CHART PAPER: STRENGTHS AND CONCERNS

CO-TEACHING WEYMOUTH

Building PartnershipsAssessing StudentsPlanning Instruction (INCLUDE)Differentiating Instruction

DO NOW Please sign in— The sheet is being passed around.

Take a copy of each handout (on its way) Look over the materials (Binders will be yours once there are sufficient sent.)

Have a cup of coffee and….!

AGENDA

Day 1

I. Co-Teaching: Making it Effective

II. The Partnership and Communication and Collaboration

III. Planning: Setting Goals for Learning Targets

Day 2

IV. Grouping Models: Co-Teaching

V. Grouping Models: That improve reading, writing, math, Learning

VI. Strategic ways of using groups

PAGE 142 BINDERClassroom

Management

Organization

Routines

Climate

Behavior

Grouping

Whole Class

Small Group

Sorting Students into

Flexible Groups

One-to-OneConference

Materials

Outcomes(Objectives)Indicators of

Success

Scaffolding

Methods

Direct Instruction

Guided Practice

Coached Practice

Independent Practice

Formative Assessment

Planning

The Partners

hip

CommunicatingSharing the

Responsibilities

PROCESSING PARTNER (NOT YOUR CO-TEACHER)

View Video as Class

MS Teacher video

For Processing: What are the Pros and Cons (Challenges) of Co-teaching?

List on Anchor Chart. Put a check if your idea is there already.

MS Co-Teaching: https://www.youtube.com/watch?v=8pIe6CZX6PM&app=desktop

THE RESEARCH ON CO-TEACHING

SEE HANDOUT PAGE 1

High Performing Teams Take Time

WHAT CO-TEACHING IS NOT

Co-Teaching is NOT

https://m.youtube.com/watch?v=gY9GeuCwWc4

See Handout Top of Page 2

HIGH-PERFORMING CO-TEACHING TEAM WHEN 1 + 1= MORE THAN 2

Co-teachers need to have 4 ongoing critical conversations about their relationship and their classroom. Co-teachers need to consistently revisit and reflect on how they:

Define the Partnership: Partners develop a shared vision, establish roles and responsibilities, and lay the collaborative foundation that may need adjusting throughout the year. (Co-Planning is an essential ingredient.)

Examine Data: Together they focus on results, use data about students to make instructional improvements and become more adept at adjusting materials and instruction to support each student

Enhance Instruction: They focus on ways to provide more value as a twosome than one teacher could do alone and continue to learn together about research-based methods that work for their students

Expand Impact: They recognize that they are part of a school system and that they need to have administrative support for their work together and for professional development that will support the school and the team’s capacity for improving instruction (Chapman and Hyatt 2011, 10-11).

PARTNERSHIP SURVEY HANDOUT PAGES 2-3

1.Take the STRENGTHS AND CONCERNS SURVEY on your own in the handout. Put checks in the appropriate column

Then discuss your surveys and decide as a table:

2.Check off your strengths and concerns

3.Circle your priority (or 2)

STRENGTHS AND CONCERNS DISCUSSIONEssential Element STRENGTHS CONCERNS

The Partnership: Collaborative Relationship    

The Partnership: Expertise of Co-Teachers is fully used    

The Partnership: Has Parity    

The Partnership: Has a Plan to Resolve Conflict.    

Time for Collaboration is Provided  

   

The Classroom Climate Supports Co teaching Practices    

The Classroom Is Heterogeneous    

The Classroom Has Appropriate Space and Materials    

The Classroom: T he Co-teaching Models Are Varied    

The Whole School Climate Supports Co-teaching, Inclusion and Teaching All Students.

