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Agenda Welcome CAN – Canucks Autism Network SET BC

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Presentation on theme: "Agenda Welcome CAN – Canucks Autism Network SET BC"— Presentation transcript:

1 Agenda Welcome CAN – Canucks Autism Network SET BC
Collaborative Teaching Models Apps and Blog Close


3 Learning Support Service Delivery – Burnaby Structures
FRAMEWORK for Meeting the Needs of EACH LEARNER… which is built upon RESPONSE TO INVENTION body of research.

4 Getting An Overview and Determining Needs
Who are our learners?

5 Developing an Action Plan
School Wide Structures Class Wide Structures Individual and Small Group Instruction with the SBT

6 Monitoring Progress and Adjusting Practice
Are our structures and resources supporting student achievement for each learner?

7 Response to Intervention (RTI)

8 Role of the Learning Support Teacher
Direct Support Indirect Support Assessment MARGARET Direct Support: providing explicit instruction to students and/or directly assessing and evaluating students’ learning and behavioural needs. Indirect: listening, consulting, filing, purchasing, coordinating…. **Activity** Referring to Section 2, page 11 Nancy Ends

9 Collaborative Teaching Models
Faye Brownlie and Randy Cranston August, 2013

10 CR4YR One of the parameters of this project is collaboration: A focus on support (LA/resource,teacher-librarian, Aboriginal Support, etc.) teachers working in the classroom, with the teacher.

11 Why Collaboration/Co-Teaching?
Collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom More students can be reached! Learning in Safe Schools, page 102 Chapter 9

12 It focuses on the ongoing context for learning for the students, not just the specific remediation of skills removed from the learning context of the classroom It builds a repertoire of strategies for teachers to support the range of students in classes Learning in Safe Schools, page 102 Chapter 9

13 Rationale By sharing our collective knowledge about the whole class and developing a plan of action based on this, we can better meet the needs of all students.

14 A Key Belief When intervention is focused on classroom support it improves each student’s ability and opportunity to learn effectively/successfully in the classroom.



17 No plan, No point

18 2 Teachers in the Classroom can…
Work from a plan based on students’ strengths and needs Differentiate instruction Use AFL strategies to assess understanding Increase participation of all students Decrease behavioural challenges Focus attention Increase student independence Teach self-regulation Model positive, strengths-based language Talk to each other about what they are learning about their students

19 Questions to Guide Co-Teaching
Are all students actively engaged in meaningful work? Are all students participating by answering and asking questions? Are all students receiving individual feedback during the learning sequence? How is evidence of learning from each day’s co-teaching fueling the plan for the next day?

20 Always come back to this Question…
Is this the best approach to maximize student learning: at this time? for this task? for this student?

21 Questions from teachers…
Is it OK to … walk around in the class and support as needed? have 1:1 conferences? take small groups out for phonemic awareness? Work with 2-3 students separately within the classroom or out in the hallway?

22 Is this the most effective use of teacher time to support the mutually agreed upon goals of student learning?

23 What is your co-teaching dream?

24 What is your co-teaching Nightmare?

25 How does co-teaching meet the goals of RTI?
Evidence-based practices and strategies Differentiation of lessons and instruction to address the wide variety of needs in the general education classroom Access to the general education curriculum for each learner Ongoing data collection and progress monitoring Specialized and more individualized instruction in small groups

26 Co-teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson & Blednick, 2011, ASCD) 1 teach, 1 support Parallel groups Station teaching 1 large group; 1 small group Teaming


28 1 Teach, 1 Support …most frequently done, least planning Advantage:
focus, 1:1 feedback, if alternate roles, no one has the advantage or looks like the ‘real’ teacher, can capitalize on strengths and build professional capacity Possible pitfalls: easiest to go off the rails can have one teacher feel as an ‘extra pair of hands’ no specific task (buzzing radiator)

29 1 Teach, 1 Support Examples
Students independently working on a task, one teacher working with a small group on this task, other teacher supporting children working independently Demonstrating a new strategy so BOTH teachers can use it the next day – e.g., think aloud, questioning from pictures, listen-sketch-draft

30 Parallel Groups Both teachers take about half the class and teach the same thing. Advantage: half class size - more personal contact, more individual attention Possible pitfalls: more time to co-plan requires trust in each other, each must know the content and the strategies noise level may be high

31 Parallel Groups Examples
Primary staff working at same time 3 X/week on Word Work. Each teacher, the principal and the RT take 1 group. Primary team assess all students. Resource, ESL, principal involved, cross-graded groups 2x a week, for 6 to 8 weeks driven by information from the performance standards (Text features, Oral Comprehension, Risk taking, Critical thinking with words, Getting the big picture) Repeat process. * NOT paper and pencil practice groups…teaching/thinking

32 Station Teaching mostly small groups that can be heterogeneous or homogeneous each teacher has 2 groups, 1 working independently at a station, 1 working directly with the teacher. Advantage: more individual attention and personal feedback increased focus on self regulation Small groups can be pulled for pre-teaching, re-teaching, enrichment, interest groups, special projects, make-up work or assessment groups. Possible pitfalls: self regulation needs to be taught, students have to be able to work independently time to plan for meaningful engagement

33 Station Teaching Examples
Guided reading: 4 groups; RT has two and CT has two Math groups – 1 direct teaching, 2 guided practice, 1 guided practice with observation Science stations: CT and RT each created two stations; co-planning what they would look like to ensure differentiation, teachers moved back and forth between groups supporting self-monitoring, independence on task

34 1 Large Group, 1 Small Group
Advantage: either teacher can work with either group can provide tutorial, intensive, individual Possible pitfall: don’t want same kids always in the ‘get help’ group

35 1 Large Group, 1 Small Examples
Writing: 1 teacher works with whole class prewriting and drafting, small groups of 3-4 students meet with 1 teacher to conference Reading: everyone’s reading. Large group - teacher moving from student to student listening to short oral reads. Small group - 2 to 3 students being supported to use specific reading strategies Math: large group using manipulatives to represent shapes, small groups, rotating with other teacher, using iPads to take pictures of shapes in the environment

36 Teaming most seamless co-planned
teachers take alternate roles and lead-taking as the lesson proceeds most often in whole class instruction and could be followed up with any of the other four co-teaching models Advantage: capitalizes on both teachers’ strengths models collaboration teaching/learning to students can adjust instruction readily based on student need, flexible Possible pitfalls: trust and skill

37 Teaming Examples Brainstorm-Categorize Lesson – 1 teacher begins, other teacher notices aspects the first teacher has missed or sees confusion in children, adds in and assumes lead role. Modeling reading strategies: two teachers model and talk about the strategies they use to read, noting things they do differently. Graphic organizer: Teachers model how to use a semantic map as a post reading vocabulary building activity, teacher most knowledgeable about semantic mapping creates it as other teacher debriefs with students; both flow back and forth



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