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Co Teaching: Upping our Game We Believe… » All students CAN do math! » In order for students to do math they must have SUCCESS with math! » Math is not.

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Presentation on theme: "Co Teaching: Upping our Game We Believe… » All students CAN do math! » In order for students to do math they must have SUCCESS with math! » Math is not."— Presentation transcript:


2 Co Teaching: Upping our Game

3 We Believe… » All students CAN do math! » In order for students to do math they must have SUCCESS with math! » Math is not about ALWAYS getting the right answer! » Teaching math in ISOLATION results in confusion, frustration and failure! » All students CAN comprehend. » In order for students to comprehend they must have SUCCESS with gaining information! » Reading is not about ALWAYS oral word calling! » Teaching decoding in ISOLATION results in confusion, frustration and failure!


5 Outcomes –Participants will have an understanding of the Standards of Mathematical Practices, the information of the National Reading Panel, KCAS and their relationship to student proficiency. –Co-teaching teams will collaboratively develop and implement instructional plans for the co-taught classroom using KCAS and the strengths and needs of the students. –Coaches, internal and external, will support the development and implementation of the lessons by providing feedback and support with intervention strategies throughout the process.

6 4 th Grade Concept Introduced 5 th Grade Reteach Concept 6 th Grade Concept Mastered and Assessed. Concept Introduced Concept Mastered Concept Assessed The Change


8 The HOW in math instruction is as important As the WHAT, if not more so…

9 Standards of Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.


11 National Panel of Reading Report Phonemic Awareness Phonics Fluency Vocabulary Comprehension

12 constructing meaning from text Comprehension- constructing meaning from text Phonics Decoding Word Identification Vocabulary Comprehension Phonemic Awareness Phonics Fluency DecodingFluency Phonemic Awareness 6

13 Design and Organization Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout

14 Shifts in ELA Instruction InstructionAssessment Balancing informational and literary text (K- 5) Nonfiction texts Authentic texts Building knowledge in the disciplines (6-12) Text Complexity Higher level of text complexity, paired reading Text-based answers Evidence from text Writing from sources Academic Vocabulary


16 Kentucky Core Academic Standards “These common standards provide an historic opportunity to improve access to rigorous academic content standards for students with disabilities.” Application to Students with Disabilities, 2010


18 Your Task Uncle Fred always answers a question with another question or riddle. He has a farm and raises chickens and cows. I asked him how many chickens and how many cows did he have and he replied, “ I have 21 heads and 66 legs.” How many chickens and how many cows does he have?

19 Time to Share 1. What different strategies did you see used to answer this problem? 2. Do some strategies seem better to use than others?

20 Questions to Ponder 1.What skills and/or concepts are necessary for successful task completion? 2.What goal(s) would you write for this task? 3.What is most important for all students to learn?

21 Content ALL students must know ESSENTIAL CONTENT

22 Consider the CONTENT

23 Joel Joel has good number sense and estimation skills. He needs concrete examples and has difficulty with generalizations. His ability to recall multiplication facts is poor, especially in a timed situation. Joel’s vocabulary is weak, however he enjoys engaging and his expressing his ideas in a small group setting. When called upon for an oral answer, Joel exhibits panic and performs poorly.


25 Identify the Barriers Consider the CONTENT

26 What is the match or mismatch between the essential content and the students strengths or weaknesses? CONTENT ALL STUDENTS NEED TO KNOW

27 Your Task Uncle Fred always answers a question with another question or riddle. He has a farm and raises chickens and cows. I asked him how many chickens and how many cows did he have and he replied, “ I have 21 heads and 66 legs.” How many chickens and how many cows does he have?

28 PLAN Identify the Barriers Consider the CONTENT


30 1.Look over the strategy examples and ask yourself, “Which strategy would I choose to help this student become successful”? 2.Break into small groups and decide on strategy consensus. (You may choose 3 strategies) 3.Be Prepared to Share


32 Brittany works well with concrete tasks, such as making patterns with tiles. However, she tends to focus on individual cases and has trouble making generalizations and remembering procedures. She also has difficulty making connections, so each problem looks new to her. Often, she doesn’t know how to get started so she looks blankly at the page and waits for the teacher to help her. When Brittany knows what to do, she works very slowly, but in an organized way. Ashleigh is able to clearly express her math ideas in writing and in class discussions, however much of it is incorrect. She knows some of her multiplication facts, but has difficulty moving from whole number concepts to fractions. When Ashleigh copies from the board or a book, she often makes mistakes and sometimes she writes one line on top of another. She makes frequent computational errors because she misaligns numbers and misinterprets symbols, such as plus and minus signs.

