Secondary Collaboration: A Focus on Co-Teaching

Richmond  Secondary  RT/CT  Nov.  7,  2014  Faye  Brownlie  

Slideshare.net/fayebrownlie/richmond  

Learning Intentions

•  I  have  a  be(er  understanding  of  collabora5on  and  co-­‐teaching.  

•  I  have  an  idea  of  how  to  increase  the  effec5veness  of  my  collabora5on  and  my  co-­‐teaching.  

•  We  have  a  co-­‐teaching  plan.  

The teeter totter

kids

kids curriculum

What Is Professional Collaboration? •  InteracDve  and  on-­‐going  process  •  Mutually  agreed  upon  challenges  

•  Capitalizes  on  different  experDse,  knowledge  and  experience  

•  Roles  are  blurred  •  Mutual  trust  and  respect  

•  Create  and  deliver  targeted  instrucDon  •  GOAL:    beSer  meet  the  needs  of  diverse  learners  

A Key Belief

•  When  interven5on  is  focused  on  classroom  support  it  improves  each  student’s  ability  and  opportunity  to  learn  effec5vely/successfully  in  the  classroom.  

No plan, No point

Co-teachers: When two teachers are in the room,

they can…  •  Work  from  a  plan  based  on  students’  strengths  and  

needs  •  Differen5ate  instruc5on  •  Use  AFL  strategies  to  assess  understanding    •  Increase  par5cipa5on  of  all  students  •  Decrease  behavioral  challenges  •  Focus  a(en5on  •  Increase  student  independence    •  Teach  self-­‐regula5on  •  Model  posi5ve,  strengths-­‐based  language  •  Talk  to  each  other  about  what  they  are  learning  about  

their  students  

Questions to Guide Co-Teaching

•  Are  all  students  ac5vely  engaged  in  meaningful  work?  

•  Are  all  students  par5cipa5ng  by  answering  and  asking  ques5ons?  

•  Are  all  students  receiving  individual  feedback  during  the  learning  sequence?  

•  How  is  evidence  of  learning  from  each  day’s  co-­‐teaching  fueling  the  plan  for  the  next  day?  

Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson

& Blednick, 2011, ASCD)  

•  1  teach,  1  support  •  Parallel  groups  •  Sta5on  teaching  •  1  large  group;  1  small  group  

•  Teaming  

1  Teach,  1  Support  

•  most  frequently  done,  least  planning  •  advantage:  focus,  1:1  feedback,  if  alternate  roles,  no  one  has  the  advantage  or  looks  like  the  real  teacher,  can  capitalize  one  1’s  strengths  and  build  professional  capacity  

•  possible  piSall:  easiest  to  go  off  the  rails  and  have  one  teacher  feel  as  an  ‘extra  pair  of  hands’,  no  specific  task  (buzzing  radiator)  

1 Teach, 1 Support: Examples •  demonstra5ng  a  new  strategy  so  BOTH  teachers  can  use  it  the  next  day  –  e.g.,  ques5oning  from  pictures,  note-­‐taking,  think  aloud  

Note-taking in Food Studies •  Best  Secondary  with  Alexia  Baldwin  and  Denise  Nemblard,  grade  9  Food  Studies  

•  Previously  had  lesson  on  grains  and  rice  cooking  demo  

•  Challenge:    S  love  pracDcal,  not  the  theory;  text  is  1975,  present  by  lecture  

•  LO:  –  Rice  is  part  of  the  grain  group  – NutriDonal  values  of  different  grains  of  rice  –  Factors  influencing  choice  of  rice  – Wild  rice,  a  Canadian  component  

•  Whip  around  –  know  about  rice  (Alexia)  

•  Lecture:    background  info  on  rice,  S  fill  in  notes  (Denise)  

•  Matching:    S,  in  groups  use  the  words  provided  to  fill  in  the  blanks  on  their  note-­‐taking  sheet  (Faye)  – Working  in  groups  

–  Plenty  of  Dme  for  individual  and  small  group  feedback  

•  Tie  to  LO:    something  you  know  now  that  you  didn’t  know  before  

•  Japanese  •  Thailand  •  India  •  short  •  nuSy  

•  red  •  risoSo  •  chewy  •  sDcky  •  floral  

Specialty  Rices  5  important  types  

 Arborio  –  essenDal  for  making  ___________   BasmaD  –  extra  long  grain  widely  used  in  _________  with  a  unique,  _______  flavour  

 Jasmine  –  from  __________  with  a  delicate  and  ___________fragrance  

 Wehani  -­‐  _________  colour  with  a  rich  earthy  flavour  

 GluDnous  –  sweet-­‐tasDng  _______  grained  rice  that  becomes  _______  and  _________  when  cooked;  used  in  Chinese  and  ________  cuisines  

Parallel  Groups  

•  both  teachers  take  about  half  the  class  and  teach  the  same  thing.      

•  must  be  co-­‐planned,  requires  trust  in  each  other,    

•  must  each  know  the  content  and  the  strategies.  

