Presentation on theme: "Co-Teaching in High School"— Presentation transcript:
1Co-Teaching in High School Enhancing Achievement for Students with DisabilitiesIntro by Supervisor
2Essential Questions:At the district level, the GHSGT scores went down for Students With Disabilities (SWD). What can we do to improve scores?What are some critical components that we can implement in theco-taught setting?
3Georgia High School Graduation Test District Results for SWD 2009 to 2010ELA: from 76% to 71%Math: from 84% to 73%Science: from 71% to 71%Social Studies: from 71% to 57%Every school contributes to the rating– even if your overall status is “meets AYP”
4Creating a committee to study the issues - Guiding statement: Involving students with disabilities in engaging instruction with the necessary services and supports within the general education setting promotes higher levels of achievement.A committee was formed to study the issues and develop a plan,
5What needs to be done?How can the co-teaching model maximize instruction to improve student achievement?The Special Educator’s role needs to be defined and strengthened in the co-taught settingWhat are some critical components that I can do as a Special Ed.Co-Teacher to improve my students’ achievement?What are some “Non-negotiables”?
6Based upon extensive research, Marzano has identified 3 critical elements for dramatic school improvement:InstructionAssessmentVocabularyWe agree! Our plan is to build these critical elements into our co-teaching practices!
73 Critical Elements for Co-Teaching Vocabulary – building background knowledgeAttaining Concepts – enhancing the processing of informationAssessment / Demonstrating Learning – using assessments to plan for instructionOur critical elements correspond to Marzano’s research. We also chose vocabulary since SWD often lack the essential background vocabulary that is needed as a new unit of study is started and then to acquire it before the end of unit assessment. For instruction, we chose “Attaining Concepts” representing instruction that helps students to process new information – especially the most critical information to be successful in each unit of study. For Assessment, we wanted to emphasize the student’s ability to demonstrate what they have learned. We provide options to help students demonstrate what they have learned as well as strategies to provide feedback and commentary.
8CO-TEACHING IN HIGH SCHOOL: What should it look like in the classroom? Learning the Content: Specialized InstructionSpecial Education Co-Teachers will provide specialized instruction in the areas of vocabulary, attaining concepts and assessment :Preparation:Know your students – focused IEP/Individual Learning PlansCo-planning – lesson plans address specialized instructionCo-Teachers establish roles and responsibilitiesVocabulary: Building background word knowledge-Pre-assessment-Previewing-Marzano’s Six Step Process-Frayer Model-Compare/Contrast ChartSupports:Job embedded professional learning for co-teachersCoaching, consultation, mentoringData collection and analysisSchedule that supports co-planningOverview for leadershipAttaining Concepts: Enhance processing of information- Purposeful grouping of students-Think-Alouds-Graffiti Strategy-Placemat Strategy-Word QuestioningFor each critical element, we have included 5 strategies. Step by step information on how to implement each strategy will be provided in files that will be posted on your school share drive and in Blackboard (we will provide more information on how to access in Blackboard soon.) Please take a moment to look at the three categories – vocabulary, attaining concepts, and assessment. We will go over each of these in more detail in a few minutes.Now let’s look at the right hand column. Expectations still include learning about your SWD during the first month of school (ILP, IEP, special ed. Records), bringing that knowledge to the co-planning situation, and sitting down with your co-teacher to establish roles & responsibilities, share ILPs, and plan for instruction using this template.Review Supports (mention Sups, EPS, SI Consultants), Review tools, teachers should review the files on the share drive.Assessment / Demonstrating Learning:Using assessments to plan for instruction-Check for Understanding-Formatting Assessments-Commentary & Feedback-Common Formative Assessments-Performance TasksTools:Lesson planning form/checklistObservation formCo-Teaching resources
9Building background word knowledge Vocabulary:Building background word knowledgeWhy teach Academic Vocabulary?According to Marzano (2005) the strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is providing them with direct instruction in these terms.When students understand these terms, it is easier for them to understand the information they will read and hear in class.We will now walk you through the three critical elements: The first is vocabulary.
