webinar handout - collaboration and co-teaching in the math classroom
DESCRIPTION
This document is a handout for participants in our webinar will take place March 1, 2011 to address one of several resources from the Mathematics Improvement Toolkit from the National Forum to Accelerate Middle-Grades Reform. The webinar focused on the "Collaboration and Co-Teaching" professional development workshop materials from the Toolkit. The developers of this resource, Anna McTigue and Emily Fagan of the Education Development Center (EDC), will walk participants through the free toolkit resources, pointing out how these materials can be used to help mathematics teachers and special educators work together in a classroom to co-teach mathematics topics effectively. These materials address pedagogical considerations, strategies for planning, techniques for in-classroom collaboration, and assessment strategies to help pairs of educators better work together to support mathematics learning in general classrooms, and in classrooms where students with special learning needs are mainstreamed with their peers.TRANSCRIPT
©2010,EDCGettingtoKnowtheMathematicsImprovementToolkit:AWebinarSeries
CollaborationandCoteachingWebinarActivity#1:
PanBalanceModelAModelforSolvingAlgebraicEquations
SolvetheequationbyusingaPanBalance:3v+10=6v+1ThefollowingexampleisprovidedtoshowhowthePanBalancemodelworks.Step1.DrawPanBalancetorepresenttheequation.Variablesarerepresentedwithbagslabeledv;constantswithsmallboxes. ______________________________________________________________________________________________ Step2.Systematicallyremovebagsandblocksfromeachsidetokeeppanbalanced. ____________________________________________________________________________________________Step3.Simplifyandsolve.______________________________________________________________________________________________________________Since3bagsbalanceswith9blocks,theremustbe3blocksineachbag.v=3
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©2010,EDCGettingtoKnowtheMathematicsImprovementToolkit:AWebinarSeries
WebinarActivity#2VideoClipTheWarmUp
Whatrolesdidtheco‐teacherstake?Whatactionsdidtheytaketosupportstudentlearning?SpecialEducationTeacher(whiteshirt)
RegularEducationTeacher(stripedshirt)
ROLES:STRATEGIES:
ROLES:STRATEGIES:
©2010,EDCGettingtoKnowtheMathematicsImprovementToolkit:AWebinarSeries
WebinarActivity#3:SampleWorkshopActivity
PossibleRolesforCo‐Teachers1.Readthefirstcolumnandpick2actionstofocuson.2.Brainstormpossiblerolesfortheotherteacherandaddthemtothesecondcolumn.3.Reflectonyourownpractices.Check( )rolesthatyouusefrequently.Star(*)rolesthatyouwouldliketotryorusemoreoften.
()(*)
Oneteacher’sactions: Whatmighttheotherteacherdo?
Howwilltheseactionsofhelpthestudents?
a.Providedirectionstowholeclass
b.Teachmathconcepttowholeclass
c.Teachastrategy,suchasself‐questioning
d.Demonstratehowtousemanipulatives,calculators,orothertools
e.Leadawholeclassdiscussion
f.Facilitatestudentpresentationstowholeclass
g.Writeonboardoroverhead
h.Readaloudtowholeclass
i.Reviewhomeworkorassessment
j.Workwithindividualstudents
k.Workwithpairsorgroupsofstudents
m.Informallyassessindividualstudents
n.Provideremediation
o.Provideenrichment
©2010,EDCGettingtoKnowtheMathematicsImprovementToolkit:AWebinarSeries
WebinarActivity#4:SampleHandout
SixModelsofCo‐Teaching
1.OneTeach,OneSupportOneteacherleadsthelessonwhiletheotherteachermovesthroughtheroomhelpingindividualsasneeded.2.OneTeach,OneObserveOneteacherleadsthelessonwhiletheotherteacherobservesstudents.Inadvanceofthelesson,theteachersagreeonwhatobservationalinformationtheyareseeking.Afterthelesson,theyanalyzetheinformationtogether.3.AlternativeTeachingTheclassisdividedintoalargegroupandasmallgroup.Thesmallgroupreceivesdifferentinstructionandthegoalsforeachgroupmaydiffer.Studentsmaybeassignedtogroupsorgivenachoice.Studentsshouldnotalwaysbeinthesamegroup.Thismethodworkswellforprovidingadditionalinstructionorextension.4.ParallelTeachingStudentsaresplitintwoheterogeneousgroupswitheachteacherteachingonegroup
• Lessongoalsarethesameforbothgroups• Theymayteachthesamelessonorvarytheinstructionalmethods,styles
and/orcontexts.5.StationsStudentsrotatethroughstationsworkingwithaco‐teachertocompletethetaskinadesignatedamountoftime.Teacherscanvarydeliverytoaddressindividualstudentneeds.Studentsmayworkindependentlyatsomeofthestations.6.TeamTeachingTwoteachersdeliverinstructionatthesametimeandshareleadershipintheclassroom.Itmightnotbecleartoanobserverwhoisthe“math”teacherandwhoisthe“specialeducation”teacher.Thisisconsideredbymanytobethemostsophisticatedformofco‐teaching.
BasedontheworkofMarilynFriend,www.marilynfriend.com
©2010,EDCGettingtoKnowtheMathematicsImprovementToolkit:AWebinarSeries
WebinarActivity
#5
Han
dout:M
atchingMod
elstoNee
ds
Model
Whatdoyouseeas
benefitstostudentsand
teachers?
Whatdoyouthinkisrequiredto
usethismodel?
(contentproficiency,coplanning,
experienceofcoteachers,etc.)
Whenwouldyouuse
thismodelinyourco
teaching?
ParallelTeaching
Studentsaresplitintw
oheterogeneousgroupsw
itheach
teacherteachingonegroup
• Lessongoalsarethesamefor
bothgroups
• Theymayteachthesame
lessonorvarythe
instructionalm
ethods,styles
and/orcontexts.
Stations
Studentsrotatethroughstations
workingwithaco‐teacherto
completeatask.Studentsm
ay
workindependentlyatsom
estations.
AlternativeTeaching
Classisdividedintoalargegroup
andasmallgroup.Thesm
allgroup
receivesslightlydifferent
instruction.Studentsareassigned
togroupsorgivenachoice.
Studentsshouldnotalwaysbein
thesamegroup.
©2010,EDCGettingtoKnowtheMathematicsImprovementToolkit:AWebinarSeries
WebinarActivity
#6
Han
dout:Co
‐TeachingLesson
Plann
erfo
r____________________Date______________
MathGoalsandPriorities:Listthemathandotherlearninggoals.
Putastarnexttothemostimportantgoals.
Howwillweassessstudentlearningofthemath?
Partof
Lesson:
Dem
ands/Barriers
Whatdoesthislessonaskstudentsto
do?Whatwillbedifficult?Why?
Strategies
Whatcanyoudotohelp
studentsmeetthedemands?
RoleofCoTeacher1
RoleofCoTeacher2
Beginning
Middle
End
Preparation:Whatm
aterials/preparationisneeded?W
howilldowhat?
For M
ore
Info
rmat
ion:
Mathe
maticsIm
provem
entT
oolkit:h
ttp://www.m
iddlegrade
math.org/
EmilyFagan
efagan
@ed
c.org
Ann
aMcTigue
amctigue
@ed
c.orgA
ddressingAccessibilityinM
athe
matics:edc.org/accessm
ath