the class and teach the same thing.
• Advantage: half class size -‐ more personal contact, more individual a6en1on
• Possible piWalls: more 1me to co-‐plan, requires trust in each other, each must know the content and the strategies.
Parallel Groups: Examples • word work. At Woodward Elem, the primary worked together 3
X/week, with each teacher, the principal and the RT each taking a group for word work. Some schools have used this with math ac1vi1es.
• Focus teaching from class assessment. Westwood Elementary: Came about as a result of an ac1on research ques1on: How do we be6er meet the needs of our students?: – primary team used Standard Reading Assessment, highlight on short
form of Performance Standards, Resource, ESL, principal involved, cross-‐graded groups 2X a week, for 6 to 8 weeks driven by informa1on from the performance standards (Text features, Oral Comprehension, Risk taking, Cri1cal thinking with words, Gefng the big picture,… , repeat process
– NOT paper and pencil prac1ce groups…teaching/thinking groups
Station Teaching • mostly small groups • can be heterogeneous sta1ons or more homogeneous reading groups
• each teacher has 2 groups, 1 working independently at a sta1on or wri1ng, 1 working directly with the teacher.
• Advantage: more individual a6en1on and personal feedback, increased focus on self regula1on
• Possible piWall: self regula1on (needs to be taught), 1me to plan for meaningful engagement.
Station Teaching: Examples • Guided reading: 4 groups; RT has two and CT has two
• science sta1ons: CT and RT each created two sta1ons; co-‐planning what they would look like to ensure differen1a1on, teachers moved back and forth between groups suppor1ng self-‐monitoring, independence on task
1 large group, 1 small group
• Advantage: either teacher can work with either group, can provide tutorial, intensive, individual
• Possible piWall: don’t want same kids always in the ‘get help’ group
1 large group, 1 small group: Examples
• Wri1ng: 1 teacher works with whole class prewri1ng and dra\ing, small groups of 3-‐4 students meet with 1 teacher to conference
• Reading: everyone’s reading. Large group: teacher moving from student to student listening to short oral reads. Small group: 2 to 3 students being supported to use specific reading strategies or
– small group is working on a Reader’s Theatre
• Math: large group using manipula1ves to represent shapes, small groups, rota1ng with other teacher, using iPads to take pictures of shapes in the environment
• Gr 8 math: students have begun to work. 1 teacher moves and supports as needed, 2nd teacher works with a group who needs more support in order to begin
Teaming
• most seamless. • co-‐planned • teachers take alternate roles and lead-‐taking as the lesson proceeds
• Most o\en in whole class instruc1on and could be followed up with any of the other four co-‐teaching models
• Advantages: capitalizes on both teachers’ strengths, models collabora1on teaching/learning to students, can adjust instruc1on readily based on student need, flexible
• Possible piWalls: trust and skill
Teaming: Examples
• Co-‐teaching wri1ng in K/1. Samples from June.
• Introducing informa1on circles: middle school – fishbowl with 1 teacher, 2nd teacher with observers; 1 teacher – build criteria for effec1ve discussion; 2nd teacher -‐ introduce choices for ‘best inven1on’. both teachers mover among groups
• Graphic organizer: Teachers model how to use a seman1c map as a post reading vocabulary building ac1vity, teacher most knowledgeable about seman1c mapping creates it as other teacher debriefs with students; both flow back and forth
Inquiry Circles on Mesopotamia • Fishbowl • Co-‐create criteria for effecUve group • Assign students to topic groups • Students read to choose ‘the best invenUon’ – what’s important and/or interesUng and defend with 2 pieces of evidence -‐ “because”
• In groups, each talks by supporUng his/her opinion with evidence
With Sue Jackson, Minnekhada Middle
• Co-‐create criteria for effecUve group • Assign students to topic groups • Students read to choose ‘the best invenUon’ • In groups, each talks by supporUng his/her opinion with evidence
Collaboration at Diefenbaker Elementary in Richmond
-Michelle Hikida, LIF Resource and Teacher Librarian
Collabora1on in Resource A Grade One Sample
Shared Goal
Flexibility
Ongoing Assessment
Team Response to Assessment
Crea1ng a Circle of Support and Exper1se
Collabora1on in the Library Format Each class gets two 45 minute blocks a week for one term
One class gets one block a week for the enUre year *these are not preps, but Ume to work collaboraUvely in the library
(classroom teacher and teacher-‐librarian)
Term 1 Term 2 Term 3
Grade K/1 Oral Story Telling Grade 4/5 Inquiry Circles Grade 3/4 Literature Circles Grade 6/7 Literature Circles Grade 7 Literature Cirlces Grade 6/7 Literature Cirlces Grade 2/3 CreaUve Thinking Kindergarten Science Grade 1/2 WriUng * Grade 4/5 Inquiry Projects 1 block a week all year
Crea1ng a Plan Together the teachers choose an area of focus, create a plan and decide on the goals/PLO’s being addressed.
Examples: literature circles, guided reading, creaUve thinking projects, using picture books to inspire and enhance student wriUng, using picture books to inspire and invite problem solving in Math, using technology to document/support student learning, supporUng curriculum areas
Assessment for Learning The last few minutes of each lesson we do a quick check-‐in. What’s working? What’s not? What’s next?
Inquiry Projects
Format Once a week for the enUre year
Purpose To engage students in authenUc reading and wriUng around topics of their choice. To develop the students’ ability to ask quesUons and be able to engage in mini-‐inquiries to answer these wonders/quesUons. To be able to document their learning in different ways.
Plan September-‐ December Developing a Sense of Wonder
1. TesUng Wonders (divide the class in ½ ) 2. How to Wonders (whole class in the library) origami, Lego, magic tricks, pom pom animals, science experiments cat’s cradle, duct tape wallets 3. Research Wonders (divided the class in ½) exploring invesUgaUng, evaluaUng different online resources 4. EvaluaUon Wonders (guided pracUce as a whole class)
Introducing them to different ways to document their learning (30 Hands, Keynote, PicCollage, Power Point, Doceri, Haiku Deck)
January -‐ ?? We divided the class in half and we are responsible for assisUng our group in developing their topic, checking in and supporUng their learning.
Have the students engage in their own inquiry projects. At the end of each project, they share their learning with the class and then start again.
Why do I believe in collabora1on-‐Michelle
• smaller groups or 2 teachers circulaUng to meet the needs of all the students
• shared learning • sharing the planning and preparaUon • collaboraUng with others creates a synergy
K/Grade 1 WriUng Commons & Jakovac
Samples from June 7th, 2012
• Trust your professional experUse • Collaborate: 2 heads are bemer than 1
• Follow the lead of your children –their interests, their needs
• NO program exists that can replace YOU!!!