10Strategies That Most Impact Achievement RankStrategyPercentileGain1ExtendingThinking Skills(compare/contrast; cause/effect; classifying; analogies/metaphors452Summarizing343Vocabulary In Context334AdvanceOrganizers285Non-VerbalRepresentations2533% gain is huge! Some of the activities to build vocabulary involve compare/contrast, classifying, etc.! Even more to gain!(US Department of Education: 2002)
11“If students experience words before they read them in context, they have a greater chance of learning the words and understanding them in context…” Robert Marzano (2001)PreviewingHow do students acquire new vocabulary?Students learn new words in stagesExposureRecognitionDeep meaningBeck & McKeown, 199180 – 90% of what is testedon State Tests thatmeasure studentachievement of StateStandards is based on…VOCABULARY AND CONCEPTS…of the State StandardsKendall & Marzano, 1999Make a connection to previewing with the index card quote, a connection to student achievement with the state testing quote, and multiple opportunities to work with the new vocab for the yellow sticky quote
12Pre-assess vocabulary Vocabulary Strategies for High SchoolBuilding background word knowledgeStrategyPurposeProcessTemplatePre-assess vocabularyPre-assessment:To find out what students already know about the vocabulary in the new unit before it is taughtTo plan for instruction that addresses varying levels of knowledgeTo form flexible groupsOne to two weeks before a new unit is introduced, students are pre-assessed to determine readiness. Pre-assessments are quick tools that help teachers find out what students know.Examples include:Self-assessment of words (see Marzano’s template)Short quiz or teacher made pretestGraffiti Walk + teacher observation to identify students with limited knowledgeFor the three critical elements, we provide handouts that provide step by step instructions according to purpose, process and a template when needed. For vocabulary, we start with a pre-assessment. Summarize main points for pre-assessment.
13Preview vocabulary based on results Vocabulary Strategies for High SchoolBuilding background word knowledgeStrategyPurposeProcessTemplatePreview vocabulary based on resultsPreview vocabulary:To build background knowledge for SWD and others with limited knowledge of the new termsPreviewing refers to activities that start students thinking about the content they will encounter. Research indicates that previewing has a significant effect on learning – especially for students with limited background knowledge on a topic.Based on assessment results, co-teachers plan for previewing. Previewing activities may be for the group of students having the lowest scores on the pre-assessment or could be done with the whole class if most scores are low. In some cases, a smaller group of high scoring students may receive extension activities while the rest of the class receives previewing (the Alternative Model works well here).Previewing strategies can include:-use of the Frayer Model-Word Questioning Strategy-Read-aloud passages, articles or trade books & provide graphic organizer-websites with tutorials, demonstration or other video clipsSummarize main points for previewing vocabulary
14Marzano’s Six Step Process for Learning Vocabulary Vocabulary Strategies for High SchoolBuilding background word knowledgeStrategyProcessMarzano’s Six Step Process for Learning Vocabulary1.The teacher provides a description, explanation, or example of the new term2.Students restate the description, explanation, or example in their own words using the Vocabulary Template.3.Students construct a picture, symbol, or graphic representing the term4.Teacher engages students periodically in activities that help them add to their knowledge of the terms in their wordlist (vocabulary section of their notebook)5.Opportunities for students to discuss the terms with one another are provided periodically6.Opportunities are provided for students to use games that allow them to reinforce/maintain the termsMarzano developed this process after reviewing years of research on vocabulary. Step by step procedures for each of the vocabulary strategies are on the file for your school share drive and Blackboard. Resources also include vocabulary games and other strategies.
15Template for Marzano’s 6 Step Process Template for Marzano’s 6 Step Process. Steps 4, 5 & 6 are not on the template and involve activities that are essential for maintenance and generalization of vocabulary words. It is helpful for students to have a “Vocabulary” section in their notebook to keep these templates.*Steps 4, 5 & 6 are crucial to the maintenance and generalization of the vocabulary words.
17Six Step Process for Building Academic Vocabulary The focus of steps one through three is on introducing new terms and steps four through six offer ways to review the terms providing students with a deeper insights.Before beginning step one, students should rate their knowledge of the vocabulary word.To understand words at a deeper level, students require repeated and varied exposure to words, during which they revise their initial understandings.Summarizing the Six Steps for building vocabulary and improving student achievementDr. Robert Marzano
18FRAYER MODEL COMPARE/CONTRAST Here are the remaining two vocabulary strategies. There are two versions of the Frayer Model. Step by step procedures are provided. The templates are also provided as word documents. A list of vocabulary games is also included.