   

TOTAL EACH COLUMN   

WITH YOUR CO-TEACHER(S)STRENGTHS AND CONCERNS SURVEY OF YOUR TEAM

StrengthsIn Priority Order

1

2

3

Concerns/NeedsIn Priority Order

1

2

3

BUILDING PARTNERSHIPS

Chapter 3

ROLES AND RESPONSIBILITIES (PAGE 5)NOTE: PARAPROFESSIONAL ROLES ALSO INCLUDED PAGE 4

  Teacher A Teacher B Paraprofessional(s) Shared Concerns, Notes

Planning for the year          

Planning for the week          

Preparing materials          

Grading tests, quizzes, classwork, homework

         

Collecting, organizing and analyzing dataClasswork, homework, observations, formative and summative data

         

Classroom routines (attendance, make-up work, passes, behavior problems, meetings, schedules, IEPs, team meetings)

         

Our 2 PD goals for the year          

Our scheduled meeting days/times for the year

         

           

DEVELOPMENTAL CONTINUUM OF HIGH PERFORMING CO-TEACHING TEAMS (2

ASPECTS) (PP. 7-9)Criteria

  Novice Developing Proficient High-Performing Team

Next Steps

Partnership

Begin to set goals using Co-Teaching Progress Rubric/Tracker

Begin to clarify on roles and responsibilities using Teacher Skills Survey

Begin to set standards for classroom routines, behavior using the Roles and Responsibilities Matrix

Develop daily/weekly communication plan  

Measure progress on goals fairly often and adequatelyRoles and Resp. getting clarified Norms generally observed Meetings mainly effective Problem solving protocol mainly worksDaily/weekly communication plan mostly works Other: 

Measure goal progress generally consistently Roles and Resp. generally consistently clarified Norms observed generally consistently Meetings generally are effective Problem solving protocol works generally effectively Daily/weekly communication plan generally works reliably Other

Goals are mutually shared and measured by each teacher and team consistently Roles and Resp. consistently clarified Norms observed consistently Meetings consistently effective Problem solving protocol works well consistently Daily/weekly communication plan consistently works efficiently Other

 

Co-planning

Begin to plan for full year’s meeting schedule

Develop agenda format

Develop Lesson Plan format (long form)

Develop weekly lesson plan format (short form)

  

The full year’s meeting schedule mainly works The agenda format mainly works Lesson Plan format (long form) mainly works Weekly lesson plan format (short form) mainly works  

The full year’s meeting schedule generally works effectively and consistently The agenda format generally works effectively and consistently Lesson Plan format (long form) generally works effectively and consistently Weekly lesson plan format (short form) generally works effectively and consistently  

The full year’s meeting schedule works effectively and consistently The agenda format works effectively and consistently Lesson Plan format (long form) works effectively and consistently Weekly lesson plan format (short form) works effectively and consistently  

© Deborah A. Brady

 

SHARING DECISION-MAKING POWER

Sharing responsibilities is essential for the co-teaching team’s success.

Distributed Leadership has a positive impact on student learning when co-teachers have a thoroughly equal partnership in all areas.

Based upon the Distributed Functions Theory of Leadership developed by Spillane et al, this shared leadership means that the co-teachers make all major decisions about the classroom, the students, the models, assessments, and instructional strategies in a collaborative manner (Spillane and Diamond 2001).

In recent research Erika Engel Small and Joan R. Rentsch describe shared leadership as an “emergent team process” in co-teaching (Small and and Rentsch 2010, 203) and found that the level of cooperation when making decisions and sharing power was positively related to team performance. As importantly, the longitudinal analysis of students’ performance over time clearly showed that shared leadership “increased over time” and its increase was directly related to both trust and a commitment by both teachers for parity (210)

PLANNING INSTRUCTION

INCLUDE

I-N-C-L-U-D-E: JIGSAWTEXT PAGES 132-6

RtI: If all students receive effectively delivered, evidence-based instruction, then fewer will be identified as needing more supports. Further, those students identified for SPED will be only those truly in need.

By carefully analyzing students’ learning needs and the specific demands of the classroom environment, teachers can reasonably accommodate most students with special needs in their classrooms.

