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Team Teaching

Team Teaching. What’s the trick…. The trick is, there is no trick…. Like all quality instruction/learning, the secret is in the planning. Team teaching requires ‘team’ planning. Traditional classroom, you are flying solo…. Team teaching requires doing the ‘tango’….

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Team Teaching

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  1. Team Teaching What’s the trick…

  2. The trick is, there is no trick… • Like all quality instruction/learning, the secret is in the planning. • Team teaching requires ‘team’ planning

  3. Traditional classroom, you are flying solo…

  4. Team teaching requires doing the ‘tango’…

  5. Team teaching requires that • Everyone know, accept and understand their role… • Content specialist? • Reading specialist? • Writing specialist? • Media specialist? Does someone have to lead …? Does someone have to follow? If so, who is the leader? Who is the follower?

  6. Setting the ground rules…

  7. What is our focus? • Are we using different disciplines to focus on one (subject) set of learner outcomes… • Or are we working on several different content area learning outcomes simultaneously? • THERE IS A BIG DIFFERENCE!

  8. Same room or different rooms…is there ROOM for collaboration?

  9. Same room, same time, multiple teachers – but one focus?

  10. Different locations, times, each supporting the other?

  11. The ‘location/time aspect’ • Will the team teaching take place in the same room and same time? • Requires greater depth of planning (than solo approach) • Coordinate time schedules • Coordinate content • Coordinate instruction process • Will this be the relay approach (handoffs involved) • Or a coordinated song and dance presentation…

  12. Location/time • Or separate rooms – different time? • Requires a different type of planning • Timing is now more about content timing – hitting same themes at same time • Coordinate content – how can I best cover my focus and support other curriculum • Communication between teachers becomes vital …

  13. Regardless of the model… it starts with planning… • Start with a Syllabus that explains how you will ‘team teach’ the class to the students and parents…

  14. Then develop a “team course outline” • That coordinates the common themes…

  15. Then develop ‘units’ that coordinate content and activities • Unit III – AH – Puritanism in the Colonies • Unit III – American Literature – Puritan influenced literature … • Reading: The Scarlett Letter This may mean abandoning the textbook chronology – and allowing common themes to drive the curriculum

  16. And where the rubber meets the road… Math Science Develop a lesson that combines the distinct content areas into a integrated learning experience…

  17. Lets build a multidisciplinary unit on Slavery… for 5th grade …

  18. What disciplines will we use? • History – what’s the story (stories) of slavery? • Geography – how did geography influence the location and success of slavery? • Economics – how was slavery an economic issue? Did slaves have value?

  19. What disciplines will we use? • Literature – Uncle Tom’s Cabin come to mind? Slave narratives? Fredrick Douglass? • Science – how did technology impact slavery? • Math – how did Plantation owners use math to warrant the expansion of slavery?

  20. Language Arts PASS 8th grade – can we read about slavery? • Standard 4: Literature: The student will read, construct meaning, and respond to a wide variety of literary forms. 􀀉 • Read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance a study of history and social science. Clarify the ideas and connect them to other literary works. Participate in self-directed work teams to create observable products. • 1. Literary Genres - The student will demonstrate a knowledge of and an appreciation for various forms of literature. • a. Analyze the characteristics of genres, including short story, novel, drama, lyric poetry, nonfiction, historical fiction, and informational texts. • b. Identify and distinguish characteristics of subgenres, including autobiography, biography, fable, folk tale, mystery, myth, limericks, tall tales, and plays.

  21. Language Arts 8th grade – can we write about Slavery? • Writing Process - The student will use the writing process to write coherently. • 1. Use a writing process to develop composition skills. Students are expected to use prewriting strategies, write and revise multiple drafts, edit, and share their compositions. • 2. Use details, examples, reasons, and evidence to develop an idea. • 3. Use spatial, chronological, and climactic organizational patterns as appropriate to purpose. • 4. Use precise word choices, including figurative language, that convey specific meaning and tone. • 5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest. • 6. Edit for errors in Standard English usage, sentence structure, mechanics, and spelling.

