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Co-taught Collaborative Classes

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Co-taught Collaborative Classes Elaine Neugebauer, PaTTAN Pittsburgh Marianne Trachok, Pittsburgh Public Schools* – PowerPoint PPT presentation

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Title: Co-taught Collaborative Classes


1
Co-taught Collaborative Classes
  • Elaine Neugebauer, PaTTAN Pittsburgh
  • Marianne Trachok, Pittsburgh Public Schools

2
Objectives
  • Review effective strategies to incorporate
    Standards Aligned System
  • Understand how co-taught lessons differ from
    solo-taught lessons
  • Explore methods for co-teachers to plan lessons

3
Why are we co-teaching? Why a special educator
and a general educator?



One foot in
One foot in
4
What are you seeing in your co-taught classes?
In what ways is it different than a solo taught
course?
5
What do you look for in a co-taught class?
  • I. The Basics Meaningful Roles for Each Teacher
  • 1. Can the role of each teacher be defined at any
    given
  • point in the lesson?
  • 2. Is each role meaningful? Does each role
    enhance the
  • learning process?
  • 3. Do the teachers vary their roles during the
    course of
  • the lesson?
  • 4. Is each teacher well suited to the role(s) he
    or she
  • is assuming?
  • 5. Are both teachers comfortable with process AND
  • content?
  • 6. Is the special education teacher working with
    all students?

6
What do you look for in a co-taught class?
  • II. Strategies to Promote Success for ALL
    Students
  • 1. What evidence is there that teachers engaged
    in
  • co-planning the lesson?
  • 2. Are the teachers focusing on process as well
    as
  • content? Are they reinforcing important skills?
  • 3. Are directions clear?
  • 4. What strategies/modifications are being
    employed
  • to assist struggling students?
  • 5. What adaptations were made to materials in
    order to
  • help struggling students complete tasks?
  • 6. What strategies are being used to actively
    engage
  • students?
  • 7. How are students being grouped? Does it fit
    the task?
  • Is it purposeful?
  • 8. What reinforcement strategies are being
    employed?

7
What do you look for in a co-taught class?
  • III. Evidence of Success
  • 1. Are struggling students answering/asking
    questions?
  • 2. Are students engaged in meaningful work
    throughout the period?
  • 3. How are teachers assessing the learning of
    each student?
  • 4. What evidence is there that all students have
    been appropriately challenged?

8
Co-teaching is all about the needs of students .
. .
Language Oral communication Listening
Comprehension
Reading Decoding Comprehension
Writing Mechanics Content
Math Computation Application
Learning efficiency strategy / rate /
flexibility
Attention Memory Linguistic
Processing Social Cognition
Organization Perception Meta
cognition
Learning Disabilities Sensory impairments
Intellectual/Developmental Disorders
Emotional/Behavioral Disorders
Attention/Deficit Disorder
Oppositional/Defiant Disorder
Obsessive/Compulsive Disorder Cultural
Diversities
8
gloria.wilson_at_hofstra.edu
9
Assignment Federalists and Anti-Federalists
  • Review the lesson
  • Rate the level of difficulty of the task for
    students in the class
  • State strategies to address diverse learners in
    the classroom

10
Directions Rate the level of difficulty of this
task for the following students in the class and
state what you would typically do in this
situation.
  • Student characteristics Level of difficulty of
    the task
  • Difficult Easy
  • 5 4 3 2 1 What might
    you do in a co- teaching class to address
    the content of the task considering
    the students characteristics1.
  • Typically achieving student
  • who is on grade level for
  • reading and writing, is
  • motivated, and has good
  • cognitive skills. 5 4 3
    2 1
  • Student who reads very
  • slowly, word by word,
  • has difficulty deciphering
  • unknown words, and skips
  • over long words. 5 4 3
    2 1

