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Published byDominick Welch Modified over 8 years ago
Using Integrated Instruction To Accelerate Learning
What do you know about Integrated Instruction? What do you want to know about Integrated Instruction?
Integrated Instruction is… Engaged Learning A Marriage of ABE and Content Instruction Contextualized Learning Focused on Learner Needs and Identity “Soft Skills” Training Transferring New Knowledge into Real life
Integrated Instruction can be… Exciting Rejuvenating A Gut Check Uncomfortable Challenging
When Worlds Collide Can Adult Basic Education and Content Instruction not only co-exist, but improve instruction? YES How do you get there? It begins with a look at yourself.
When Worlds Collide Can Adult Basic Education and Content Instruction not only co-exist, but improve instruction? Let’s take a look at Modules 5 and 7.
What are important components for Integrated Instruction? Instructor Collaboration Lesson Plan Integration
Instructor Collaboration Team Teaching: Two or more instructors are teaching the same students at the same time within the same classroom. Co-planning: The instructors work together but do not necessarily teach the same groups of students nor necessarily teach at the same time.
Team Teaching Team teaching can be difficult. Teachers are asking for guidance in how to do this better. Let’s look at 6 models of Team Teaching... (These will be explored in-depth during the on-line course, Team Teaching an Integrated Curriculum to Accelerate Learning.)
Six Models of Team Teaching Traditional Team Teaching Collaborative Teaching Complementary/Supportive Team Teaching Parallel Instruction Differentiated Split Class Monitoring Teacher
Traditional Team Teaching Teachers actively share the instruction of the content and skills to all students Example: one teacher may present the new material to the students while the other teacher constructs a concept map on the overhead projector as the students listen to the presenting teacher.
Collaborative Teaching In this model, team teachers work together in designing the course and teach the material not by the usual monologue, but rather by exchanging and discussing ideas and theories in front of the learners. Not only do the team teachers work together, but the course itself uses group learning techniques for the learners, such as small-group work, student–led discussion and joint test-taking.
Complementary/Supportive Team Teaching One teacher is responsible for teaching the content to the students The other teacher takes charge of providing follow-up activities on related topics or on study skills.
Parallel Instruction In this setting, the class is divided into two groups and each teacher is responsible for teaching the same material to her/his smaller group. This model is usually used in conjunction with other forms of team teaching. Parallel instruction is ideally suited for situations where students are involved in projects or problem-solving activities, as the teachers can roam and give students individualized support.
Differentiated Split Class The class is divided into smaller groups according to learning needs Each instructor provides the respective group with the instruction required to meet their learning needs. Example: a class may be divided into those learners who grasp adding fractions and those who need more practice. One teacher would challenge the learners who grasped the concept more quickly, while the second teacher would likely review or re-teach those students who require further instruction.
Monitoring Teacher One teacher assumes the responsibility for instructing the entire class The other teacher circulates the room and monitors student understanding and behavior.
Lesson Plan Integration The main point is to do two things at once. We have to merge ABE and Content. How can this be done? ABE Competencies + Content Outcomes = Integrated Instruction
Lesson Plan Integration 1. On the Basic Skill Competencies checklist, look at Competency 3.3: “Apply a range of strategies (including attention to appropriate register, repetition of information, adjustments in pace, tone, volume, eye contact, and body language based on listener’s response and needs) to monitor and enhance effectiveness of communication to __________, ___________, and co-workers.” 2. On the ECE 215 Course Outline, look at the Student Outcomes. Which of the Outcomes require students to use Competency 3.3?
Lesson Plan Integration 1. On the Basic Skill Competencies checklist, look at Competency 2.3: “Appropriately use both everyday and specialized ECE vocabulary and well-constructed and linked paragraphs to monitor, record, and report.” 2. On the ECE 240 Course Outline, look at the Student Outcomes. Which of the Outcomes require students to use Competency 2.3?
Lesson Plan Integration Now it is your turn. Integrate the Student Outcomes on your sample Course Outline with your own ABE Competencies.
Challenges… Instruction Administrative Support issues Other?
Resources Video clips of team teaching: http://www.archive.org/search.php?query=I-BEST Highline Community College I-BEST resources: http://flightline.highline.edu/ibest/modules.php National College Transitions Network resources: http://www.collegetransition.org/publications.overview.html
Adult College Readiness Model Personal Career College Academic
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