Response to Intervention: A challenge at the secondary level

UDL: Built in supports, support the needs of most

DI: A variety of strategiers are necessary to meet the range of needs of all students

INCLUDE PROCESS I. Identify Classroom Demands: Grouping, Materials, Methodology, Assessment

2. Note Student Learning Strengths and Needs: Academic, S/E, Physical

3. Check for Potential Areas of Student Success

4. Look for Potential Problem Areas

5. Use this information to Brainstorm Ways to Differentiate Instruction: Accommodation, Modification

6. Differentiate Instruction

7. Evaluate Student Progress

PAGE 142 BINDERClassroom Managem

ent

Organization

Routines

Climate

Behavior

Grouping

Whole Class

Small Group

Sorting Students into

Flexible Groups

One-to-OneConference

Materials

Outcomes(Objectives)Indicators of

Success

Scaffolding

Methods

Direct Instruction

Guided Practice

Coached Practice

Independent Practice

Formative Assessment

Planning

Meeting Date

People Present

Minutes Recorded by:

Follow-Ups necessary:

WEEKLY AGENDA for 60 Minute Meeting

Time5 min

Review Agenda and Positive Results since the last meeting

5 min Review the Co-Teaching Progress Rubric/Tracker to make sure you keep all of your priorities in focus 

5-10 min

Review student needs, student work, student data

30 min Plan for the next week using agreed-upon weekly lesson planning document or daily lesson planning document

10 min Review tasks for participants for the next week

5 min Plan for next meeting: time, place, participants, topics

Processing Partner

Why is each step

Important? (Page 9)

3-DAYS A WEEK CO-TEACHING PLAN (PAGE 9)Day of week/Content(Pag

Co-teaching Models Materials, Tasks Classroom Teacher

Materials, Tasks Special Educator

Materials , TasksPara-Educator

MondayContent:

Classroom Teacher alone Homework ClubIntroduces addition of double digit numbers using number line and manipulatives. Students usual seats are in groups of 4

   

TuesdayContent:

  Homework ClubMini lesson whole class on addingThen three groupsGroup A: word problem solved in 2’s

Re-teach Monday’s lesson to small at risk group

Students at computers work through program on addingGroup C:

WednesdayContent:

  Homework ClubWorks with group C on Problem Solving

Problem solving with group B

Group A on computers

ThursdayContent:

  Math Puzzler—problem solving Group CChallenging

Math Puzzler—problem solving Group B—at standard

Math Puzzler problem solving Group Sat standard

FridayContent:

Teacher alone Math Read aloudBack to usual seats to illustrate math read aloud new problem

   

ASSESSING STUDENTS

Chapter 4

COPYRIGHT 2008 RIBAS ASSOCIATES

Introductory

Guided Practice

Immediate Mastery

Mastery

Immediate Application

Mastery

IndependentApplication

Mastery

Levels of Mastery(gb 3)

EXAMPLE: MASTERY OBJECTIVES OR LEARNING TARGETS FOR

WRITING K-12

Whole Year---Write and edit a quality narrative

Week– Write a narrative based on a prompt

Day—Write a strong introduction with either a quote, a question, or an old saying (that maybe you have changed.

Specific, measurable, actionable, results based, time specific

MEASURABLE: Rubric and checklists from your class

Clear indicators of success (exemplars, examples)

EXAMPLE OF WORKING TOWARD MASTERY

IN WRITINGNotice: Mastery Objectives

Social-emotional

And

Academic Standards

https://www.teachingchannel.org/videos/praise-the-process-perts

EXAMPLES OF LESSON MASTERY OBJECTIVES

1. By the end of the lesson, you will be able to import, export, and link data among word processing documents and other applications

2. By the end of the lesson, you will be able to demonstrate lab safety techniques for the use of hot plates, safety goggles, chemicals, lab glassware and lab specimens

3. By the end of the lesson, you will be able to solve at least 10 two step equations and check for accuracy.

Question: Does the link between Formative Assessments and Mastery Objectives make sense to you? Turn and talk then quick dip-sticking.Turn

and Talk

EXAMPLES OF LESSON MASTERY OBJECTIVES

What: Solve real world problems using the Pythagorean Theorem

Why: When would you need to know the hypotenuse or one of the sides?

