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Collaboration,Co-teaching, Co-Planning Arrow Lakes
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- 2. McKinsey Report, 2007 • The top-performing school systems recognize that the only way to improve outcomes is to improve instrucEon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacEon.
- 3. How the world’smost improved school systems keep getting better McKinsey, 2010 Three changes collaboraEve pracEce brought about: 1. Teachers moved from being private emperors to making their pracEce public and the enEre teaching populaEon sharing responsibility for student learning. 2. Focus shiJed from what teachers teach to what students learn. 3. Systems developed a model of ‘good instrucEon’ and teachers became custodians of the model. (p. 79-81)
- 4. The teeter totter kids kidscurriculum
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- 6. No plan, Nopoint
- 7. Ways to worktogether CollaboraEve planning Redesigning curriculum and delivery CollaboraEve inquiry/lesson study Co-teaching
- 8. What are thenew directions? What will stay the same? • Increased flexibility and space for teacher innovaEon, student passions, and greater depth of study • “Big Ideas” for each grade in each area of learning • Explicit focus on competencies • Support for inquiry, project-based, hands- on, and interdisciplinary approaches • Aboriginal perspecEves and content authenEcally integrated into all subjects • A common framework for all areas of learning • Rigorous learning standards in each area of learning • A strong focus on the foundaEons of reading, wriEng and mathemaEcs • Subjects such as Math, Science, Language Arts, and Social Studies remain at the heart of every student’s educaEon Curriculum Redesign Directions
- 9. • At the heart of BriEsh Columbia’s redesigned curriculum are: – core competencies – essenEal learning (big ideas/rich content) – literacy and numeracy foundaEons • Reflects a shiJ towards a concept-based, competency-driven curriculum BC’s Redesigned Curriculum
- 10. • All core competencies are posted now • Created on a conEnuum (not by grade level) • Feedback will be collected between Sept. – Dec. 2015 • Teams will come together in Jan. 2016 to revise Core Competencies BC CORE COMPETENCIES
- 11. • Reduce the prescripEve nature of curriculum • Allow for flexibility and choice for teachers and student • Enable teachers to be creaEve and innovaEve in their design of learning experiences • Align assessment and evaluaEon with the redesign of the curriculum Guiding Principles
- 13. Hold onto… Grow INTO… Letgo of… Nurture inclusion by…
- 14. Professional Collaboration • InteracEve and on-going process • Mutually agreed upon challenges • Capitalizes on different experEse, knowledge and experience • Roles are blurred • Mutual trust and respect • Create and deliver targeted instrucEon • GOAL: beger meet the needs of diverse learners
- 15. Co-planning What will wedevelop/ explore/ change/ refine to better meet the needs of our learners? Why are we choosing this focus? Plan: How will we do this? Goals Rationale Plan
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- 18. Co-teachers: When two teachersare in the room, they can… • Work from a plan based on students’ strengths and needs • Differen=ate instruc=on • Use AFL strategies to assess understanding • Increase par=cipa=on of all students • Decrease behavioral challenges • Focus aDen=on • Increase student independence • Teach self-regula=on • Model posi=ve, strengths-based language • Talk to each other about what they are learning about their students
- 19. Tasks of Resource Teachers Porter, et al., 2012 • Working with teachers • Working with students • Planning and organizaEon • Professional development • MeeEngs • other
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- 23. Hold onto… Grow INTO… Letgo of… Nurture inclusion by…
- 24. Co-Teaching Models (Teaching inTandem – Effective Co-Teaching in the Inclusive Classroom – Wilson & Blednick, 2011, ASCD) • 1 teach, 1 support • Parallel groups • Sta=on teaching • 1 large group; 1 small group • Teaming
- 25. 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 piTall: easiest to go off the rails and have one teacher feel as an ‘extra pair of hands’, no specific task (buzzing radiator)
- 26. 1 Teach, 1Support: Examples • demonstra=ng a new strategy so BOTH teachers can use it the next day – e.g., think aloud, write around, ques=oning from pictures
- 27. Building Deeper Connections • Grade 2 with Kinder Mann, Burnaby • Explain how connecEons help us deepen our understanding of a story. • Make connecEons with the cover • Give kids a post-it note with their name • Read the story as kids silently place their post-it notes when they make a connecEon. • Reread the ‘improved’ story now that it is richer with all our connecEons. • Write about your connecEon with the story – one that really helped you think more deeply about the story.
- 31. Note-taking in FoodStudies • Best Secondary with Alexia Baldwin and Denise Nemblard, grade 9 Food Studies • Previously had lesson on grains and rice cooking demo • Challenge: S love pracEcal, not the theory; text is 1975, present by lecture • LO: – Rice is part of the grain group – NutriEonal values of different grains of rice – Factors influencing choice of rice – Wild rice, a Canadian component
- 32. • Japanese • Thailand • India • short • nugy • red • risogo • chewy • sEcky • floral
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- 34. 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 aDen=on
- 35. 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 aDen=on
- 36. Parallel group: Examples • Fishbowl: inside/outside circle
- 37. Sta=on Teaching • mostly small groups, more individual aDen=on, • each teacher has 2 groups, 1 working independently at a sta=on or wri=ng, 1 working directly with the teacher. • Requires student self regula=on (which needs to be taught) and planning for meaningful engagement.