11
Directions Rate the level of difficulty of this
task for the following students in the class and
state what you would typically do in this
situation.
  • Student characteristics Level of difficulty of
    the task
  • Difficult Easy
  • 5 4 3 2 1 What might
    you do in a co- teaching class to address
    the content of the task considering
    the students characteristics1.
  • Student who has difficulty
  • making connections and
  • comprehending reading
  • materials. 5 4 3 2
    1
  • Student who has difficulty
  • with the mechanics of
  • writing including sentence
  • structure, spelling, and
  • handwriting. 5 4 3 2
    1
  • Student who has difficulty
  • organizing thoughts and
  • information. Written work is
  • very short and incomplete
  • with little idea development. 5 4
    3 2 1

12
Directions Rate the level of difficulty of this
task for the following students in the class and
state what you would typically do in this
situation.
  • Student characteristics Level of difficulty of
    the task
  • Difficult Easy
  • 5 4 3 2 1 What might
    you do in a co- teaching class to address
    the content of the task considering
    the students characteristics.
  • Student who is a very
  • concrete thinker. Is able to
  • remember facts but doesnt
  • understand the big ideas. 5 4
    3 2 1
  • Student who has difficulty
  • processing information when
  • it is given orally, such as a
  • lecture format. 5 4 3
    2 1
  • Student who has difficulty
  • attending to tasks. Slow to
  • start work and often hands
  • in incomplete assignments. 5 4 3
    2 1
  • Student who has difficulty

13
Planning Guide
14
Parallel Station Alternative Team 1
teach/1support
Co-teaching model
Big Ideas Primed Background Knowledge Conspicuous
Strategies Judicious Review Mediated Scaffolding
Instructional element strategy/adaptations
Student needs
Read Summarize Compare/ contrast sides
ASSESSMENT REFLECTION
TASKS CHALLENGES
US History The Making of a Government
CURRICULUM CHALLENGES
14
15
Time Task Sped Gened Comments

Lead Watch Observe Graze Poke Prod Land (lt1min) Target (gt1 min) Clerical Directions Highlight Parallel (2grp) Station (gt2grp) Alternate(1lg grp, 1 sm group) Team (both participating) Lead Watch Observe Graze Poke Prod Land (lt1min) Target (gt1 min) Clerical Directions Highlight Parallel (2grp) Station (gt2grp) Alternate(1lg grp, 1 sm group) Team (both participating) Lead Watch Observe Graze Poke Prod Land (lt1min) Target (gt1 min) Clerical Directions Highlight Parallel (2grp) Station (gt2grp) Alternate(1lg grp, 1 sm group) Team (both participating) Lead Watch Observe Graze Poke Prod Land (lt1min) Target (gt1 min) Clerical Directions Highlight Parallel (2grp) Station (gt2grp) Alternate(1lg grp, 1 sm group) Team (both participating) Lead Watch Observe Graze Poke Prod Land (lt1min) Target (gt1 min) Clerical Directions Highlight Parallel (2grp) Station (gt2grp) Alternate(1lg grp, 1 sm group) Team (both participating)
15
16
Parallel Station Alternative Team 1
teach/1support
Co-teaching model
Big Ideas Primed Background Knowledge Conspicuous
Strategies Judicious Review Mediated Scaffolding
Instructional element strategy/adaptations
Think write Read Answer questions
Student needs
  • Understand important obj that represent student
  • Follow and understand reading
  • Understand pix
  • Interpret questions and select correct ans (3 ?
    Are higher order)

ASSESSMENT REFLECTION
TASKS CHALLENGES
  • Lots of new vocab
  • Far off place and different time not connected
    to student life
  • Need to compare to other cultures and countries

Egypt
CURRICULUM CHALLENGES
16
gloria.wilson_at_hofstra.edu
17
How do you keep track of the roles you play in
the co taught classroom?
Date One teach, one support Parallel Station Alternative Team