2010 Questions to ask yourself: How does a teacher determine which vocabulary words and phrases are essential? They should examine:GPSPICASSOReading material – textbooks, etcHigh-frequency word lists10 Questions to ask yourself:Which words are most important to understanding the text?How much prior knowledge will students have about this word or its related concept?Is the concept significant and does it therefore require pre-teaching?Is the word encountered frequently?Does the word have multiple meanings?Which words can be figured out from the context?Are there words that could be grouped together to enhance understanding a concept?What strategies could I employ to help students’ integrate the concept (and related words) into their lives?How can I make repeated exposures to the word/concept productive and enjoyable?How can I help students use the word/concept in meaningful ways in multiple contexts?The strategies require that teachers carefully select vocabulary. Here are some suggestions for determining the most important vocabulary words. These suggestions are also listed in the files on your share drive/Blackboard.
21Enhance processing of information Attaining Concepts:Enhance processing of informationPurposeful grouping of studentsPlacemat StrategyGraffitiStrategyTo enhance processing of new information, 5 strategies are listed.Word QuestioningThink-Alouds
22Strategy Purpose Process Template Strategies for Attaining Concepts – High SchoolSpecialized Instruction for SWD that involves enhancing the processing of new information while interacting with the content, teachers and studentsStrategyPurposeProcessTemplatePurposeful Grouping of StudentsTo enhance the processing of new information through interactions in groups which allow for multiple perspectives, engaging discussion, reduced student to teacher ratios, and opportunities to provide specialized instructionWhen co-planning for a unit or lesson, plan for how students will acquire concepts and vocabulary, consider how you may group students to enhance learning and provide specialized instruction.Consider student needs identified through the ILP and assessment of prior knowledge to develop grouping strategies.Co-Teachers should be able to identify the purpose of grouping and how it will enhance learning for SWD and others. Here are some examples:Cooperative Groups of 3 to 4Paired Groups of 2StationsAlternative GroupsParallel TeachingTeam TeachingDouble DipSummarize info. More resources for grouping students are included in the files.
23PurposeTo model the process of comprehension and problem solving for studentsTo provide scaffoldingThink-AloudsI was thinking…, but now I predict……This is how I think when I solve this problem…..Talk about steps – 1. use a reading passage or problem 2. Teacher verbalizes thinking “From the title and cover of the book, I predict….” 3. students can practice Think-Alouds with partners, 4. student practice independently 5. integrate with other lessons and demonstrate how, why and when to use Think-Alouds.What I am seeing in my mind is…….That is interesting because….
24Graffiti Strategy Enhance processing of information for: -review -activating prior knowledge-a variety of content areasGraffitiStrategy1. List one concept per piece of chart paper2. Group students under a concept (# of students per group depends on # of concepts)3. Students have 2 minutes to write everything about a concept4. Students rotate to next concept, students have 2 minutes to read what others wrote and add to it5. Continue moving groups until each group has rotated through each concept6. Have groups move to their 1st concept and summarize to whole group
25To deepen understanding, provide guided practice or extend learning on a concept To provide students with an opportunity to share ideas and learn from each other in a cooperative small-group discussionPlacemat StrategyDivide class in up to groups of 4Use chart or other paper and provide a large piece for each group. Each group draws the placemat diagram. Provide tasks that involve vocabulary words, solving problems or topic concepts to the whole classEach student shows his/her work for every concept, group consensus is listed in middle boxSee files for the rest of the instructions
27To teach students how to analyze major concepts very deeply, going through all levels of Bloom’s TaxonomyWord Questioning
28Example of Word Questioning – from World History.
29Assessment / Demonstrating Learning: Using assessments to plan for instruction Check for UnderstandingCommon Formative AssessmentsCommentary and FeedbackHere are the 5 strategies for assessment.Performance TasksFormatting Assessments
30Check for Understanding Checking for understanding is a systematic approach to formative assessment.It involves ongoing assessments, reviews, and observations in a classroom.Unless you check for understanding, it is difficult to know how students are progressing on standards.Research indicates that checking for understanding corrects misperceptions and can also improve learning.Summarize
31To encourage students to monitor their own understanding Purpose:To check students’ level of understanding on information presented in a lesson or unitTo make adjustments to instruction if student does not understand key informationTo encourage students to monitor their own understandingThe following are quick and easy strategies to check for understanding:See Appendix for details and step by step instructions for implementation.1. Minute Paper2. World Connections3. Draw It4. Share One, Get One5. Quality QuestioningThese can easily be implemented in any classroom!