•  advantage:    half  class  size  -­‐  more  personal  contact,  more  individual  a(en5on  

Parallel Groups: Examples •  Inside/outside  circle    – Review  – Build  criteria  for  discussion  

•  Socra5c  circle  – 2  groups  running  simultaneously  

•  Math  concept  •  Each  teaches  one  group  

Inquiry Circles on Mesopotamia •  Fishbowl  of  inquiry  circles  – Read  to  find  what’s  important  and/or  interesDng  and  defend  with  2  pieces  of  evidence  -­‐  “because”  

•  With  Sue  Jackson,  Minnekhada  

•  Co-­‐create  criteria  for  effecDve  group  •  Assign  students  to  topic  groups  •  Students  read  to  choose  ‘the  best  invenDon’  •  In  groups,  each  talks  by  supporDng  his/her  opinion  with  evidence  

Sta5on  Teaching  

•  mostly  small  groups,  more  individual  a(en5on,    

•  each  teacher  has  2  groups,  1  working  independently  at  a  sta5on  or  wri5ng,  1  working  directly  with  the  teacher.      

•  Requires  student  self  regula5on  (which  needs  to  be  taught)  and  planning  for  meaningful  engagement.  

Station Teaching: Examples •  Students  working  in  pairs  playing  games  from  calcula5onna5on.nctm.org  

•  Teachers  monitoring,  coaching  

•  Labs  as  sta5ons  

Art 9/10 with Sheri Tompkins, Heritage Woods

•  Working  together  

•  Student  chooses  one  piece  of  his  art  for  feedback  •  Student  self-­‐assesses,  presents  his  piece  to  his  group  (of  4  or  5),  others  observe  silently,  student  adds  his  comments.  

•  Student  turns  his  back.    Group  members  discuss  the  art  work,  using  the  criteria  sheet.    No  judgment,  likes  or  dislikes.    Student  records  the  remarks.  

•  Students  summarizes  his  feedback  and  others  with    – 2  aspects  I  want  you  to  noDce    – 1  aspect  for  feedback  

•  The  art  work,  the  self-­‐assessment  and  the  summary  are  handed  in  to  the  teacher.  

•  Teacher  responds,  following  the  summary  of  the  student  direcDon.  

QuesDons    Focus  on  what  you  see  and  what  you  feel.    Give  first  impressions.  Give  gut  reacDons.  Make  guesses.  

#1  What  stands  out  the  most  when  you  first  see  the  work?    The  (subject,  object,  element,  area)  that  stands  out  the  most  is__________________  

#2  Explain  the  reason  you  noDce  the  thing  you  menDon  in  #1.    The  (object,  subject,  element,  area)  stands  out  because_____________________  

#3  As  you  keep  looking,  what  else  seems  important  or  stands  out?    The  other  part(s)  that  seem  important  or  that  stand  out  is/are__________________  

#4  Why  does  the  thing  you  menDon  in  #3  seem  important?    These/this  other  part(s)  stand  out  or  seem  important  because  ________________  

…  #13  …  

1  Large  Group,  1  Small  Group  

•  advantage:      either  teacher  can  work  with  either  group,  can  provide  tutorial,  intensive,  individual  

•  possible  piSall:    don’t  want  same  kids  always  in  the  ‘get  help’  group    

Large group, small group: Examples

•  One  presents  lesson  – Second  extends  or  reviews  or  build  background  knowledge  with  smaller  group  

•  Writers’  workshop  – One  teacher  leading  edi5ng  group,  other  with  whole  class  

Large group, small group: Examples •  One  runs  the  wri5ng  workshop,  while  the  second  holds  small  group  edi5ng  conferences.  

•  A_er  the  introduc5on  of  the  math  lesson,  one  monitors  and  supports  the  larger  group,  while  the  other  con5nues  to  teach  a  smaller  group  who  need  addi5onal  support.  

•  One  group  in  informa5on  circles  needs  more  support  so  a_er  the  whole  group  intro,  one  teacher  stays  with  this  group  while  the  other  monitors  and  supports  the  remaining  4-­‐5  groups  

Graphic Novels

Graphic Novels

Tales    

Teaming  

•  most  seamless.      •  co-­‐planned    •  teachers  take  alternate  roles  and  lead-­‐taking  as  the  lesson  proceeds.  

•  advantages:  capitalizes  on  both  teachers’  strengths,  models  collabora5on  teaching/learning  to  students,  can  adjust  instruc5on  readily  based  on  student  need,  flexible  

•  possible  piSalls:    trust  and  skill  •  Most  o_en  in  whole  class  instruc5on  and  could  be  followed  up  with  any  of  the  other  four  co-­‐teaching  models    

Teaming: Examples

•  Graphic  organizer:  Teachers  model  how  to  use  a  mind  map  as  a  post  reading  vocabulary  building  ac5vity,  teacher  most  knowledgeable  about  mind  mapping  teaches  the  format  as  other  teacher  debriefs  with  students;  both  flow  back  and  forth  

Using Mindmaps to Organize and Demonstrate Understanding

•  Gleneagle  Secondary,  Coquitlam,  with  Andy  Albright,  grade  10  English  –  graphic  novels  – Opener:    hot  chocolate  invitaDon  and  3  +  from  yesterday  –  extended  1;  modeled  chains  A  

– Styles  Line-­‐Up:    visual,  verbal,  relaDonships/connecDons,  analyzing  F  

– Examined  mindmap  of  WW11  –  what  do  you  noDce?    Created  drao  design  criteria.  A  and  F  

– Reviewed  content  criteria  A  – 20  minute  for  individual  work  &  feedback  A  and  F  

•  What  can  you  try?  •  How  does  this  informaDon  match  with  your  school/team  goals?  

•  How  can  you  share  this  with  others  at  your  school?