How: Students will determine the cost a new rug in their classroom when only the diagonal and one side is known.

How: Questions to ask: Make up another real world problem that uses the PT. (Consider a farmer, someone buying a fence, someone building stairs or a roof on a house and ordering materials.)

LEVELS 1 AND 2 OF MASTERYTHINK OF YOUR MASTERY OBJECTIVE

1. INTRODUCTION: A student is at the introduction level immediately after the information and/or skill has been presented to the student for the first time. At this level there is no expectation that the student will be able to demonstrate mastery of the standard.

(The Teacher has a schema/what reaching the desired goal will look like in mind—Argument; DBQ; charcoal sketch; volleyball serve; Pythagorean Theorem; lab report.) (SCHEMA—what does the target look like to you?)

2. Guided practice: At this level, we expect that the student can demonstrate the knowledge or skill only with prompting from the teacher or another person who has mastered the standard.

COPYRIGHT 2008 RIBAS ASSOCIATES

(gb 2-3)

Think of a Mastery Objective first for yourself. Then we’ll consider a Mastery Objective for a class, a group of students or even a specific student

My new

IPhone

3. Immediate mastery: At this level, the student can demonstrate the information or skill of the standard independently, shortly after the teacher has presented the knowledge or skill.

4. immediate application mastery: At this level, the student is able to use the information and skill in an unfamiliar setting, shortly after the presentation of the concept.

COPYRIGHT 2008 RIBAS ASSOCIATES

3. Levels of Mastery(Gb 2-3)

4. Independent mastery: At this level, the student can demonstrate the information or skill after a period of time has passed since the standard was taught.

4. Independent application mastery: At this level, the student can demonstrate mastery after a period of time has passed and in an unfamiliar situation.

COPYRIGHT 2008 RIBAS ASSOCIATES

4TH. Level of Mastery(gb 2-3)

SCAFFOLDING

Formativ

e assessments help us get everyone th

ere.

Indicators of su

ccess help describ

e the destin

ation

Set TargetDefine Indicators of Success

Formative AssessmentsQuestioning

Formative AssessmentsExit SlipsHinge QuestionsConferences

Formative AssessmentRehearse with partner or teacher

Learning Target Attained at a specific level based on rubric

Provide Rubric, checklists, guides

WHAT IS A SCAFFOLD? HOW DO YOU BUILD ONE?

MODIFICATIONS/SCAFFOLDS Use a rubric to sort, then design the next steps (toward mastery) for each level of achievement.

Mastery Objective: Write an effective narrative Level 1: Lacks actions in sequence. No beginning, middle, (high point), end Level 2: Lacks details for each action including what people say and do and the setting. There is a sequence that might lack a clear beginning, middle, or end

Level 3: Has a clearly sequenced narrative with details that support the narrative and has a dramatic or engaging story line.

Level 4: Has a well-developed, engaging narrative with a high point and good dialogue, examples, and language.

What is the next step for each level?

MO FOR ONE STUDENT OR FOR A GROUP OF STUDENTS What is a mastery objective (learning target) for a “chunk” of teaching—a unit, a chapter? Can include Social-emotional areas, growth toward independenceWhat are some indicators that students are making progress on this target?How do you show students what mastery looks like and what each step along the way looks like?

RubricsChecklistsIndicators of success

Watch video first

Teacher Role: Learner Role:

Student Success Criteria: What does success look like? What evidence are you collecting? How are you formatively assessing?

Create a picture of what it means to have an independent, can do attitude through sharing a brief vignette about a child learning to ride a bicycle. Review the process for how to write a realistic fiction book

Students review the process for how to write a fiction book collectively.

Can students successfully articulate the steps for writing a realistic fiction story from the previous days lesson?

