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Co Teaching Models

Co Teaching Models. Many roads, one destination. August 5, 2014. Rita & John. ritaplatt@hotmail.com john.wolfe@mpls.k12.mn.us http://www.weteachwelearn.org/tag/rita-platt/ http://mplsesl.wikispaces.com/Home+Page @ ritaplatt @johnwolfe3rd.

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Co Teaching Models

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  1. Co Teaching Models Many roads, one destination. August 5, 2014

  2. Rita & John • ritaplatt@hotmail.com • john.wolfe@mpls.k12.mn.us • http://www.weteachwelearn.org/tag/rita-platt/ • http://mplsesl.wikispaces.com/Home+Page • @ritaplatt • @johnwolfe3rd • Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts. • John Wolfe is a teacher on special assignment for the Multilingual Department at the Minneapolis Public School District. He has worked with students at all levels as well as provided professional development to fellow teachers. His areas of expertise include English Language Learners, literacy, and integrated technology.

  3. Relax … Everything (and more) is on The Wikihttp://www.mplsesl.wikispaces.com/ PD must be: Continuous, Collaborative, Communicative

  4. An invitation to a conversation! Conversational Collaborative Continuing

  5. Questions to be Answered Questions to be Answered • What is co-teaching? • Why does co-teaching need to be standards-based? • What are the models of co-teaching? • How do we plan our lessons?

  6. OR

  7. To Do List • Work with a partner to review the models of co-teaching. • Work with a partner to review the co-teaching rubrics. • Review CVC/Can-Do Descriptors • Make a plan for co-teaching.

  8. Quick Write • Define co-teaching • List strengths of the model • List limitations or problems with the model • Share with a colleague

  9. Benefits of Co-Teaching • Shared responsibility for educating all students • Ideal 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?

  10. Limitations • Co-teaching takes extra planningtime. • 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?

  11. The Old Way

  12. The New Way + The Surgical Model

  13. Instructional Tips • KNOW the standards. • UNDERSTAND the assessments. • Be ready to DIFFERENTIATE (MODIFY) instruction based on WIDA level. • 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. • Be flexible and strategic…outside of the box (outside of the classroom) • Use the “Look Fors” document.

  14. Know the Standards • KNOW the standards. • UNDERSTAND the assessments. • Be ready to DIFFERENTIATE (MODIFY) instruction based on WIDA level. • Clearly display an agenda for the class, which includes the standard(s) to be covered and any additional goals.

  15. Differentiate

  16. CVC/Can-Do Descriptors

  17. Can Do Descriptors

  18. WIDA Names

  19. A Hard Question… • What are we going to do about assessment? • What tests do we have to give? • Are these tests good for students? • Do those tests tell us about content learning regardless of ELD level? • If not, what should we do?

  20. Have Structures in Place • 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.

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

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

  23. 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)

  24. Finding Time • Page 27/28 quarterly co teaching pdf

  25. Sample Lesson Plans http://www.2teachllc.com/lessons.html

  26. 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

  27. SOEI

  28. Focused Instruction

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