collaboration.richmond.elem 2013 rt
DESCRIPTION
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.TRANSCRIPT
Frameworks for Collaboration
Richmond Elementary Resource Teachers Faye Brownlie Sept. 12, 2013
Learning Intentions
I have a better understanding of collaboration and co-teaching.
I have a plan of how to increase the effectiveness of my collaboration and my co-teaching.
I can create a class review and use it to plan for instruction.
CR4YR: Changing Results for Young
Readers
One of the parameters of this project is collaboration: a focus on support (LA/resource, teacher-librarian, Aboriginal Support) teachers working in the classroom, with the teacher.
Why Collaboration/Co-teaching?
Based on the belief that collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom
It allows more students to be reached
Learning in Safe Schools, page 102 Chapter 9
Based on the belief that collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective 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 remediation 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 collaborative planning, teaching
and assessing better addresses the diverse needs of students by creating ongoing effective 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 remediation 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
Imperative students with the highest needs have the most consistent program
Learning in Safe Schools, page 102 Chapter 9
Rationale:
By sharing our collective knowledge about the whole class and developing a plan of action based on this, we can better meet the needs of all students.
Goal:
to support students to be successful learners in the classroom environment
A Key Belief
When intervention is focused on classroom support it improves each student’s ability and opportunity to learn effectively/successfully in the classroom.
The Vision
A Remedial Model
(Deficit Model) ‘Fixing’ the student
Outside the classroom/ curriculum
A Shi: from….. to
An Inclusive Model (Strengths Based) ‘Fixing’ the curriculum
Within the classroom/ curriculum
to
Transforma)ons within the Inclusive Model
Pull-‐out Support / Physical Inclusion • sDll a remedial model – to make kids fit • In the class, but o:en on a different plan
Inclusion • Classroom Teacher as central support • Resource Teacher – working together in a
co-‐teaching model
No plan, No point
Response To Intervention: Literacy Framework
[Whole Class – Small Group – Individual]
[Small Group – Individual]
[One-to-One]
Co-teachers: When two teachers are in the room, they can…
Work from a plan based on students’ strengths and needs
Differentiate instruction
Use AFL strategies to assess understanding
Increase participation of all students
Decrease behavioral challenges
Focus attention
Increase student independence
Teach self-regulation
Model positive, strengths-based language
Talk to each other about what they are learning about their students
Questions to Guide Co-Teaching
Are all students actively engaged in meaningful work?
Are all students participating by answering and asking questions?
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?
A Co-teaching Question: Is this the best approach to maximize student learning:
• at this time
• for this task
• for this student?
A Shift in Questions Is it OK to walk around in the class and support as needed?
•Have 1:1 conferences?
•Take small groups out for phonemic awareness?
Is this the most effective use of teacher
time to support the mutually agreed upon goals of student learning?
What is your co-teaching dream?
Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive
Classroom – Wilson & Blednick, 2011, ASCD)
1 teach, 1 support
Parallel groups
Station 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 pitfall: 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 demonstrating a new strategy so BOTH teachers
can use it the next day – e.g., think aloud, questioning from pictures, listen-sketch-draft
Students independently working on a task, one teacher working with a small group on this task, other teacher supporting children working independently
K – Building Connections/Response to Reading
Practice making connections
Choose a symbol
Talk about how this helps our reading
Read together and make connections
Students show their connections by drawing and writing
with Jessica Chan, Inman, Burnaby
Strong Nations Publishing
Parallel Groups both teachers take about half the class and teach
the same thing.
Advantage: half class size - more personal contact, more individual attention
Possible pitfalls: more time 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 activities.
Focus teaching from class assessment. Westwood Elementary: Came about as a result of an action research question: How do we better 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 information from the performance standards (Text features, Oral Comprehension, Risk taking, Critical thinking with words, Getting the big picture,… , repeat process
NOT paper and pencil practice groups…teaching/thinking groups
Station Teaching mostly small groups
can be heterogeneous stations or more homogeneous reading groups
each teacher has 2 groups, 1 working independently at a station or writing, 1 working directly with the teacher.
Advantage: more individual attention and personal feedback, increased focus on self regulation
Possible pitfall: self regulation (needs to be taught), time to plan for meaningful engagement.
Station Teaching: Examples Guided reading: 4 groups; RT has two and CT has
two
math groups – Michelle’s patterning (1 direct teaching, 2 guided practice, 1 guided practice with observation)
science stations: CT and RT each created two stations; co-planning what they would look like to ensure differentiation, teachers moved back and forth between groups supporting 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 pitfall: don’t want same kids always in the ‘get help’ group
1 large group, 1 small group: Examples
Writing: 1 teacher works with whole class prewriting and drafting, 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 manipulatives to represent shapes, small groups, rotating with other teacher, using iPads to take pictures of shapes in the environment
Teaming most seamless.
co-planned
teachers take alternate roles and lead-taking as the lesson proceeds
Most often in whole class instruction and could be followed up with any of the other four co-teaching models
Advantages: capitalizes on both teachers’ strengths, models collaboration teaching/learning to students, can adjust instruction readily based on student need, flexible
Possible pitfalls: trust and skill
Teaming: Examples Brainstorm-categorize lesson – 1 teacher begins, other
teacher notices aspects the first teacher has missed or sees confusion in children, adds in and assumes lead role.
Modeling reading strategies: two teachers model and talk about the strategies they use to read, noting things they do differently.
Graphic organizer: Teachers model how to use a semantic map as a post reading vocabulary building activity, teacher most knowledgeable about semantic mapping creates it as other teacher debriefs with students; both flow back and forth
The Class Review Process Learning in Safe Schools – Brownlie & King, 2nd ed.
Pembroke Press
Meet as a school-based team, with the administrator
Each classroom teacher (CT) joins the team for 45 minutes to speak of her class
TOC’s provide coverage for CTs
Follow the order of strengths, needs, goals, individuals
The CT does not do the recording or the chairing
Implementing Class Reviews
What are the strengths of the class?
What are the needs of the class as a whole?
What are your main goals for the class this year?
What are the individual needs in your class?
Teacher: Class:
Classroom Strengths Classroom Needs
Other Socio-Emotional Learning Language Medical
Goals Decisions
Individual Concerns
Class Review Recording Form
Michelle Hikada, Kelly Hinds, Romena Park
• What would happen if…
• Belief • Practice
Learning Intentions
• I have a be>er understanding of collabora)on and co-‐teaching.
• I have a plan of how to increase the effec)veness of my collabora)on and my co-‐teaching.
• I can create a class review and use it to plan for instruc)on.