building towards ie effective team teaching pdst. towards effectiv… · building towards effective...
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Building TowardsEffective Team Teaching
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Key Messages
The needs of pupils, based on evidence, should determine
which form of supplementary SEN teaching support is most
appropriate..
The range of teaching supports should strike a balance between
team-teaching, group and individual support.
Team teaching can be used to support the priority learning
needs of pupils, for early intervention and
proactive/preventative approaches..
Team teaching can facilitate effective collaboration,
between classroom teachers and SEN teachers leading to improved learner outcomes,
learning experiences and teacher practices
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ieInclusion
Walk in my shoes
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Inclusion in the Irish context is defined as a process of:
Inclusive Education
“…addressing and responding to the diversity of needs of learners through
enabling active participation in learning, cultures, and communities, and removing barriers to education
through the accommodation and provision of appropriate structures
and arrangements” NCSE (2010)
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Guiding Principles
(Guidelines for Primary Schools, Supporting Pupils with Special
Educational Needs in Mainstream Schools, DES 2017)
Teaching resources provided should facilitate the development of truly inclusive schools.
Supports provided should be based on identified needs as outlined in the Continuum of Support Guidelines.
The class teacher has primary responsibility for all pupils.
SET supports should be used solely for the support of pupils with identified special educational needs, including those pupils for whom English is an Additional Language (EAL) and early intervention & prevention.
Pupils with the greatest levels of need should have access to the greatest level of support.
Schools with more than one support teacher should establish and maintain a core team of teachers to meet the needs of pupils with special educational needs.
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ie6 Actions
Identification of pupils with S.E.N.
Setting targets
Planning teaching methods and approaches
Organising early intervention and prevention programmes
Organising SEN teaching resources
Tracking, recording and reviewing progress
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A Continuum of Support
School Support Plus for a Few
School Support for Some
Whole School and Classroom Support for All
Academic SuccessSocial, Emotional and Behavioural
Competence
Individualised
& Specialist
Support
Response to
Groups and
Individuals
Preventative
& Proactive
Approaches
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Continuum of Support
Classroom SchoolSchool Support
Plus
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Assessment at each stage of the Continuum
Numeracy Literacy
Other
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ieAssessment Continuum
-KWL-Two Stars & a Wish-PMI-Rubric-Learning Log
-Teacher/Child(Rubrics, portfolio)-Teacher/Teacher-Teacher/Parent
-Work samples-Pupil Journal-E portfolios(Seesaw)
-Concept Maps-Mind maps-Tree Diagrams-Minimal Defining Lists
-Instructional Framework-Pupil Questioning
-Rubric-Checklist-Target Child-Time sample-Shadow study
-Drumcondra-Sigma T / Micra-T-Ballard Westwood-Etc.
-Rubrics-Checklists
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ieTarget Setting
DESGuidelines
Appendix 1: Target Setting
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ie6 Actions
Identification of pupils with S.E.N.
Setting targets
Planning teaching methods and approaches
Organising early intervention and prevention programmes
Organising SEN teaching resources
Tracking, recording and reviewing progress
Planning teaching methods and approaches
Organising early intervention and prevention programmes
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ieWhat is Team Teaching?
Essentially it is characterised by:
• two or more professionals working together in a
classroom(DES, 2007)
• ‘…. a group of two or more teachers working
together to plan, conduct and evaluate the
learning activities for the same group of learners.’ (Goetz, 2000)
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Terminology
Team-teaching
In-class Support
Co-operative teaching
Co-teaching
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Reflective Template
Build Trust / Break Trust
Building Effective Relationships
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ieStarting the Journey
Professional Conversations
Purposes and Aims
Defining of roles
Planning and
Teaching
Timeframe Review and Reflection
Assessment and
Monitoring
Pupil Voice
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Lead and Support
Parallel Teaching
Station Teaching
Alternative Teaching
Teaming Teaching
Models of Team Teaching
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Literacy Team Teaching
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Lead and Support
Parallel Teaching
Station Teaching
Alternative Teaching
Teaming Teaching
Sharing Models of Team Teaching
• What elements of good practice relating to team teaching can be seen?
• Why might these models have been chosen?
• Are there any alternative models that could have been chosen?
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Early Intervention and Prevention
“In view of the substantial international evidence that early-intervention and prevention programmes can lead to improved outcomes for pupils, school leaders should ensure that some teaching resources are used for this purpose”.
(p.14 Guidelines, DES 2017)
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(p.14 Guidelines, DES 2017)
Supporting Pupils in Junior Classes
Station Teaching
“Schools may find it helpful to deploy additional teaching resources in junior classes to strengthen station teaching approaches which target the promotion of language, literacy and numeracy skills.”
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Numeracy Team Teaching
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.ieBest Practice for Planning
Factors for consideration in weekly plans:
Collaborative
Priority learning needs / skills
Assessment
Monitoring
Reviews
Actions arising
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Reflection
What will you take from today
to guide best practice of
team teaching in your school?
Thank You
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• PDST Website
• PDST school based support
• Upcoming Seminars:
- Team Teaching for Mathematics: The Next Steps
- Making Connections: Inclusion in Literacy through Team Teaching
Additional Support
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