Co Teaching Models

Many roads, one destination.

Questions to be AnsweredQuestions to be Answered1. What are the models of co-teaching?

2. When should each be used?

3. How do we plan our lessons?

To Do List: 4. Overview of co-teaching5. Jigsaw the models6. Share some thoughts7. Group processing activity

The Wikihttp://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

• 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?

Fist to Five Thoughts

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.

SOEISOEI Domain

Relationship to Co-TeachingIf 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 InstructionFI Features Relationship to Co-TeachingPlanning 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 SamplesAs 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.htmlhttp://www.youtube.com/watch?v=TCn4qDyuZVE

Model? Why? When?

Model? Why? When?

Model? Why? When?

Model? Why? When?

Ready, FIRE, Aim!!!

Modifying Input

Many roads, one destination.

Questions to be Answered

1. What do we mean by “modifying input”?

2. What is CVC? What are Can-Do Descriptors?

3. How do we use the 3 ½ Steps to Differentiation?

3. How do we modify text?