Teacher acts out part of first grade writer starting a new piece of writing. Model getting stuck. Model being unsure of how to solve the problem. Model self talk. ”What do I already know about writing fiction stories?“ Ask students for help to give little directions/goals for what I could do to get unstuck

Students share ideas for how the teacher can get unstuck.

Student Success Criteria: Listen for students

ability to give directions that encourage independence.

Students might give directions like “Make the character do something...” “Think of some trouble the character gets into…” “Think of an adventure for your character…” “Pretend to be the character…”

Give students a chance to try getting started in their writing and practicing independent self talk. Give students time to think about the next few goals they will set for themselves and have them practice whispering them to themselves and then share them with a partner.

Students practice setting goals to be independent writers, jot them on a post it and share these goals with their partners.

Listen in to students self talk and partnerships and review students post its to check for understanding in the lesson.

MASTERY OBJECTIVEINDICATORS OF SUCCESSRUBRICS AND CHECKLISTS

Learning Target Introduction Guided Practice

Coached Practice

Independent PracticeAs students gain different levels of mastery

Mastery Objective (Learning Target)

Direct Instruction Flexible Grouping(s) by need

Rubric/Checklist

Indicators of success Setting Clear Targets Conferences Peer Assessment

Rubrics and Checklists Setting High-Standards “In the moment” formative assessments

Self-Assessment

Setting Attainable Targets

Hinge Questions Teacher Conference

Exit Slips Feedback method

WORKING TOWARD MASTERY: THE STRUGGLEMATH/SOCIAL EMOTIONAL

GOALS

https://www.teachingchannel.org/videos/persist-through-challenges-perts

DIFFERENTIATING INSTRUCTION

Chapter 9

DATA COLLECTION TO MODIFY INSTRUCTION

Informal “In the Moment”

During questioning

Dip-sticking (Thumbs up)

Exit Slips

Routines: My Favorite No

Vote with your feet

Looking at work during class

Self- and Peer- Assessments

Formal

Before Instruction:

MCAS

Benchmarks

IEPs

WHAT IS A SCAFFOLD? HOW DO YOU BUILD ONE?

Use a rubric to sort, then design the next steps (toward mastery) for each level of achievement.

Mastery Objective: Write an effective narrative Level 1: Lacks actions in sequence. No beginning, middle, (high point), end Level 2: Lacks details for each action including what people say and do and the setting. There is a sequence that might lack a clear beginning, middle, or end

Level 3: Has a clearly sequenced narrative with details that support the narrative and has a dramatic or engaging story line.

Level 4: Has a well-developed, engaging narrative with a high point and good dialogue, examples, and language.

What is the next step for each level?

THE QUICK SORT—HINGE QUESTION In this Improving Teaching article, history teacher explains the “hinge question” – a carefully crafted check for understanding mid-way through a lesson to see if students grasp the central concept,

1. They’re concise: students can respond in under two minutes.

2. The question is worded so that that students can’t get the right answer for the wrong reasons; common errors and misconceptions are made visible.

3. The teacher can see responses from every student by using mini-whiteboards, clickers, or some other form of all-class response system.

4. The teacher can assess the responses and decide what to do in under 30 seconds.Harry Fletcher-Wood

• In a math lesson on unlike denominators: What is a fraction between 1/6 and 1/7?

• In a solar system lesson: How long does it take the Earth to travel around the Sun? To spin once on its axis?

• In a climate lesson: Why is the Earth colder in areas further away from the equator? The Earth orbits the Sun. The Earth orbits the Sun at an angle. The Earth is a sphere. The Earth has a hot core.