32Formatting Assessments What does it mean to format assessments/tests?Teacher-Made tests can be created so that the format addresses diverse learners. An effective Teacher-Made test can reveal the following:The student’s strengths and needsThe skills or concepts the learner needs to learn nextMisconceptions that require re-teaching or more backgroundHow the student is processing informationGrowth in learning through the use of varied formatsAccommodations in the IEP must be followed. Less formal formatting adaptations can be made in a flexible manner “as needed”.This section provides strategies that co-teachers can use when developing teacher-made tests.
33Here are some formatting ideas for Co-Teachers to consider when developing tests:1. Limit number of items per page (crowding or cluttering test may make it difficult for some students)2. Different font size and spacing on page may help some students answer the same test items correctly3. Consider the number of questions needed to show learning4. Colored fonts may help students with reading and comprehension5. Phrasing of directions and questions could be revised without lowering standards6. Vocabulary definitions and cues may be provided when you are not assessing vocabulary (i.e., assessing reasoning, problem solving or other application skills)7. Consider alternative ways for students to show what they have learned: oral exams, oral presentations, written papers, tasks, etc.8. Use visual demonstrations for some test items9. Go from concrete to abstract in each section of questions to help students build confidence10.Use some take home tests to provide students with more time and relaxed atmosphere11.Include visuals such as graphic organizers, charts, graphs, or pictures12. Allow students to use an index card with key formulas, terms, or people/dates for history so that students are not always penalized for poor memory or spelling.Just mention a few and remind them that these will be available to them on the file!
34Commentary and Feedback What is effective feedback?Research indicates the following characteristics:uses the language of the standardsdescriptive feedback works best – not evaluative or judgmentalpoints out strengthsoffers specific information to guide improvement & helps students to see the next stepoccurs during learning, while there is still time to act on itlimits corrective information to focused targetsencourages students to see mistakes as leading to further learningit does not do the thinking for the studentis given as often as is practicalPurpose:To help students identify where they are now with their learning in respect to the standardTo identify steps for improvementTo prompt further learning
35Feedback on success – Options: Identify what is done correctly Describe a feature of quality present in the workPoint out effective use of strategy or processSpecific steps for improvement – Options:Identify a correctionMake a specific suggestion or describe a feature of quality needing workPoint out a problem with strategy or processOffer a reminderAsk a questionConsider mode – is it better to use oral, written, or visual/demonstration?3. Timing – Feedback occurs during learning and is given as often as possible – Considerations:Feedback should be immediate for knowledge and factsCan delay feedback slightly for more comprehensive review ofstudent thinking and processingBuild in time for students to act on the feedbackSummarize – 3 important things about feedback
36Examples of Effective Feedback: Success: “The table you drew really helped solve the problem.”“You got all of the questions on parallel and perpendicular lines right.”Specific to guiding improvement:“You had some trouble with the differences between isosceles and scalene triangles. Reread page 102 and try these again.”“Try putting your arguments into the graphic organizer for persuasive writing and look for holesTwo examples of templates that can be used:Star – describe one thing that the student did wellSteps – give a couple specific steps for improvementFeedback Ticket – That’s good…. Now this…….
37Common Formative Assessments Performance TasksCommon formative assessments are created collaboratively by a team of teachers responsible for the same grade level or course with alignment to standards and pacing guide. They are usually given throughout the year to all students in a grade level.Performance tasks involve the application of knowledge and skills rather than recall and result in tangible products or observable performances. They involve meaningful connections, encourage self-evaluation and revision, require judgment to score and are evaluated using predetermined criteria (rubrics).If your school/content area has developed common formative assessments – these are great to use when co-planning for instruction and identifying needs for SWD.When Performance Tasks are assigned, they also provide multiple ways for SWD to demonstrate their learning.
38The 3 critical elements should be present in the co-taught classroom Non-negotiables:The 3 critical elements should be present in the co-taught classroomCo-planning to use the elements is best!The special ed. teacher can use the 3 elements in any class and should put in lesson plansThis is a framework to improve student achievementOther strategies for vocabulary, attaining concepts or assessment can also be usedAn observation form has been developed to provide feedback to teachersSupervisors, Ed Prog Specialists, Spec Instruction Consultants are available for additional support and trainingOpen up discussion