Best Practices in Co-Teaching NSSED

Julie Bar, Spiro Bolos,

Ron Simon, & Anne Twadell

Overview of the Day / 8:30 – 8:45 AM

6 Co-Teaching Approaches

8:45 – 10:00 AM

Station Teaching

Station Teaching

Station Teaching (modified)

1) Divide your assigned list of residents among your fellow group members and write down the entire list of residents.

As you write down the names, look critically at what you are writing. What do you notice about these names? What do they have in common?

2) What do you notice about the genderof the names on your list?

3) What do you think the second column on the list represents? Give several examples.

Scott Durkin & Stephanie Valerio

Station Teaching

Kerri Simons & Steve Rish

Parallel Teaching

Parallel Teaching

Trish Randall & Rachel Hess

Parallel Teaching

Frederick Douglass vs. George Fitzhugh

TOPIC: How were enslaved people treated?

Parallel Teaching

Narrative of the Life

of Frederick

Douglass

“Sociology for the

South” by George

Fitzhugh

This selection, from Fitzhugh’s Cannibals All! or Slaves Without Masters, is a justification and defense of slavery. In other portions of

his radical book, Fitzhugh argued that (as his title implies) work relations made cannibals of everyone and that, ideally, liberty was

meant only for a few—that “some were born with saddles on their backs, and others booted and spurred to ride them—and the

riding does them good.”

George Fitzhugh, "The Blessings of Slavery" (1857)

“The negro slaves of the South are the happiest, and in some sense, the freest people in the world. The children and the

aged and infirm work not at all, and yet have all the comforts and necessaries of life provided for them. They enjoy liberty,

because they are oppressed neither by care or labor. The women do little hard work, and are protected from the despotism of

their husbands by their masters. The negro men and stout boys work, on the average, in good weather, no more than nine

hours a day. The balance of their time is spent in perfect abandon. Besides, they have their Sabbaths and holidays. White

men, with som muh [sic] of license and abandon, would die of ennui; but negroes luxuriate in corporeal and mental repose.

With their faces upturned to the sun, they can sleep at any hour; and quiet sleep is the gretest [sic] of human enjoyments.

"Blessed be the man who invented sleep." 'Tis happiness in itself­and results from contentment in the present, and confident

assurance of the future. We do not know whether free laborers ever sleep. They are fools to do so; for, whilst they sleep, the

wily and watchful capitalist is devising means to ensnare and exploit them. The free laborer must work or starve. He is more

of a slave than the negro, because he works longer and harder for less allowance than the slave, and has no holiday,

because the cares of life with him begin when its labors end. He has no liberty and not a single right. . . .”

VOCAB QUESTIONS TO CONSIDER

aged According to Fitzhugh, What are the advantages of having

African(­Americans) be enslaved?

infirm

oppressed

despotism

“in perfect abandon”

“Sabbaths and holidays” What is a “free laborer” and how is he different (worse) than a

slave (again, according to Fitzhugh)?

“license and abandon”

ennui

“corporeal and mental repose”

capitalist

Narrative of the Life

of Frederick

Douglass

“Sociology for the

South” by George

Fitzhugh

“The negro slaves of the

South are the happiest,

and, in some sense, the

freest people in the world.

The children and the aged

and infirm work not at all,

and yet have all the

comforts and necessaries

of life provided for them.

They enjoy liberty,

because they are

oppressed neither by care

nor labor. The women do

little hard work, and are

protected from the

despotism of their

husbands by their

masters.”

“The negro slaves of the

South are the happiest,

and, in some sense, the

freest people in the world.

The children and the aged

and infirm work not at all,

and yet have all the

comforts and necessaries

of life provided for them.

They enjoy liberty,

because they are

oppressed neither by care

nor labor. The women do

little hard work, and are

protected from the

despotism of their

husbands by their

masters.”

“Slaves sing most when

they are most unhappy.

The songs of the slave

represent the sorrows of

his heart; and he is

relieved by them, only

as an aching heart is

relieved by its tears.”

Narrative of the Life

of Frederick

Douglass

“Sociology for the

South” by George

Fitzhugh

“Slaves sing most when

they are most unhappy.

The songs of the slave

represent the sorrows of

his heart; and he is

relieved by them, only

as an aching heart is

relieved by its tears.”

“See, Think, Wonder”

Alternative Teaching

Alternative Teaching

Alternative Teaching

Teaming

Teaming

Teaming

Teaming

Teaming

Teaming

Teaming

Teaming

Julie Bar and Ron Simon

One Teach, One Observe

One Teach, One ObserveOne Teach, One Observe

One Teach, One Observe4/17

4/21

4/22

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One Teach, One Assist

One Teach, One Assist

One Teach, One Assist

Dyan Marich and Paul Kim

One Teach, One Assist

10:00 – 11:00 AM

11:00 – 11:20 AM

“Multimedia Principle”

“Contiguity Principle”

“Coherence Principle”

(cognitive load)

versus

“[I]n designing a PowerPoint slide it is important to not present an overwhelming amount of information (i.e., coherence principle) and it is useful to have simple graphics to supplement words (i.e., multimedia principle).”

“Personalization Principle”

http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations

“See, Think, Wonder”

John Gast, 1872

“American Progress”

or “The Spirit of Manifest Destiny”

John Gast, 1872

“American Progress”

or “The Spirit of Manifest Destiny”

John Gast, 1872

“American Progress”

or “The Spirit of Manifest Destiny”

John Gast, 1872

“American Progress”

or “The Spirit of Manifest Destiny”

John Gast, 1872

“American Progress” or

“The Spirit of Manifest Destiny”

On your own

11:30 AM – 12:30 PM

12:30 – 1:00 PM

12:45 – 1:30 PM

Please be prepared to share!

1:30 – 3:00 PM

1) Which of the approaches (if any)

do you currently implement?

Which are used most commonly?

Why?

2) Which new approach could you

imagine using? Why?

3) After working with your co-

teacher this afternoon, please

summarize one or more new

strategies using your own

course content.

3:00 – 3:30 PM

barj@nths.net

boloss@nths.net

simonr@nths.net

twadella@nths.net