33 Tyler rarely shows up to class with a pencil or his math book. He can spend an entire math period looking for a blank piece of paper or his homework. When he is solving a multi-step problem, he has difficulty organizing his work on the page and ends up writing all over the paper. This makes it hard for him to keep track of the steps and check his work so he makes frequent mistakes. Tyler also has difficulty managing his time and often doesn’t complete his assignments. During class discussions, he is an active participant and is quite articulate about expressing his math ideas. Brandon feels overwhelmed when there is a lot of text on a page because he has difficulty with reading comprehension, particularly when there are a lot of math vocabulary terms. He often gets confused by the wording of directions, and thus is unsure of what he is being asked to do. He is too embarrassed to ask for help in class because the other students all seem to catch on right away. Brandon is more comfortable when things are presented visually. He often draws pictures as a way to figure out the solutions to problems.

34 Kevin has difficulty staying on task. He is inattentive and yells loudly when he wants assistance. He demonstrates good number sense and does well on class assessments; however he rarely completes in-class work. He has difficulty following written directions and demands to have them repeated orally. He can be a distraction to other students in the room. Kevin is in danger of failing, although he has above average intelligence. Isabella recently transferred to your school. She speaks very little English so assessing her math skills has been difficult. She attempts all tasks; however her limited vocabulary makes work difficult. When presented with a computation problem, she is able to arrive at the correct answer and frequently uses an open number line. She likes to draw and seems to be able to translate work with manipulatives to classroom tasks.

35 Trey ’s desk is a mess. He rarely turns in assignments because he can’t find his work. Numerous attempts to help with organizational skills have failed since Trey is “a creature of habit”. When he has a multistep problem to solve, he tends to lose track of the steps, gets confused, and not finish the work. Trey often manages to get by because he has an excellent memory for math facts and vocabulary. He sometimes misses social cues so his classmates do not like to work with him, even in a small group. Maggie is articulate and likes to talk about her own ideas, especially when she works in a small group. Her papers are neat and well-organized. Maggie thinks she knows more math than actually exhibited and has difficulty seeing how previous learned informed can be transitioned to new tasks. She sees manipulatives as a way to display her artistic abilities, therefore keeping her on task when completing hands on activities can be difficult.

36 PLAN AND IMPLEMENT Identify the Barriers Consider the CONTENT

37 Implementation 1. How will you implement the strategy? Will you use the strategy from the start or keep it in your “back pocket?” Which students will you use it with? All? Some? A few? One? 2.There are co-teachers. What roles will each of you play in implementing the strategy? 3. How will you gather evidence on whether the strategy is helpful for student learning?

38 What if you have all of these students?

39 The Three Student Approach 1.Select three focal students which represent the range of your students. 2.Plan your lesson with these three students in mind by listing strengths and weaknesses. 3.Create one lesson plan that meets most of the needs of your class range. 4.Make additional adaptations for individual students as needed.


41 PLAN AND IMPLEMENT Identify the Barriers Consider the CONTENT

42 Evaluate and Revise ( Questions for the Teacher) 1.What happened when you implemented the strategy? 2.Based on the evidence you collected, how helpful was the strategy for students? Why? 3.What might you do differently? Why?

43 Evaluate Student Thinking 1.I really liked_________. 2.Let’s use _________ again tomorrow. 3.Next time could we try? Sample Exit Slip (Intermediate Grades)

44 ____________ helped me learn today. I can use _______________ to help me learn in ______________. I can see how ___________ relates to mathematical practice. I would like to try ________________ to see if it can help me succeed in _____________. Sample Exit Slip (Middle Grades) Evaluate Student Thinking

45 Return to their plan for students of any age to ascertain its effectiveness from both student AND teachers’ perspectives. (i.e., growth to independence, integrity of the mathematics, students’ strengths and so on).

46 Your Monday Charge

47 Your Next Steps 1. Complete a student profile for a specific student. 2. Complete the Co-Planner for a lesson. 3. Make a video of that lesson.

48 Your Next Steps cont. 4.Send all materials to Shannon Frey at the University of Louisville Shannon Frey Data Coordinator College of Education and Human Development Department of Special Education, Room 158 Louisville, KY 40292 5. Complete Needs Assessment- link will be sent on Monday from someone at KDE


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