supporting instructional shifts: school leaders reflecting on co-teaching and small group...
TRANSCRIPT
Supporting Instructional Shifts: School Leaders
Reflecting on Co-teaching and Small Group Instruction
Part One Goals
• To clarify terminology relating to co-teaching• To self-assess current collaborative
relationships in your building • To discuss essential questions that co-teach
teams must consider
40 minutes
• Voluntary- willingness to work together• Parity- -equality among participants • Mutual goals-even if different opinion• Shared responsibility- maximize strengths• Shared resources- time, knowledge, access• Shared accountability- for outcomes positive
or negative results
Courageous Conversations
Providing Support to Co-teachers
• To identify selected strategies for successful co-taught lessons – Lesson characteristics– Ideas/resources to consider
- Objectives are clear
- Application of UDL framework expected by both
teachers
- Both teachers have presence in their role
- A climate of success for all students is created -
with both teachers focusing on ALL
- Academic and social skills are taught
- Progress is monitored and learning is assessed
daily
Look-fors in an Effective Co-Taught Lesson
Selected Strategies/Resources to Support Co-teach teams
Purposeful use of co-teach models, consider switching
Application of UDL in LEARNING ENVIRONMENT
Use of technology as a station Selected online resources (see UDL
Connect)
Part Two Goals
• To discuss essential questions relating to instructional shifts that support small group instruction with a UDL Lens
• To identify characteristics of effective small group instruction
40 minutes
Wha
t is
the
goal
??Engagement
Action and Expression
Use the UDL Guidelines to help design effective small group instruction!
Self-
Asse
ss
Directions:1. Turn to page 10 in your UDL THINK BOOK2. Assess your current teacher practice
relating to small group instruction.3. Use UDL Guidelines 4-9 as a lens.
Courageous Conversations
1. Based upon observations of your teachers, which guidelines require additional focus?
2. As a group, we will look at specific examples in order to identify ideas for support.
Foster collaboration and community Post group roles and responsibilities Develop norms as a class Reward (eg table points) positive collaborationHeighten salience of goals and objectives • Clearly post goal of each station (visible)• Students paraphraseFacilitate personal coping skills and strategies • Chunk/scaffold group assignment• Support tool beyond teacher (eg QR code, links, folder directions)Develop self-assessment and reflection • Rate group progress• Provide rubric or answer key to check work
Selected examples
Selected examples
Optimize access to tools and assistive technologies • Response options: low tech- white boards, high tech-padlet, todays meet, titan padUse multiple media for communication • Hard copy vs digital, use of google docs to collect and assessUse multiple tools for construction and composition • Web 2.0 tools to share knowledge (Crayon, Weebly, Glogster etc, Post It App)Guide appropriate goal setting• Groups set goalSupport planning and strategy development• Provide a checklist, frequent check-ins, visual timerFacilitate managing information and resources• Low tech- folders, group work bins, high tech-Edmodo or Shared SiteEnhance capacity for monitoring progress• Specific roles and responsibilities, quick rating scale to assess group progress
Characteristics of an Effective UDL lesson using Small Group Instruction
Application of UDL framework in environmentObjectives are clearStudents have defined rolesWillingness to “rearrange” physical structure of classroomTechnology is used as a “station” supportFocus on BOTH academics and social interactionProgress is monitored by teacher AND students