Many roads, one destination. Co Teaching Models Many roads, one destination.

Questions 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-teaching Jigsaw the models Share some thoughts Group processing activity

The Wiki http://www.mplsesl.wikispaces.com/

Benefits of Collaboration Shared responsibility for educating all students Idea structure for transfer of teacher expertise Two heads are needed…these are complex needs! Shared understanding and use of standards, curriculum, & assessment data Shared ownership for teaching and interventions TTYP: Thoughts? Hopes? Worries?

Limitations 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?

The Old Way

The New Way + The Surgical Model

The 6 Models One Teaching, One Drifting Team Teaching Parallel Teaching Alternative Teaching—Small Group One Teaching, One Observing Station Teaching

The 6 Models One Teaching, One Observing One Teaching, One Drifting Parallel Teaching Station Teaching Alternative Teaching—Small Group Team Teaching The models should be intentionally used, variably used, and focused on helping ALL students meet standards. The STANDARDS are the bottom line!

The 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)

Instructional 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.

SOEI SOEI Domain Relationship to Co-Teaching 1. Preparation & Planning If co-teaching is effective teachers must: 1. Preparation & Planning Understand 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 Environment Create 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 Instruction Be 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 Responsibilities Be 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).

Focused Instruction FI Features Relationship to Co-Teaching Planning lessons using high-quality curriculum derived from state standards Both teachers must know the standards for the core and for ESL. Engaging students in rigorous learning using a variety of strategies All 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 needs This is the point of co-teaching! Conducting frequent assessments In order to figure out HOW to serve learners, teachers must first determine a student’s language, content, and skills levels. Using data Teachers must consult data in order to ensure that the differentiated strategies are helping increase student achievement.

Sharing our Work http://www.2teachllc.com/lessons.html

Video 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? http://education.byu.edu/cpse/co_teaching/co_teach_models.html http://www.youtube.com/watch?v=TCn4qDyuZVE

Model? Why? When?

Model? Why? When?

Model? Why? When?

Model? Why? When?

Ready, FIRE, Aim!!!

Many roads, one destination. Modifying Input Many roads, one destination.

Questions to be Answered What do we mean by “modifying input”? What is CVC? What are Can-Do Descriptors? How do we use the 3 ½ Steps to Differentiation? How do we modify text?