richmond secondary co-teaching
DESCRIPTION
Why co-teaching? What does it look like? 5 different models presented, with samples from secondary classrooms.TRANSCRIPT
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Secondary Collaboration: A Focus on Co-Teaching
Richmond Secondary RT/CT Nov. 7, 2014 Faye Brownlie
Slideshare.net/fayebrownlie/richmond
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Learning Intentions
• I have a be(er understanding of collabora5on and co-‐teaching.
• I have an idea of how to increase the effec5veness of my collabora5on and my co-‐teaching.
• We have a co-‐teaching plan.
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The teeter totter
kids
kids curriculum
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What Is Professional Collaboration? • InteracDve and on-‐going process • Mutually agreed upon challenges
• Capitalizes on different experDse, knowledge and experience
• Roles are blurred • Mutual trust and respect
• Create and deliver targeted instrucDon • GOAL: beSer meet the needs of diverse learners
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A Key Belief
• When interven5on is focused on classroom support it improves each student’s ability and opportunity to learn effec5vely/successfully in the classroom.
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No plan, No point
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Co-teachers: When two teachers are in the room,
they can… • Work from a plan based on students’ strengths and
needs • Differen5ate instruc5on • Use AFL strategies to assess understanding • Increase par5cipa5on of all students • Decrease behavioral challenges • Focus a(en5on • Increase student independence • Teach self-‐regula5on • Model posi5ve, strengths-‐based language • Talk to each other about what they are learning about
their students
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Questions to Guide Co-Teaching
• Are all students ac5vely engaged in meaningful work?
• Are all students par5cipa5ng by answering and asking ques5ons?
• 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?
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Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson
& Blednick, 2011, ASCD)
• 1 teach, 1 support • Parallel groups • Sta5on teaching • 1 large group; 1 small group
• Teaming
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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 piSall: easiest to go off the rails and have one teacher feel as an ‘extra pair of hands’, no specific task (buzzing radiator)
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1 Teach, 1 Support: Examples • demonstra5ng a new strategy so BOTH teachers can use it the next day – e.g., ques5oning from pictures, note-‐taking, think aloud
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Note-taking in Food Studies • Best Secondary with Alexia Baldwin and Denise Nemblard, grade 9 Food Studies
• Previously had lesson on grains and rice cooking demo
• Challenge: S love pracDcal, not the theory; text is 1975, present by lecture
• LO: – Rice is part of the grain group – NutriDonal values of different grains of rice – Factors influencing choice of rice – Wild rice, a Canadian component
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• Whip around – know about rice (Alexia)
• Lecture: background info on rice, S fill in notes (Denise)
• Matching: S, in groups use the words provided to fill in the blanks on their note-‐taking sheet (Faye) – Working in groups
– Plenty of Dme for individual and small group feedback
• Tie to LO: something you know now that you didn’t know before
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• Japanese • Thailand • India • short • nuSy
• red • risoSo • chewy • sDcky • floral
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Specialty Rices 5 important types
Arborio – essenDal for making ___________ BasmaD – extra long grain widely used in _________ with a unique, _______ flavour
Jasmine – from __________ with a delicate and ___________fragrance
Wehani -‐ _________ colour with a rich earthy flavour
GluDnous – sweet-‐tasDng _______ grained rice that becomes _______ and _________ when cooked; used in Chinese and ________ cuisines
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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 a(en5on
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Parallel Groups: Examples • Inside/outside circle – Review – Build criteria for discussion
• Socra5c circle – 2 groups running simultaneously
• Math concept • Each teaches one group
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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
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• 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
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Sta5on Teaching
• mostly small groups, more individual a(en5on,
• each teacher has 2 groups, 1 working independently at a sta5on or wri5ng, 1 working directly with the teacher.
• Requires student self regula5on (which needs to be taught) and planning for meaningful engagement.
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Station Teaching: Examples • Students working in pairs playing games from calcula5onna5on.nctm.org
• Teachers monitoring, coaching
• Labs as sta5ons
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Art 9/10 with Sheri Tompkins, Heritage Woods
• Working together
• Student chooses one piece of his art for feedback • Student self-‐assesses, presents his piece to his group (of 4 or 5), others observe silently, student adds his comments.
• Student turns his back. Group members discuss the art work, using the criteria sheet. No judgment, likes or dislikes. Student records the remarks.
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• Students summarizes his feedback and others with – 2 aspects I want you to noDce – 1 aspect for feedback
• The art work, the self-‐assessment and the summary are handed in to the teacher.
• Teacher responds, following the summary of the student direcDon.
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QuesDons Focus on what you see and what you feel. Give first impressions. Give gut reacDons. Make guesses.
#1 What stands out the most when you first see the work? The (subject, object, element, area) that stands out the most is__________________
#2 Explain the reason you noDce the thing you menDon in #1. The (object, subject, element, area) stands out because_____________________
#3 As you keep looking, what else seems important or stands out? The other part(s) that seem important or that stand out is/are__________________
#4 Why does the thing you menDon in #3 seem important? These/this other part(s) stand out or seem important because ________________
… #13 …
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1 Large Group, 1 Small Group
• advantage: either teacher can work with either group, can provide tutorial, intensive, individual
• possible piSall: don’t want same kids always in the ‘get help’ group
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Large group, small group: Examples
• One presents lesson – Second extends or reviews or build background knowledge with smaller group
• Writers’ workshop – One teacher leading edi5ng group, other with whole class
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Large group, small group: Examples • One runs the wri5ng workshop, while the second holds small group edi5ng conferences.
• A_er the introduc5on of the math lesson, one monitors and supports the larger group, while the other con5nues to teach a smaller group who need addi5onal support.
• One group in informa5on 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
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Graphic Novels
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Graphic Novels
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Tales
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Teaming
• most seamless. • co-‐planned • teachers take alternate roles and lead-‐taking as the lesson proceeds.
• advantages: capitalizes on both teachers’ strengths, models collabora5on teaching/learning to students, can adjust instruc5on readily based on student need, flexible
• possible piSalls: trust and skill • Most o_en in whole class instruc5on and could be followed up with any of the other four co-‐teaching models
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Teaming: Examples
• Graphic organizer: Teachers model how to use a mind map as a post reading vocabulary building ac5vity, teacher most knowledgeable about mind mapping teaches the format as other teacher debriefs with students; both flow back and forth
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Using Mindmaps to Organize and Demonstrate Understanding
• Gleneagle Secondary, Coquitlam, with Andy Albright, grade 10 English – graphic novels – Opener: hot chocolate invitaDon and 3 + from yesterday – extended 1; modeled chains A
– Styles Line-‐Up: visual, verbal, relaDonships/connecDons, analyzing F
– Examined mindmap of WW11 – what do you noDce? Created drao design criteria. A and F
– Reviewed content criteria A – 20 minute for individual work & feedback A and F
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• What can you try? • How does this informaDon match with your school/team goals?
• How can you share this with others at your school?