Presentation on theme: "Many roads, one destination. August 5, 2014"— Presentation transcript:
1Many roads, one destination. August 5, 2014 Co Teaching ModelsMany roads, one destination.August 5, 2014
2Rita & John email@example.com firstname.lastname@example.org @ritaplatt@johnwolfe3rdRita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts.John Wolfe is a teacher on special assignment for the Multilingual Department at the Minneapolis Public School District. He has worked with students at all levels as well as provided professional development to fellow teachers. His areas of expertise include English Language Learners, literacy, and integrated technology.
3Continuous, Collaborative, Communicative Relax … Everything (and more) is on The WikiPD must be:Continuous, Collaborative, Communicative
4An invitation to a conversation! ConversationalCollaborativeContinuing
5Questions to be Answered What is co-teaching?Why does co-teaching need to be standards-based?What are the models of co-teaching?How do we plan our lessons?8:30-8:45Meet & Greet8:45-10:00Instruction10:00-10:15Break10:15-11:45Instruction/Workshop11:45-1:00Lunch1:00-3:30Planning Time/Work Time
11Benefits of Co-Teaching Shared responsibility for educating all studentsIdeal structure for transfer of teacher expertiseTwo heads are needed…these are complex needs!Shared understanding and use of standards, curriculum, & assessment dataShared ownership for teaching and interventionsTTYP: Thoughts? Hopes? Worries?
12Limitations Co-teaching takes extra planning time. ESL teachers are spread THIN!Tug-of-war and/or “my students-your students” mentality .ESL Teachers can function more as a teaching assistant than as a co-educator.Everybody has to change in one way or another.TTYP: Thoughts? Hopes? Worries?
15Instructional Tips KNOW the standards. UNDERSTAND the assessments. Be ready to DIFFERENTIATE (MODIFY) instruction based on WIDA level.Clearly display an agenda for the class, which includes the standard(s) to be covered and any additional goals.Create signals for students that are consistent and can be used by either teacher.Strive to demonstrate parity in instruction whenever possible by switching roles often.Avoid disagreeing with or undermining each other in front of the students.Be flexible and strategic…outside of the box (outside of the classroom)Use the “Look Fors” document.
16Know the Standards KNOW the standards. UNDERSTAND the assessments. Be ready to DIFFERENTIATE (MODIFY) instruction based on WIDA level.Clearly display an agenda for the class, which includes the standard(s) to be covered and any additional goals.
22A Hard Question… What are we going to do about assessment? What tests do we have to give?Are these tests good for students?Do those tests tell us about content learning regardless of ELD level?If not, what should we do?
23Have Structures in Place Create signals for students that are consistent and can be used by either teacher.Strive to demonstrate parity in instruction whenever possible by switching roles often.Avoid disagreeing with or undermining each other in front of the students.
24The 6 Models One Teaching, One Drifting Team Teaching Parallel TeachingAlternative Teaching—Small GroupOne Teaching, One ObservingStation Teaching
25The 6 ModelsOne Teaching, One ObservingOne Teaching, One DriftingParallel TeachingStation TeachingAlternative Teaching—Small GroupTeam TeachingThe models should be intentionally used, variably used, and focused on helping ALL students meet standards. The STANDARDS are the bottom line!
26The 6 Models Jigsaw Number off 1-6 Work in SAME number teams to: Read the brief, study the lesson plan, complete the organizer (20 minutes)Work in MIXED number teams to:Share information with your new team, complete the organizer (20 minutes)
31Video Samples As you watch think about: What is the model? Is the model matched to the demands of the lesson (the language needs)?Do the teachers seem to have parity?Do they seem to know the standards?Do they differentiate?
32SOEI SOEI Domain Relationship to Co-Teaching 1. Preparation & Planning If co-teaching is effective teachers must:1. Preparation & PlanningUnderstand the content and how students learn it (A .i). Have a ready “toolbox” of resources and strategies (A.iii) and be able to use this toolbox to plan (A.iv) Know goals for students (B.ii) and be able to align goals to teaching and learning (B.iii). Plan and provide assessments (C.i) in skills, interests, and language proficiency (C.iii), use data collected (C.ii) to differentiate instruction (C.iv).2. Classroom EnvironmentCreate an environment where students are respected (A.ii), actively engaged in their learning (B.i) and held to high expectations for achievement (B.i).3. Classroom InstructionBe flexible and able to use alternate instructional activities to meet students’ needs (A.ii). Be aware of cultural as it relates to language and cultural nuances (A.iii). Allow for differentiated instruction (B.i) student ability to progress at their own learning rates & work in groups as needed (B.iv). Use assessments to inform adjustment of instruction and as the base for applying varied learning strategies (C.i).4. Professional ResponsibilitiesBe willing to grow, learn, and change teaching practices (A.i & B.i). Be able to articulate different courses of action to help students succeed (A.ii). Collaborate with colleagues (B.ii).
33Focused Instruction FI Features Relationship to Co-Teaching Planning lessons using high-quality curriculum derived from state standardsBoth teachers must know the standards for the core and for ESL.Engaging students in rigorous learning using a variety of strategiesAll ELs have access to content and to English language development through teacher use of flexible strategies matched to student need.Adapting instruction to meet individual needsThis is the point of co-teaching!Conducting frequent assessmentsIn order to figure out HOW to serve learners, teachers must first determine a student’s language, content, and skills levels.Using dataTeachers must consult data in order to ensure that the differentiated strategies are helping increase student achievement.