17
18
Time Task Sped Gened Comments
905 920 935 Do Now Write down 5 things that you could show to someone who didnt know you that would let them know something about you. Discuss Read 3 paragraphs on how some artifacts from Egypt were recently discovered. Analyze 4 pictures including a political cartoon. Respond 6 questions on reading. Discussion of answers Graze Land Highlight Lead (read) Land Watch Lead Clerical Lead Lead (read) Grazed Lead
Lead Watch Observe Graze Poke Prod Land (lt1min) Target (gt1 min) Clerical Directions Highlight Parallel (2grp) Station (gt2grp) Alternate(1lg grp, 1 sm group) Team (both participating) Lead Watch Observe Graze Poke Prod Land (lt1min) Target (gt1 min) Clerical Directions Highlight Parallel (2grp) Station (gt2grp) Alternate(1lg grp, 1 sm group) Team (both participating) Lead Watch Observe Graze Poke Prod Land (lt1min) Target (gt1 min) Clerical Directions Highlight Parallel (2grp) Station (gt2grp) Alternate(1lg grp, 1 sm group) Team (both participating) Lead Watch Observe Graze Poke Prod Land (lt1min) Target (gt1 min) Clerical Directions Highlight Parallel (2grp) Station (gt2grp) Alternate(1lg grp, 1 sm group) Team (both participating) Lead Watch Observe Graze Poke Prod Land (lt1min) Target (gt1 min) Clerical Directions Highlight Parallel (2grp) Station (gt2grp) Alternate(1lg grp, 1 sm group) Team (both participating)
Would 2 groups work?
Would stations work? 1 ind Do Now 1 reading, 1
pictures? RAP?
Alt group?
18
19
shelter
interests
Culture Artifacts
food
Family life
shelter
interests
shelter
interests
Egypt
Me
Family life
food
Family life
food
Essential Element Big Idea
19
20
RAP strategy
  • Read the paragraph
  • Ask yourself
  • Who or What is this paragraph about?
  • Put the main ideas into your own words
  • What does it tell me about ______?
  • It tells me.
  • Paraphrase the paragraph
  • In your own words make up a sentence (not more
    than about 10-12 words) about the paragraph
    (Kansas has a whole list of criteria scored,
    progress monitored)

Essential Element Conspicuous Strategy
20
21
What Co-teaching Models are you using in the
classroom?

1 Teach 1 Support T1 T2
Parallel T1 T2
Station
Ind
T1
T2
Alternative T1
Teaming T1 T2
T2
22
Top 10 strategies to consider for successful
co-teaching
  • 10. Educate co-teachers on how to co-teach
  • 9. Have co-teaching conversations
  • 8. Focus on students
  • 7. Dont forget IEP goals in general ed setting
  • 6. Have teachers keep track of the roles they
    play
  • 5. Support parity
  • 4. Attend to logistics
  • 3. Consider co-observing
  • 2. Expect co-teachers to actually co-teach
  • 1. Celebrate the success of students who have
    been taught well by co-teachers

22
23
Task English/Lang arts Roles Adaptations Strategies
Explanation of the weekend homework which is part of an assignment due at the end of the following week Review test (Round Table Conversation) Read Chapter ____ (teacher and students take parts) Students answer question sheet on portion of chapter just read

24
Task Social Studies Roles Adaptations Strategies
HW collection and Do Now Interpret political cartoon Discussion of political cartoon Read and answer questions to Doc 1 Doc 2 (students could pair up if wanted) Discussion of Doc 1 Doc 2 teacher writes main points on board

25
Task Math Roles Adaptations Strategies
Reviewed HW Gave answers then went over problems that students had difficulties with Students worked on assigned problems on review sheet Reviewed answers Remaining problems to be done for homework

26
Task Science Roles Adaptations Strategies
Do Now Compare and Contrast 2 different kinds of cells Lecture on cells Go through chapter and write down highlighted vocabulary look up definitions in glossary. Discussion of important vocabulary

27
Task English/Lang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages. With teacher students go over paragraphs of fairy tales that have errors and students pick out errors. Students start to make their own fairy tale.

28
Task Primary Roles Adaptations Strategies
Students and teacher go through their morning meeting weather graph, attendance, days schedule. Teacher reads a story and periodically asks students to pick out facts. Students read short passages and have to underline facts.

29
Reference for the Coteaching strategies and Power
Point Presentation
  • Wilson, G. L. (2005). This doesnt look familiar!
    A supervisors guide for observing co-teachers.
    Intervention in School Clinic, 40(5), 271-275.

29
30
Future professional development
  • Saturday, April 17
  • Tuesday, April 20

30
30
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