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CO-TEACHING & COLLABORATION Rebecca A. Hines 2014 Adding Layers that Work in Our Classrooms.

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Presentation on theme: "CO-TEACHING & COLLABORATION Rebecca A. Hines 2014 Adding Layers that Work in Our Classrooms."— Presentation transcript:


2 CO-TEACHING & COLLABORATION Rebecca A. Hines 2014 Adding Layers that Work in Our Classrooms

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4 Menu Times are changing:  Inclusion  NCLB=ESEA  Competition  UDL & Technology

5 Menu “In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right that must be made available to all on equal terms” (Brown v. Board of Education, 1954, p. 493).

6 Menu UDL


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9 MULTIMODAL LITERACY NCTE refers to a “multimodal literacy” that encompasses the interplay of many “meaning- making systems (alphabetic, oral, visual, etc.) that teachers and students should strive to study and produce”., and states that, “All modes of communication are codependent. Each affects the nature of the content of the other and the overall rhetorical impact of the communication event itself (NCTE, 2010).” s




13 Menu CHANGES Common Core NCLB Waivers Engagement?

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15 DemoBackground

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18 Menu But while virtual education is likely to become a large part of the future of school choice, increased customization in education doesn't have to happen only online. There are endless possibilities to reorganize the delivery of education and to offer both students and teachers more choice and customization within the public schools.

19 Menu COMMUNICATION Am I communicating enough “ excitement ” about algebra ? 2a + 6b = Early studies found that we communicate in proportions: 55% visually, through body language. 38% tone of our voice. 7% through the actual spoken words. Research suggests that non- verbal behavior accounts for more than 90 percent of our communication.

20 Menu Secrets borrowed from IMPROVISATIONAL COMEDY

21 Menu There is an old saying that a teacher is an actor and the classroom is the stage... Actors Move! Change the Stage Picture “The idea behind this concept is discovery. Quite often, just by allowing yourself to move to a different part of the stage, you will discover something new. You are opening yourself up to a different “beat” in a scene. This is effective when information seems to have “dried up” and you need to change the energy of what has already been established so things never get stale in an improv. For example, if two people are standing there talking about breaking up and one person starts walking across the stage, everyone will be interested to see what will happen next because that character crossed for a reason. Perhaps that character will walk across the room to pack his bags or to open a drawer and pull out an engagement ring.”


23 Menu Hmmm… Am I using the stage? In co-teaching, for example, this is especially important : Is one person ALWAYS standing in the front of the room while the other is in back or off to the side? Do we both have visible roles?

24 Menu YES, AND….. Which are you?

25 Menu Do we have something for each type of learner in EVERY classroom?

26 Menu PLAN AROUND…. Patterns Time Tasks 10 Minute Co-Planning

27 Menu DIVIDING ROLES AND RESPONSIBILITIES Instructional TasksManagerial Tasks Creating and Presenting Unit organizer Leading Brainpop lesson New content presentation Creating and presenting weekly checklist Checking log in times Responding to course mail Moderating live chat Weekly Update


29 Assessments  Oral assessments  Self-checking assessments  Computer-based assessments  Reflections  Precision teaching  Performance  Demonstration  Portfolio  Rubrics  Videos/media  Other ____________________________ ____________________________ Tools  Rubistar  Dragon Dictation  PBL Checklist  Edumoto  Voki  Voicestream  Slideboom  Prezi  Google Docs  Other ___________________________________ ____________________________________________ ___________ Targeted skills  Note-Taking  Writing  Reading  Communication  Social skills  Behavior  Participation  Engagement  Organization  Collaboration Service Delivery  Co-Teach  Collaborative Consultation  Mainstream

30 Menu FOUR THINGS WE CAN DO RIGHT NOW: Increase interactions Add layers of instruction Think differently about assessment Use technology tools

31 Menu  Station Teaching  Alternative Co-Teaching  Lead/Support  Team Teaching  Parallel Teaching Parallel Teaching Station Teaching  Discussion station  Demonstration station  Performance station  Assessment station  Writing station  Independent practice station  Skill review station  Computer station  Reflection station  Reading station  Extension station  Other _____________________________  Writing conference  Demonstration of mastery  Oral assessment  Goal setting  Reflection on performance  Coaching  Other ___________________________  Content delivery  Anticipatory set  “Bellringer”  Clarifying comments  Learning strategies  Observation data  Concrete example/demonstration  Images/graphic support  Note taking skills  Coding behaviors  Selections from entire menu  Added attention to: _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ ____ Team Teaching  Inquiry-based option  Hands-on activity  Project-based option  Literature connection  Direct instruction  Skill-based instruction  Other __________________________________________ __________________________________________ __________________________________________ ___ Alternative Teaching Lead/SupportCo-Teach Structures

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33 TRADITIONAL CO-TEACH STRUCTURES Alternative Teaching Lead & Support Station Teaching Team Teaching Parallel Teaching Friend & Cook Positions, Please!

34 Menu TRY THIS FOOLPROOF TRADITIONAL FORMAT FORMULA: 5 min Anticipatory Set/Link Sp.Ed 15 min New content Gen Ed 10 min Guided Practice Sp Ed 20 min Independent Practice both 5 min Closure/Feedback either Need a Plan?

35 Menu DIFFERENTIATION: REMEDIAL/ENRICHMENT TEACHING If you have finished all of your work, circle up in the extension zone with Ms. Smith. If you would like extra help in math, circle up with me in the review area. If you want to work independently, circle up in the independent work station and begin the assignment. (Station Teaching Variation)

36 Menu BRING EVIDENCE-BASED PRACTICE How do we decide roles of co-teachers?

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