Presentation on theme: "Many roads, one destination."— Presentation transcript:
1Many roads, one destination. Co Teaching ModelsMany roads, one destination.
2Questions to be Answered What are the models of co-teaching?When should each be used?How do we plan our lessons?To Do List:Overview of co-teachingJigsaw the modelsShare some thoughtsGroup processing activity
4Benefits of Collaboration Shared responsibility for educating all studentsIdea 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?
5Limitations Fist to Five Thoughts 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?
8The 6 Models One Teaching, One Drifting Team Teaching Parallel TeachingAlternative Teaching—Small GroupOne Teaching, One ObservingStation Teaching
9The 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!
10The 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)
11Instructional Tips KNOW the standards. UNDERSTAND the assessments. Be ready to DIFFERENTIATE (MODIFY) instruction.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.
12SOEI 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).
13Focused 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.
15Video 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?