- 38. Station Teaching: Examples • Guided reading: 4 groups; RT has two and CT has two • math groups – Michelle’s paDerning (1 direct teaching, 2 guided prac=ce, 1 guided prac=ce with observa=on) • science sta=ons: CT and RT each created two sta=ons; co-planning what they would look like to ensure differen=a=on, teachers moved back and forth between groups suppor=ng self- monitoring, independence on task
- 39. Station Teaching: Examples • Literature circles or informa=on circles: each teacher is working with one group while the other groups work independently or as individuals.
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- 41. 1 large group,1 small group: Examples • Aber the introduc=on of the math lesson, one monitors and supports the larger group, while the other con=nues to teach a smaller group who need addi=onal support. • One group in informa=on circles needs more support so aber the whole group intro, one teacher stays with this group while the other monitors and supports the remaining 4-5 groups
- 42. Teaming • most seamless. • co-planned • teachers take alternate roles and lead-taking as the lesson proceeds. • advantages: capitalizes on both teachers’ strengths, models collabora=on teaching/learning to students, can adjust instruc=on readily based on student need, flexible • possible piTalls: trust and skill • Most oben in whole class instruc=on and could be followed up with any of the other four co-teaching models
- 43. Personal inquiry within an inquiry unit • Provide students with mini booklets to use to record any quesEons that they have during a unit. • This helps to build students’ own inquiry quesEons and sets the stage for more generaEng their own thinking later in the unit. • Once a week or so the class engages in a discussion about what they were wondering, what they have learned so far about these quesEons and what new quesEons are emerging. See Student Diversity (2006); It’s All About Thinking in Science and Math (2010)
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- 45. What I Wonder WhereI Can Find the Information What I’ve Learned and/or New Questions that I Have Figure 10.8. Wonderbook Format
- 46. Not Quite Yet(2) Good Start (3) You did it! (4) Wow! (5) Information *relevant *accurate *key/important - Rarely uses microscopes and equipment Accurately - Shares very few and/or inaccurate observations and/or questions in discussions or writing - Records some data; may be inaccurate or missing key information - Sometimes uses microscopes and equipment accurately - Notices observations but may be vague or lack key details; asks yes/no questions - Data is generally accurate; diagrams include labels and some details - Uses microscope and equipment with accuracy - Makes descriptive and accurate observations (spoken/and written) and asks relevant questions - Records data accurately; diagrams include relevant labels and details - Uses- microscopes and equipment with precision - Makes descriptive and insightful observations (i.e.. notes relationships) and asks relevant questions that show an understanding of key ideas - Records data accurately; diagrams include relevant labels and key details Thinking Process *logical inferences *explanation *understands concept *clear - Does not attempt to formulate a “law” - Proposes a “law” that is not yet fully developed - Formulates a “law” that is clear and logical - Formulates a “law” that is clear and logical; uses evidence to justify it Figure 10.10. Class example: Student-Generated Criteria
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- 50. Thinking About Living Things Connect Take a minute to think about how you feel about the statement below. There is no wrong answer. What makes you feel this way? Governments Should Pass Laws to Protect Living Things I… Strongly Agree Agree Undecided Disagree Strongly Disagree I feel this way because… Process I know… My Evidence… What I need to know… How do I find out?
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- 53. Governments Should Pass Laws to Protect Living Things. Connect Strongly Agree Agree Undecided Disagree Strongly Disagree Guest speaker: __________________________________ Process Main Detail SupporEng Idea Transform/ Personalize Think about what we have learned from our guest speaker and write a persuasive paragraph to someone who believes something different about the issue. You might want to think about the following… What role(s) can we as individuals make to affect change?
- 54. Governments Should Pass Laws to Protect Living Things. Reasons For. .. Reasons Against . . .
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- 58. Wonderbook What I wonder... Where can I What I’ve learned/ find informaEon? New quesEons How will I do this?
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- 60. Goals Plan Rationale Planning Goals: What willwe develop/ explore/change/ refine to better engage our learners? Rationale: Why are we choosing this focus? Plan: How will we do this?
- 61. Bennett, B. &Rolheiser, C. (2001). Beyond Monet: The artful science of instructional integration. Bookation. Brown, A., Cocking, R., & Bransford, J., Eds. (2000). How people learn: Brain, mind, experience, & school. National Academy Press. Brownlie, F. Feniak, C. & Schnellert, L. (2006). Student Diversity, 2nd ed., Pembroke Publishers. Brownlie, F. & Schnellert, L. (2009). It’s all about thinking: Collaborating to support all learners in Humanities, Social Studies and English., Pembroke Publishers. Brownlie, F. (2005) Grand Conversations, Portage & Main Press. Brownlie, F. & King, J. (2000). Learning in Safe Schools. Pembroke Publishers.. Buehl, D. (2001). Classroom strategies for interactive learning, IRA. Daniels, H. & Bizar, M. (2005).Teaching the best practice way: Methods that matter, K-12 Pembroke Publishers. Gregory, K., Cameron, C. & and Davies, A. (2000). Setting and using criteria: For use in middle and secondary classrooms, Connections Publishing, BC, Canada. Lenz, B.K., Deschler, D.D. & Kissam, B.R. (2004). Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. Boston: Allyn & Bacon. Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement ASCD. Schnellert, L., Datoo, M. Ediger, K. & Panas, J. (2009). Pulling together: Integrating inquiry, assessment and instruction in today’s English classroom, Pembroke Publishers. Tomlinson, C. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. ASCD. Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Wilhelm, J. (2007). Engaging readers and writers with inquiry. New York: Scholastic.
- 62. • What can you try? • Trust your professional experEse • Collaborate: 2 heads are beger than 1☺ • Respond to the needs of your students • NO program exists that can replace YOU!!!
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