Secretaría de Educación Distrital

IMMERSION ROOMSFONTIBÓN

IMMERSION ROOMS

AGENDALast year legacyOur expectations and goalsOur rolesOur toolsCoteaching

FIRST SEMESTER 2015EXPECTATIONS AND PLANS

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

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

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 ROLESCOOPERATING TRAINEES

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 off ered 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 ROLESCOOPERATING TRAINEES

 Support and assess lesson planning according to curricular guidel ines 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 profi ciency whenever it is necessary.  

 Keep contact with the foreign language team (SED) to art iculate act ions to be taken. 

Deliver a monthly report of act iv it ies according to his/her functions and hand it in to the ‘Dirección de Preescolar y Básica’.  

Lead the act iv it ies and the students process in the room when it is needed.

Be punctual and fol low schedule.

OUR ROLESSUPPORTTING TEACHERS

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 off ered in the classrooms.

Organize and make an inventory of the technological, bibliographical, didactic resources in the immersion room with the cooperating trainee.

OUR ROLESSUPPORTTING TEACHERS

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

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

What it is Jo int responsib i l i ty for p lanning,

instruct ion de l ivery and c lassroom management.

A component of a cont inuum of serv ices for students wi th d iffi cult ies .

Careful ly matched profess ionals to ensure success for ALL students.

Both profess ionals present in c lass every day.

Both profess ionals p lanning lessons to meet the needs of ALL learners .

Both profess ionals be ing responsib le for ALL students.

What it is NOT One teacher mainta in ing a l l p lanning

and instruct ion.

Having a “smal ler ” c lass in a large c lassroom.

Two profess ionals provid ing instruct ion to a homogenous group of students .

An extra set of hands in the c lassroom.

One paraprofess ional and one profess ional instruct ing.

A specia l educator work ing only with students with d iffi cult ies .

COTEACHING

ONE TEACH, ONE SUPPORTOne teacher is in charge of planning and teaching,

and the other teacher moves around the classroom helping and observing.

COTEACHINGMODELS

PARALLEL TEACHINGBoth teachers give the same information, but they

divide the class into equal groups and teach simultaneously.

COTEACHINGMODELS

STATION TEACHINGContent 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.

COTEACHINGMODELS

TEAMINGBoth teachers are planned and develop the activities

at the same time. They share responsibilities and both monitor the students work simultaneously.

COTEACHINGMODELS

ALTERNATIVE TEACHINGOne teacher is in charge of the large group and the

other works with a smaller group.

COTEACHINGMODELS

ONE TEACH, ONE OBSERVEOne teacher leads the activities the entire class while

the other gathers data to be analyzed.

COTEACHINGMODELS