QUICK SORT: STOPLIGHT METHOD EXIT SLIP

stoplight exit slip: https://www.teachingchannel.org/videos/daily-lesson-assessment

For the end of this workshop:

Green: Something you will try

Yellow: Something you still have questions about

Red: Something that might STOP you from using groups or quickly assessing students

QUICK SORT: TICKET TO LEAVE OR EXIT SLIPS

Questions that give students a chance to review the lesson and that give you a sense of what’s working and not working:

1. What do you want me to do more of? (What’s working for you?)

2. What do you want me to do less of? (What’s not working?)

3. What new idea would you like to include?

THE SORT FOR READINESS (LEVEL OF MASTERY)BASED ON YOUR DAY’S/UNIT’S GOALS

Whole Unit: Writing a research paper or writing an argument (ELA, H/SS, Sci, Tech.)

Today’s Mastery Objective (part of the big unit’s mastery objective: Quality First Paragraph

Scientific Writers, Historians, and Film or Literary Critics have ONE Paragraph to get people to read their papers. Write a quality paragraph that engages your reader and says what your writing is mainly about.

Checklist: HookThesis3 examples from source

Advanced Proficient Needs Work Not Yet

Quality ParagraphOriginal, engaging, clear, accurate

Good, solid paragraph. Clear, complete

Some weak components from checklist

Missing components or very unclear, confusing, incomplete, or inaccurate parts

Using a Rubric to “Sort” Students into Groups

Level of mastery

Mastered Proficient Needs Improvement

(Guided Practice)

Basic(Introductory)

Student Amy Cathy Emily Hook Heidi Use template

Student Bob Dave Frank Hook Jim Use template

Student  Jim  Jody Kim Details

 

Student  Gary  Gina Leon Details

 

Next Step

Peer conference using checklist and rubric

Peer conference using checklist and rubric

Peer conference focus on area of need: hook or details (handout)

Use template and conference first with me, then work together

Whole Class

Mini-lesson on peer conferencing using the template, a checklist, and the rubric.Create handout for conferencing:1. Trade papers2. Be positive; ask questions; go over the checklist, rubric and

template and what you did with each3. Exchange papers and select 2 areas for comments.

a.One positiveb.One question

4. Work on your own paragraph and discuss what you did with partner if you have time.

FEEDBACK PRIMARYSTARS AND STAIRS

SECONDARYFEEDBACK WITH SELF-ASSESSMENT AND ACTION PLAN

VIDEO—WHOLE CLASS AND (SMALL GROUP) FEEDBACKGrade 5 Writing Lesson

How does the author feel about Lewis and Clark as a prequel to writing.

https://www.teachingchannel.org/videos/analyzing-text-brainstorming

https://www.teachingchannel.org/videos/analyzing-text-writing (small ELL group)

FLEXIBLE GROUPING USING GROUPS

CO-TEACHING MODELS JIGSAW6 MODELS

HTTPS://WWW.YOUTUBE.COM/WATCH?V=TCN4QDYUZVE&APP=DESKTOP

Count off by 3s and get into your “expert group”

Read the handout labeled with your group’s number, 1,2, or 3

First: Use chart paper to summarize the positive uses for your models, the limitations of using these models, and illustrate (draw) how the model looks in a classroom and drawing the seating arrangement on chart paper

Then: Consider with the class or use your drawing to illustrate what happens with your selected student whose needs are a concern.

You can use the examples below: 1. 3 Special education student with reading difficulties2. A general education student with school anxiety3. A high performing student whose parent is concerned about his being bored4. A student who does not work well with others and sometimes refuses to work5. A general education student who is socially skilled and loves to perform

NOTE: Take notes on each model on the handout. Consider how you might use this model.

6 “MODELS”—THE VALUE OF EACH

JIGSAWOne Teaches

One ObservesOne TeachesOne Monitors

Parallel teachingTeach the

same content

Two teachers teaching different content

Small Group/Large

group

Both teach equally and

provide equal support

6 “MODELS”One Teaches

One ObservesOne TeachesOne Monitors

Parallel teachingTeach the

same content

Two teachers teaching different content

Small Group/Large

group

Both teach equally and

provide equal support

New to co teachingNeed to observe student(s) for specifics

New teamClose monitoring of student work when one T. is expert

2 teachers teach the same contentSmaller groupsDrill, re-teaching, test review

When content is complexFor reviewSeveral topics

Mastery differsEnrichment/re-teaching

Teachers have been together for a long time; both have content and learning techniques expertise

SUPPORTIVE CO-TEACHINGGenerally whole class teaching by one teacher and supportive teaching as needed by the second teacher.

