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 StructuresClass Wide StructuresIndividual andSmall 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) youtu.be/nkK1bT8ls0M
8 Role of the Learning Support Teacher Direct SupportIndirect SupportAssessmentMARGARETDirect 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 11Nancy Ends
9 Collaborative Teaching Models Faye Brownlie and Randy CranstonAugust, 2013
10 CR4YROne 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 classroomMore 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 classroomIt builds a repertoire of strategies for teachers to support the range of students in classesLearning in Safe Schools, page 102 Chapter 9
13 RationaleBy 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 BeliefWhen intervention is focused on classroom support it improves each student’s ability and opportunity to learn effectively/successfully in the classroom.
18 2 Teachers in the Classroom can… Work from a plan based on students’ strengths and needsDifferentiate instructionUse AFL strategies to assess understandingIncrease participation of all studentsDecrease behavioural challengesFocus attentionIncrease student independenceTeach self-regulationModel positive, strengths-based languageTalk 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?
25 How does co-teaching meet the goals of RTI? Evidence-based practices and strategiesDifferentiation of lessons and instruction to address the wide variety of needs in the general education classroomAccess to the general education curriculum for each learnerOngoing data collection and progress monitoringSpecialized 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 supportParallel groupsStation teaching1 large group; 1 small groupTeaming
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 capacityPossible pitfalls:easiest to go off the railscan 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 independentlyDemonstrating a new strategy so BOTH teachers can use it the next day – e.g., think aloud, questioning from pictures, listen-sketch-draft
30 Parallel GroupsBoth teachers take about half the class and teach the same thing.Advantage:half class size - more personal contact, more individual attentionPossible pitfalls:more time to co-planrequires trust in each other, each must know the content and the strategiesnoise 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 Teachingmostly small groups that can be heterogeneous or homogeneouseach teacher has 2 groups, 1 working independently at a station, 1 working directly with the teacher.Advantage:more individual attention and personal feedbackincreased focus on self regulationSmall 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 independentlytime to plan for meaningful engagement
33 Station Teaching Examples Guided reading: 4 groups; RT has two and CT has twoMath groups – 1 direct teaching, 2 guided practice, 1 guided practice with observationScience 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 groupcan provide tutorial, intensive, individualPossible 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 proceedsmost often in whole class instruction and could be followed up with any of the other four co-teaching modelsAdvantage:capitalizes on both teachers’ strengthsmodels collaboration teaching/learning to studentscan adjust instruction readily based on student need, flexiblePossible pitfalls:trust and skill
37 Teaming ExamplesBrainstorm-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