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A half day discussion with school teams at the secondary level on inclusion and co teaching. Coquitlam.
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2014-‐15 L.I.F. Focus
Improving Learning For All
Crea%ng Schools and Classrooms Where All Students Belong
Secondary
Faye Brownlie www.slideshare.net
Learning Intentions: • We have reviewed and journey to date. • We have grown our ways of collecDng and using informaDon on our students to make class learning plans from class reviews.
• We have polished our mental models of learning frameworks.
• We have new ideas of HOW to collaborate in co-‐teaching.
• We are leaving with a revised school plan of acDon.
Big Ideas… As a school community we want to work together to meet the needs of all students.
Inclusion is not a special educaDon model; it is a school model.
As professionals we want to constantly examine and refine our pracDce.
CollaboraDve problem-‐solving and teaching results in new ideas, new products and a feeling of connecDon.
Our students conDnue to change and learn and their needs, just like the school’s, will change over the course of the year.
Brownlie & Schnellert It’s All About Thinking
C
Class Review -‐gathering
informaDon
-‐strengths-‐based
-‐acDon oriented
Tom’s grade 9 English Class
• Strengths – AUenDve, peaceful – Quite academic – 8 high flyers, 3 really high flyers – RecepDve to instrucDon – Responsible and engaged at seatwork – Care about each other
• Needs – Limited parDcipaDon from many
– LiUle criDquing of me, liUle feedback for me – Olivia and Rachelle are considerably less skilled
• Goals – More interesDng texts
– More creaDve acDviDes – BeUer parDcipaDon – Warm-‐up that catches everyone
• Decisions – Try literature circles with a variety of texts to get all kids reading -‐ no limits on amount of reading so keen readers can read more and not have to wait
– Quadrants of a thought for deep understanding – Warm-‐up with quick write or sketch rather than grammar and vocabulary
– Co-‐teach once a week
Rationale for Collaboration:
• By sharing our collec%ve knowledge about the whole class and developing a plan of ac%on based on this, we can be?er meet the needs of all students.
Goal:
• to support students to be successful learners in the classroom environment
A Key Belief
• When interven%on is focused on classroom support it improves each student’s ability and opportunity to learn effec%vely/successfully in the classroom.
No plan, No point
Co-teachers: When two teachers are 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 a?en%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
Co-Teaching Models (Teaching in Tandem – 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
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 piRall: easiest to go off the rails and have one teacher feel as an ‘extra pair of hands’, no specific task (buzzing radiator)
1 Teach, 1 Support: Examples • demonstra%ng a new strategy so BOTH teachers can use it the next day – e.g., ques%oning from pictures, note-‐taking, think aloud
Note-taking in Food Studies • Best Secondary with Alexia Baldwin and Denise Nemblard, grade 9 Food Studies
• Previously had lesson on grains and rice cooking demo
• Challenge: S love pracDcal, not the theory; text is 1975, present by lecture
• LO: – Rice is part of the grain group – NutriDonal values of different grains of rice – Factors influencing choice of rice – Wild rice, a Canadian component
• Whip around – know about rice (Alexia)
• Lecture: background info on rice, S fill in notes (Denise)
• Matching: S, in groups use the words provided to fill in the blanks on their note-‐taking sheet (Faye) – Working in groups
– Plenty of Dme for individual and small group feedback
• Tie to LO: something you know now that you didn’t know before
• Japanese • Thailand • India • short • nuUy
• red • risoUo • chewy • sDcky • floral
Specialty Rices 5 important types
Arborio – essenDal for making ___________ BasmaD – extra long grain widely used in _________ with a unique, _______ flavour
Jasmine – from __________ with a delicate and ___________fragrance
Wehani -‐ _________ colour with a rich earthy flavour
GluDnous – sweet-‐tasDng _______ grained rice that becomes _______ and _________ when cooked; used in Chinese and ________ cuisines
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 a?en%on
Parallel Groups: Examples • Inside/outside circle
– Review – Build criteria for discussion
• Socra%c circle – 2 groups running simultaneously
• Math concept • Each teaches one group
Art 9/10 with Sheri Tompkins, Heritage Woods
• Working together
• Student chooses one piece of his art for feedback • Student self-‐assesses, presents his piece to his group (of 4 or 5), others observe silently, student adds his comments.
• Student turns his back. Group members discuss the art work, using the criteria sheet. No judgment, likes or dislikes. Student records the remarks.
Sta%on Teaching
• mostly small groups, more individual a?en%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.
Station Teaching: Examples • Students working in pairs playing games from calcula%onna%on.nctm.org
• Teachers monitoring, coaching
• Labs as sta%ons
1 Large Group, 1 Small Group
• advantage: either teacher can work with either group, can provide tutorial, intensive, individual
• possible piRall: don’t want same kids always in the ‘get help’ group
Large group, small group: Examples
• One presents lesson – Second extends or reviews or build background knowledge with smaller group
• Writers’ workshop – One teacher leading edi%ng group, other with whole class
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 piRalls: trust and skill • Most oaen in whole class instruc%on and could be followed up with any of the other four co-‐teaching models
Teaming: Examples
• Graphic organizer: Teachers model how to use a mind map as a post reading vocabulary building ac%vity, teacher most knowledgeable about mind mapping teaches the format as other teacher debriefs with students; both flow back and forth
Using Mindmaps to Organize and Demonstrate Understanding
• Gleneagle Secondary, Coquitlam, with Andy Albright, grade 10 English – graphic novels – Opener: hot chocolate invitaDon and 3 + from yesterday – extended 1; modeled chains A
– Styles Line-‐Up: visual, verbal, relaDonships/connecDons, analyzing F
– Examined mindmap of WW11 – what do you noDce? Created dram design criteria. A and F
– Reviewed content criteria A – 20 minute for individual work & feedback A and F
• What can you try? • How does this informaDon match with your school/team goals?
• How can you share this with others at your school?
• Trust your professional experDse • Collaborate: 2 heads are beUer than 1
• Respond to the needs of your students • NO program exists that can replace YOU!!!
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