Teacher A Teacher B Strengths Possible Concerns

Model I: Supportive Co-Teaching Model

One Teaches/One Observes

 

Directly Teaches the Whole Class

Observes 

Good for the beginning of the Co-Teaching

partnership 

If this method is used as the main model, Teacher B may not have an

equal voice in the partnership.Can be used to develop data for

the course

  One Teaches/One Drifts

Directly Teaches the Whole Class

DriftsMay be

gathering data or supporting

students as the needs present themselves

Saves planning time if there is no common

planning time

Direct teaching to the whole class may become the dominant

instructional model

  One teaches/One Assists or Supports

Directly Teaches the Whole Class

Assists and SupportsMay have

developed a “support kit”

Saves planning timeB provides feedback

about specific concerns 

A and B can alternate roles to provide a balance in the

relationship.

Parallel and Small Groups:  Model Type Teacher A Teacher B Strengths Challenges

Model II:

Parallel Co-Teaching: Small Group Instruction

ParallelTeaches a heterogeneous group

ParallelTeaches a heterogeneous group

Equal responsibility for content and support.

Provides smaller group If this is the only model used, or if teachers do not change groupings, students see only one teacher’s strengths. 

Station Teaching

Station TeachingTeaches a station  

Station TeachingTeaches a station

Equal responsibility for content and support. Provides smaller group

If this is the only model used, or if teachers do not change groupings, students see only one teacher’s strengths.Teacher A and B may not know the effectiveness of the other group

2 Groups Teaches the same lesson or a complementary lesson (then swaps groups)

Teaches the same lesson or a complementary lesson (then swaps)

When groups are swapped, students see the strengths of each teacher.

Provides smaller group Provides higher adult to student proportion. Teacher A and B may not know the effectiveness of the other group

Skill GroupAdapting Curriculum Teaching

Teaches larger GE group and provides more challenges

Teaches smaller group (usually at risk or target group) and provides scaffolding

Little co-planning time is needed. Each teacher can prepare separately.

Provides smaller group There may be an imbalance in the relationship with Teacher A always in the lead.Teacher A and B may not know the effectiveness of the other group

Learning Styles Approach

Re teaches using learning style to define group

Re-teaches using learning style or modality

Provides hands-on or visual re-teaching

Provides smaller group When used occasionally, this provides targeted supportIf it serves as the usual model, the classroom becomes two separate classrooms

Model III: Complementary Acting Out Category of Model

Model Type Teacher A Teacher B Strengths Challenges

Complementary or Side-by-Side Model(equal partners)

Speak and Add Teacher A Speaks

Teacher B adds visual or kinesthetic supports to direct teaching

Little co-planning time is needed. Each teacher can prepare separately.

There may be an imbalance in the relationship with Teacher A always in the lead.

  Duet Model Sometimes called Team Co-TeachingDescribed as a “high-performing” team

Teaches and supports

Teaches and supports

Requires time for comprehensive co-planning, co-instructing, co-assessment, and co-teaching PD  All models of co-teaching are used based upon student needs and on data analysis.

Uses all of the skills of each educator. Often this capacity is a result of working and learning together over a period of time.

THINK, PAIR, SHARE WITH CO-TEACHER(S)

REFLECT ON MODELS Which models might you use immediately? After some planning?

How would that model support student needs?

Share with your co-teaching partner

Which new model might you try first? Next?

