Agenda Welcome CAN – Canucks Autism Network SET BC Collaborative Teaching Models Apps and Blog...

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CAN – Canucks Autism Network

SET BC

Collaborative Teaching Models

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Learning Support Service Delivery – Burnaby Structures

FRAMEWORK for Meeting the Needs of EACH LEARNER…

which is built upon RESPONSE TO INVENTION body of research.

Getting An Overview and Determining Needs

Who are our learners?

Developing an Action Plan

School Wide Structures

Class Wide Structures

Individual and Small Group Instruction

with the SBT

Monitoring Progress and Adjusting Practice

Are our structures and resources supporting student achievement for each learner?

Response to Intervention (RTI)youtu.be/nkK1bT8ls0M

Role of the Learning Support Teacher

Direct Support

Indirect Support

Assessment

Collaborative Teaching Models

Faye Brownlie and Randy CranstonAugust, 2013

CR4YR One of the parameters of this project is

collaboration:

A focus on support (LA/resource,teacher-librarian, Aboriginal Support, etc.) teachers working in the classroom, with the teacher.

Why Collaboration/Co-Teaching?Collaborative planning, teaching and

assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom

More students can be reached!

Learning in Safe Schools, page 102 Chapter 9

It focuses on the ongoing context for learning for the students, not just the specific remediation of skills removed from the learning context of the classroom

It builds a repertoire of strategies for teachers to support the range of students in classes

Learning in Safe Schools, page 102 Chapter 9

Rationale

By sharing our collective knowledge about the

whole class and developing a plan of action based on this, we can better meet the needs of all students.

A Key BeliefWhen intervention is focused on classroom

support it improves each student’s ability and opportunity to learn

effectively/successfully in the classroom.

No plan, No point

2 Teachers in the Classroom can…Work from a plan based on students’ strengths and

needsDifferentiate instructionUse AFL strategies to assess understandingIncrease participation of all studentsDecrease behavioural challengesFocus attentionIncrease student independenceTeach self-regulationModel positive, strengths-based languageTalk to each other about what they are learning about

their students

Questions to Guide Co-TeachingAre all students actively engaged in

meaningful work?Are all students participating by

answering and asking questions?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?

Always come back to this Question… Is this the best approach to maximize

student learning:

at this time?for this task?for this student?

Questions from teachers…Is it OK to …walk around in the class and support as

needed?

have 1:1 conferences?

take small groups out for phonemic awareness?

Work with 2-3 students separately within the classroom or out in the hallway?

Is this the most effective use of teacher time to support the mutually agreed upon goals of student learning?

What is your co-teaching dream?

What is your co-teaching Nightmare?

How does co-teaching meet the goals of RTI?Evidence-based practices and strategies Differentiation of lessons and instruction to

address the wide variety of needs in the general education classroom

Access to the general education curriculum for each learner

Ongoing data collection and progress monitoring

Specialized and more individualized instruction in small groups

Co-teaching Models(Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson & Blednick, 2011, ASCD)

1 teach, 1 support

Parallel groups

Station teaching

1 large group; 1 small group

Teaming

1 Teach, 1 Support…most frequently done, least planningAdvantage:

focus, 1:1 feedback, if alternate roles, no one has the advantage or looks like the ‘real’ teacher, can capitalize on strengths and build professional capacity

Possible pitfalls: easiest to go off the railscan have one teacher feel as an ‘extra pair of

hands’no specific task (buzzing radiator)

1 Teach, 1 Support ExamplesStudents independently working on a task,

one teacher working with a small group on this task, other teacher supporting children working independently

Demonstrating a new strategy so BOTH teachers can use it the next day – e.g., think aloud, questioning from pictures, listen-sketch-draft

Parallel Groups Both teachers take about half the class and

teach the same thing.Advantage:

half class size - more personal contact, more individual attention

Possible pitfalls: more time to co-planrequires trust in each other, each must know

the content and the strategiesnoise level may be high

Parallel Groups ExamplesPrimary staff working at same time 3 X/week on

Word Work. Each teacher, the principal and the RT take 1 group.

Primary team assess all students. Resource, ESL, principal involved, cross-graded groups 2x a week, for 6 to 8 weeks driven by information from the performance standards (Text features, Oral Comprehension, Risk taking, Critical thinking with words, Getting the big picture) Repeat process.

* NOT paper and pencil practice groups…teaching/thinking

Station Teachingmostly small groups that can be heterogeneous or

homogeneouseach teacher has 2 groups, 1 working independently at a

station, 1 working directly with the teacher.Advantage:

more individual attention and personal feedback increased focus on self regulationSmall groups can be pulled for pre-teaching, re-

teaching, enrichment, interest groups, special projects, make-up work or assessment groups.

Possible pitfalls: self regulation needs to be taught, students have to be

able to work independentlytime to plan for meaningful engagement

Station Teaching ExamplesGuided reading: 4 groups; RT has two and

CT has two Math groups – 1 direct teaching, 2 guided

practice, 1 guided practice with observationScience stations: CT and RT each created

two stations; co-planning what they would look like to ensure differentiation, teachers moved back and forth between groups supporting self-monitoring, independence on task

1 Large Group, 1 Small GroupAdvantage:

either teacher can work with either groupcan provide tutorial, intensive, individual

Possible pitfall:don’t want same kids always in the ‘get help’

group

1 Large Group, 1 Small ExamplesWriting: 1 teacher works with whole class prewriting and

drafting, small groups of 3-4 students meet with 1 teacher to conference

Reading: everyone’s reading. Large group - teacher moving from student to student listening to short oral reads. Small group - 2 to 3 students being supported to use specific reading strategies

Math: large group using manipulatives to represent shapes, small groups, rotating with other teacher, using iPads to take pictures of shapes in the environment

Teamingmost seamlessco-planned teachers take alternate roles and lead-taking as the lesson

proceedsmost often in whole class instruction and could be followed

up with any of the other four co-teaching modelsAdvantage:

capitalizes on both teachers’ strengthsmodels collaboration teaching/learning to studentscan adjust instruction readily based on student need,

flexiblePossible pitfalls:

trust and skill

Teaming ExamplesBrainstorm-Categorize Lesson – 1 teacher begins, other

teacher notices aspects the first teacher has missed or sees confusion in children, adds in and assumes lead role.

Modeling reading strategies: two teachers model and talk about the strategies they use to read, noting things they do differently.

Graphic organizer: Teachers model how to use a semantic map as a post reading vocabulary building activity, teacher most knowledgeable about semantic mapping creates it as other teacher debriefs with students; both flow back and forth