  22. Language Arts – can we research slavery? • 2. Write research reports that: • a. define a thesis (a statement of position on the topic). • b. include important ideas, concepts, and direct quotations from significant information sources, including print reference material and the Internet, and paraphrase and summarize all perspectives on the topic, as appropriate. • c. identify a variety of primary and secondary sources and distinguish the nature and value of each. • d. organize and display information on charts, tables, maps, and graphs. • e. document sources with reference notes and a bibliography. • Example: Research the topic of the benefits and drawbacks of public

  23. Math – can everything be explained with numbers? • Math Process Standard 1.3 Formulate problems from situations within and outside of mathematics and generalize solutions and strategies to new problem situations.

  24. History … • 1.2 Identify, analyze, and interpret primary and secondary sources, such as artifacts, diaries, letters, photographs, art, documents, newspapers, and contemporary media (e.g., television, motion pictures, and computer-based technologies) that reflect events and life in United States history. • 6.3 Evaluate the impact in the Southern states of the dependence on cotton, the plantation system and rigid social classes, and the relative absence of enterprises engaged in manufacturing and finance. • 6.4 Assess the economic, political and social aspects of slavery, the variety of slave experiences, African American resistance to slavery, and the rise of sharecropping and tenant farming.

  25. History… • 2. Examine how the invention of the cotton gin, the demand for cotton in northern and European textile factories, and the opening of new lands in the South and West led to the increased demand for slaves. • *3. Evaluate the importance of slavery as a principal cause of the conflict. • 4. Explain how the Compromise of 1850, the publication of Uncle Tom's Cabin, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown’s raid on Harper’s Ferry contributed to and increased sectional polarization.

  26. Geography had an impact on slavery? • 1.4 Locate on a United States map major physical features, bodies of water, exploration and trade routes, and the states that entered the Union up to 1877 • What’s left out of PASS ? – how does physical geography impact a civilization – in terms of agriculture, industrialization, etc, etc.

  27. Art – reflection of life – good and bad… • Standard 2: Visual Art History and Culture - The student will recognize the development of visual art from an historical and cultural perspective. • 1. Recognize and describe the cultural and ethnic traditions which have influenced visual art including European, American, Native American, African American, Hispanic, and Asian traditions. (􀀉) • 2. Explain the purpose of visual art and artists in history and culture. (􀀉) • 4. Identify the relationship that exists between visual art and other art forms such as music, dance, and drama.

  28. Music? Really, can we sing in history class ? • Standard 2: Music History and Culture - The student will recognize the development of music from an historical and cultural perspective. • 1. Sing or play a variety of folk, ethnic, classical, and contemporary musical compositions. • 2. Identify and differentiate the use of musical elements and instruments from other parts of the world and compare them to the use of musical elements in American music (patriotic, orchestral, band and folk). (􀀉) • 3. Recognize, describe and listen to music from a variety of: • a. Styles (jazz, mariachi band, opera, musical, call-response); • b. Periods (Baroque, Classical, Romantic, Impressionism and Contemporary); • c. Cultures including European, Native American, African American, Hispanic, and Asian.

  29. So, what do we do with geography?

  30. Math?

  31. Preparing for the writing test… • Need a prompt? • The use of metaphors in writing? • Interpreting metaphors?

  32. Music class? History class? Does it matter where? • Songs of slavery… • Wade in the Water • Follow the Drinking Gourd

  33. Literature on slavery… • How do you choose? • Uncle Tom’s Cabin – propaganda ? • Abolitionist prose – Frederick Douglass • Slave narratives? • Slave folk tales – Uncle Remus, His Songs and His Sayings: The Folk-Lore of the Old Plantation, 1881 ?

  34. The Economics of Slavery? • What was male field hand worth? • A female field hand? • How would a owner calculate the value of his livestock?

  35. The Never Ending story continues…

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