CAROUSEL/SCAVENGER HUNT

Students locate, clarify, learn information by visiting each display

A great deal of information can be presented or reviewed

information

information

information

information

information

information

information

CAROUSEL/SCAVENGER HUNT GROUP

You will have 30 minutes to read and create a newsprint posterRead your group’s section in the handoutRead over the Scavenger Hunt descriptions (The answers) and find your group type’s description and be sure it’s somewhere on your posterOn the newsprint summarize the features, uses, and possible variations for your group type. Illustrate what the group looks like if you want. Post your information for a Carousel/Scavenger Hunt. Make sure your group fits at least one of the Scavenger Hunt’s descriptions. Once all group types are posted, as a team, take a Carousel Walk with your teammates among all 10 group types and do the scavenger hunt.We will debrief

More Resources: Read/Write/Think; Greece New York; Edutopia

SCAVENGER HUNT (HANDOUT)

Group Description Name(s)

1. This strategy is good for teaching students how to engage in academic discussions both socially and intellectually. (More than one answer.)

 

2 This technique gets students to begin talking with a small group but then to expand the group. (One of the 2-person groups.)

 

3 Students work together to summarize a text in a specified number of words  

4. Half of the class is active; half of the class observes then they switch.  

5. Students predict, summarize, clarify, and question in this small-group comprehension technique, but first the teacher models.

 

6 “Expert group” method for sharing information from longer or multiple readings.  

7. A strategy used when there is a large quantity of information to be discussed, for example, with an introduction or summary or even a final presentation.

 

8. Peers are teaching one another a specific process, procedure, or protocol.  

9. Quick 2-person group strategy that is useful for giving students time to use their own words to process ideas and to share their understandings or confusions;

 

10. Two students annotate a text, read together, and take notes together can be an effective way to work through a lecture or understand a text, illustrations, or data bases.11. A team of 4 students are all equally responsible for the information (2 answers.)

Bonus: What is the typical percentage of time that teachers talk in most classrooms in the US?  

Bonus: After how many minutes is it advisable to give students an opportunity to stop and reflect?  

Bonus: Upon what Vygotskian learning principle is group work based?  

GROUPS AS PROBLEM-SOLVING MECHANISMGroup Addresses Concern Possible Uses in ELA/HSS

ClassroomPAL (Research-Based) Learn routines, procedures

Get the Gist (Research Based) Reading and re-reading textSummarizing text

Reciprocal Teaching (RB) Modeling good reading techniquesGRR

Jig saw (RB) ComprehensionIndividual responsibility; interdependence; accountabilityDI (Interest, Readiness)

Processing Partners, clock buddies, elbow partnersPaired verbal fluency (RB)Numbered heads together

Movement (age) Time to “own” ideas

Fish Bowl Modeling Academic Conversations

Scaffolded Socratic Seminar, Pinwheel, Seminar Discussion

Modeling Academic ConversationsCiting evidenceMaking argument “moves”

65COPYRIGHT 2008 RIBAS ASSOCIATES

TOP 10 CONSIDERATIONS FOR EFFECTIVE CLASS GROUPS

GB 92-96 PET IIA8,A9,A13,B3 IIIA6, IVB

1. Plan, plan, plan

2. Specify how participation as individuals and as a group will be assessed before they begin

3. Directly teach behavioral expectations

4. “Small Groups” generally should be no larger than 4 or 5

5. Assign specific jobs for each student

6. Clearly delineate goal for the entire group

7. Visit all groups; not all groups need equal teacher time

8. Provide a routine for asking for assistance from the teacher or from peers

9. Establish procedures for what students should do when the task is completed

10. Specify time; monitor time throughout the process (timer, “Two more minutes.”)

BEGIN TO CO-PLAN A LESSON USING A LEARNING

TARGET, INDICATORS OF SUCCESS, FORMATIVE ASSESSMENTS, AND

FEEDBACK Learning Target Introduction Guided Practice

Coached Practice

Independent PracticeAs students gain different levels of mastery

Indicators of success Hinge Questions Grouping(s) by need Rubric/Checklist

Rubric/Checklist Exit Slip Conferences Peer Assessment

Check-ins Exit slip/Accountability Tracking

Self-Assessment

Teacher Conference

Feedback method