Teaching the Common Core in an ICR Classroom

1. Teaching the Common Core in an ICR Classroom Effective Co-Teaching strategies Stephanie Rhodes Nicole Stirling

2. Think-Pair-Share What are some of the biggest obstacles you face with implementing the Common Core?

3. Co-Teaching Definition Two (or more) educators or other certified staff Contract to share instructional responsibility For a single group of students Primarily in a single classroom or workspace For specific content (objectives) With mutual ownership, pooled resources, and joint accountability Cook & Friend (2004)

4. 6 Co-Teaching Models One teach, One observe One teach, One assist Parallel Teaching Station Teaching Alternate/Differentiated Teaching Team Teaching

5. What does that look like in practice?

6. Think-Pair-Share Take a few minutes to discuss with a partner what co-teaching looks like at your school.

7. Effective Co-Teachers Mix and match models. Change models and roles for variety and interest for learners. May involve delegation of specific tasks to one teacher (e.g., one is the phonics expert). Always specify the role of each teacher in each activity. Relationship builds and improves over time. COMMUNICATION

8. Get to Know Your Partner Discuss personal and professional issues Discuss any “pet peeves” Discuss learning styles and preferences Discuss strengths and weaknesses

9. Co-teaching MUST include Co-planning! • Find time to plan together • Common planning period, PLT time, lunch etc. • Discuss what will be taught, how it will be taught, and by whom • Discuss with administration and department chairs team preferences for courses and partner pairings

10. Strategies for ICR Classroom Effective strategies used in an ICR classroom are not different than effective used in a regular classroom, the difference is you have an extra resource to help students. The key is to utilize that resource.

11. Strategies for the ICR ClassroomInteractive Notebooks

12. Why is this an effective strategy? For Common Core: It allows the students to reflect on the material and have some flexibility on how they demonstrate their understanding. For ICR Classroom: It allows students to stay organized. All materials are kept in one place. Students can easily access make-up work.

13. Obstacles What obstacles would prevent you from effectively carrying out this strategy?

14. Tic-Tac-ToeWhy is this an effective strategy? For Common Core: Students can work at their own pace. Materials can be differentiated for student interest, readiness, and learning profile. Students can demonstrate understanding of primary source materials in a variety of ways. For ICR Classroom: Students help each other work through the material and typically team up to tackle common assignments. Teachers can work with smaller groups when necessary and appropriate.

15. Obstacles What obstacles would prevent you from effectively carrying out this strategy?

16. RAFTWhy is this an effective strategy? For Common Core: It forces students to write, but they have a choice in what they write about and the format they want to use. Students must take a position and support it. For the ICR Classroom: Teachers can use a variety of literacy strategies to help and support students based on their needs.

17. Obstacles What obstacles would prevent you from effectively carrying out this strategy?

18. Flexible GroupingWhy is this an effective strategy? For Common Core: Students can tackle the same primary source documents, but the process and literacy strategies used can vary depending on the make-up of the group. Groups can be based on interest, learning profile, or readiness. For ICR Classroom: It allows students who need extra support or students who need to be pushed a chance to work with a teacher and not impact the rest of the class. Different strategies can be utilized depending on the make-up of the group. Students become comfortable with working with their peers.

19. Obstacles What obstacles would prevent you from effectively carrying out this strategy?

20. Activity Work in groups of 2 or 3. Your group will be assigned a strategy we discussed today. Create a list of ways 2 teachers in an ICR classroom could effectively carry out this strategy. In other words, how could the two teachers share teaching responsibilities and maximize the benefit of having another teacher in the room.

21. Reflection What could you take back to share with your school?

22. References Friend, & Cook, L. (2004). Co-Teaching: Principles, Practices, and Pragmatics. New Mexico Public Education Department Quarterly Special Education Meeting Albuquerque, NM April 29, 2004\ http://www.youtube.com/watch?v=hadT55umZU0 interactive-notebooks.wikispaces.com