co-teaching approaches
TRANSCRIPT
Co-Teaching: Approaches and Practices
Spiro Bolos & Anne Twadell
New TrierHigh School
I) Introduction
II) Pre-Cana for Co-Teachers
II) Pre-Cana for Co-Teachers
II) Pre-Cana for Co-Teachers
II) Pre-Cana for Co-Teachers
Your assignment:
Create a survey of ten questions, using a Likertscale, that elicits key issues of the co-teaching relationship.
Shared Expectations
Shared Expectations
III) Philosophy
IV) Co-teaching Approaches
Summary of Six Possibilities
Station Teaching
Station #1: Primary Source Analysis
Visual Aid for Station #3
Station #2: Opinion Survey
Station #3: Map Analysis
Station #4: Film Notes
Station Teaching
Station Teaching (modified)
STATION #1
STATION #2
STATION #3
1) Divide your assigned list of residents among your fellow group members and write down the entire list of residents.
As you write down the names, look critically at what you are writing. What do you notice about these names? What do they have in common?
2) What do you notice about the gender of the names on your list?
3) What do you think the second column on the list represents? Give several examples.
Parallel Teaching
Parallel Teaching
Parallel Teaching
Frederick Douglass vs. George FitzhughTOPIC: How were enslaved people treated?
Parallel Teaching
Narrative of the Life of Frederick Douglass
“Sociology for the South” by George Fitzhugh
This selection, from Fitzhugh’s Cannibals All! or Slaves Without Masters, is a justification and defense of slavery. In other portions ofhis radical book, Fitzhugh argued that (as his title implies) work relations made cannibals of everyone and that, ideally, liberty wasmeant only for a few—that “some were born with saddles on their backs, and others booted and spurred to ride them—and theriding does them good.”
George Fitzhugh, "The Blessings of Slavery" (1857)
“The negro slaves of the South are the happiest, and in some sense, the freest people in the world. The children and the
aged and infirm work not at all, and yet have all the comforts and necessaries of life provided for them. They enjoy liberty,
because they are oppressed neither by care or labor. The women do little hard work, and are protected from the despotism of
their husbands by their masters. The negro men and stout boys work, on the average, in good weather, no more than nine
hours a day. The balance of their time is spent in perfect abandon. Besides, they have their Sabbaths and holidays. White
men, with som muh [sic] of license and abandon, would die of ennui; but negroes luxuriate in corporeal and mental repose.
With their faces upturned to the sun, they can sleep at any hour; and quiet sleep is the gretest [sic] of human enjoyments.
"Blessed be the man who invented sleep." 'Tis happiness in itself-and results from contentment in the present, and confident
assurance of the future. We do not know whether free laborers ever sleep. They are fools to do so; for, whilst they sleep, the
wily and watchful capitalist is devising means to ensnare and exploit them. The free laborer must work or starve. He is more
of a slave than the negro, because he works longer and harder for less allowance than the slave, and has no holiday,
because the cares of life with him begin when its labors end. He has no liberty and not a single right. . . .”
VOCAB QUESTIONS TO CONSIDERaged According to Fitzhugh, What are the advantages of having
African(-Americans) be enslaved?infirm
oppressed
despotism
“in perfect abandon”
“Sabbaths and holidays” What is a “free laborer” and how is he different (worse) than aslave (again, according to Fitzhugh)?
“license and abandon”
ennui
“corporeal and mental repose”
capitalist
Narrative of the Life of Frederick Douglass
“Sociology for the South” by George Fitzhugh
“The negro slaves of the South are the happiest, and, in some sense, the freest people in the world. The children and the aged and infirm work not at
all, and yet have all the comforts and necessaries of life provided for them. They enjoy liberty, because they are oppressed neither by care nor
labor. The women do little hard work, and are protected from the despotism of their husbands by their masters.”
“The negro slaves of the South are the happiest, and, in some sense, the freest people in the world. The children and the aged and infirm work not at
all, and yet have all the comforts and necessaries of life provided for them. They enjoy liberty, because they are oppressed neither by care nor
labor. The women do little hard work, and are protected from the despotism of their husbands by their masters.”
“Slaves sing most when they are most unhappy. The
songs of the slave represent the sorrows of his heart; and he is relieved by them, only
as an aching heart is relieved by its tears.”
Narrative of the Life of Frederick Douglass
“Sociology for the South” by George Fitzhugh
“Slaves sing most when they are most unhappy. The
songs of the slave represent the sorrows of his heart; and he is relieved by them, only
as an aching heart is relieved by its tears.”
Alternative Teaching
AS
Alternative Teaching
Teaming
THE SPANISH-AMERICAN WAR:
Should the USA annex the Philippines?
THE SPANISH-AMERICAN WAR:
Should the USA annex the Philippines?
Twain Aguinaldo Beveridge Roosevelt Mason
Twain Aguinaldo Beveridge Roosevelt Mason
3 3 3 3 3
Twain Aguinaldo Beveridge Roosevelt Mason
3 3 3 3 3
Twain Aguinaldo Beveridge Roosevelt Mason
3 3 3 3 3
Twain Aguinaldo Beveridge Roosevelt Mason
3 3 3 3 3
W.H. Page
3
Twain Aguinaldo Beveridge Roosevelt Mason
3 3 3 3 3
W.H. Page
3
Twain
AguinaldoBeveridge
RooseveltMason
Twain
AguinaldoBeveridge
RooseveltMason
Twain
AguinaldoBeveridge
RooseveltMason
Teaming
Teaming
EXAMPLE: 2 teachers debate a controversial and engaging topic
Teaming
Teacher: viewpoint #1 Co-teacher: viewpoint #2
TeamingThe decision to drop the atomic bombs on Japan was morally just because it saved American lives.
TeamingThe decision to drop the atomic bombs on Japan was morally just because it saved American lives.
It was immoral because it was an
asymmetrical response to the military threat
posed by Japan.
One Teach, One Observe
RT
One Teach, One Observe
One Teach, One Observe4/17
4/21
4/22
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One Teach, One Assist
AS
One Teach, One Assist
One Teach, One Assist
One Teach, One Assist
One Teach, One Assist
One Teach, One Assist
V) Q & A
1) Stations
2) Parallel
3) Alternative
4) Teaming
5) One Teach, One Observe
6) One Teach, One Assist
Co-Teaching Approaches
IV) Making Connections
Student Challenges & Instructional Strategies
IV) Making Connections
Student Challenges & Instructional Strategies
V) Discussion
