Co-Teaching Assignment Directions and Planning Sheet

Co-Teaching Assignment Directions and Planning Sheet In February, the mentor teacher (MT) and teacher candidate (TC) will co-teach a lesson in any content area. There are three different models for co-teaching (St. Cloud State University, The Academy for Co-Teaching and Collaboration, 2012). The purposes for this assignment is to establish collegial relationships, learn from and with each other about various topics such as instructional practices, content knowledge, assessment, and student learning. Process:

1. The TC and MT will discuss and plan a lesson and assessment using the Co-Teaching Lesson Planning Sheet. The lesson and assessment can be taken from existing curricula and resources.

2. The TC will write the lesson using the UHM lesson plan template. The UHM field supervisor does not need to see the lesson plan prior to teaching.

3. After the lesson, the TC and MT will debrief their experience and assess the student work. 4. The TC will complete the Co-Teaching Lesson Reflection Questions. 5. The TC will submit the following in this order: Co-teaching Planning Sheet, Lesson Plan, Teacher

Assessment Tool, Student Assessment Data Table, and Co-teaching Reflection questions. The Co-teaching Planning Sheet can be submitted in legible handwriting and inserted as a .jpeg in the final word document. All other requirements should be typed.

6. TC submits on Laulima by March 1, 2014 as lastname_coteach.doc/.docx

Strategy Definition/Example

One Teach, One Assist

An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments. Example: While one teacher has the instructional lead, the person assisting can be the “voice” for the students when they don’t understand or are having difficulties.

Parallel Teaching Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio. Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy.

Team Teaching Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. Example: Both instructors can share the reading of a story or text so that the students are hearing two voices.

Co-Teaching Lesson Planning Sheet Date/Time of planning session: February 20, 2014/10:00AM-11:00AM Date(s) of lesson: Goal(s) for this planning session: Create and analyze class chart of favorite farm animals and also teach students how to draw the animal they chose through guided drawing Strategy/ies to be used (circle one): One Teach, One Assist Parallel Team Teacher #1: Kaile Okura Teacher #2 Kehau Kaalouahi Standard(s) for lesson: HELDS PHM.48.f Hold writing/drawing tools with a three point finger grip SE.KE.c Participate in small and large group activities SE.36.d Follow rules with teacher support LA.36.d With prompting and support, retell an even from a story LA.48.m Sit and listen to an engaging story from beginning to end LA.48.v Add detail to drawings and other products with simple descriptive words, symbols, scribbles or letter-like forms GK.48.k Identify common geometric shapes (e.g., circle, square, rectangle, triangle) GK.48.s Identify the physical properties of some living and non-living things Roles/Responsibilities (write name next to responsibility):

Writing the lesson plan and giving copy (Kaile)

Read The Little Red Hen to students (Kaile)

Monitor student behavior while students are on the carpet (Kehau)

Create a class chart of students’ favorite farm animals mentioned in the story (Kaile)

Work with students in groups of 3-4 to have them draw the animal they chose (Kaile)

Have students work in same small groups to outline their drawings with Sharpie (Kehau)

Have students paint their drawing (Kehau)

Close the lesson by bringing students back to the carpet to discuss the class chart (Kaile)

Space (classroom set-up) considerations: This lesson will take place in the different classroom centers. The introductory part of the lesson will take place on the carpet where students will sit in their designated colored box. The small group work will take place in the writing center. The closing portion of the lesson will take place at the carpet as well. Materials necessary and who will be responsible:

Lesson plan (Kaile)

The Little Red Hen (Kehau)

Pocket Chart (Kehau)

Post-it notes with each student’s name (Kaile)

Blank paper (Kehau)

Dry erase board

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Lesson Plan: The Little Red Hen-What’s Your Favorite Animal?

Name: Kaile Okura Grade: Preschool (3 years old)

Date: February 20, 2014 Content Area: Writing (Drawing) and Reading

Duration: 60 minutes

Materials needed:

The Little Red Hen by Paul Galdone

Pocket chart

Farm animal cutouts

Post its with the student’s names

Drawing paper

Dry erase board

Guiding Questions: What is your favorite farm animal from the story?

Enduring understanding: Students learn how to draw their favorite animal through guided drawing

What component/s will be the lesson focus?

Opinions

Shapes

Lines (straight and curved)

Strategy or skill emphasis

Listening

Comprehension (recalling main characters of a story)

Purpose of lesson The three-year old classrooms are focusing on farm animals in the classroom. The main purposes of this lesson are to have students become more familiar with farm animals and learn how to draw their favorite farm animal mentioned in the story. The students are able to choose between a cat, dog, mouse, or hen as their favorite. They will also become familiar with the physical characteristics of the animal they chose by using different shapes and lines.

Language modalities to be used in this lesson:

Speaking

Reading

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Writing (Drawing)

Critical Thinking Skills ACEI 3.3-Critical thinking, problem solving and performance skills.

Remembering

Understanding

Applying

Creating

Student Engagement Techniques and Grouping ACEI 3.4-Active Engagement in Learning

Whole group (read aloud & discussion)

Small groups

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DIFFERENTIATION PLAN ACEI 3.2 Adaptation to diverse students.

Identify type of learner (ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

List type of differentiation (learning environment, content,

process, product, performance task)

Instructional approach (Write the instructional

approach/accommodations that will be used for these learners)

Accelerated Learners Product Write their own name on paper after drawing animal

Ask students to add complex characteristics to animal other than basic shapes

Striving learners Process

Product

Repeated instruction

Model drawing steps multiple times at a slower pace

1. Standards/Benchmarks/GLOs ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs

Hawaii Early Learning and Development Standards (HELDS):

SE.KE.c Participate in small and large group activities

SE.36.d Follow rules with teacher support

LA.36.d With prompting and support, retell an even from a story

LA.48.m Sit and listen to an engaging story from beginning to end

LA.48.v Add detail to drawings and other products with simple descriptive words, symbols, scribbles or letter-like forms

GK.48.k Identify common geometric shapes (e.g., circle, square, rectangle, triangle)

GK.48.s Identify the physical properties of some living and non-living things General Learners Outcome (GLO):

Self Directed Learner: The ability to be responsible for one’s own learning

Complex Thinker: The ability to demonstrate critical thinking and problem solving

Quality Producer: The ability to recognize and produce quality performances and quality products

Effective Communicator: The ability to communicate effectively

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2. Assessment Task (ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess student learning, including criteria)

During the read aloud and small-group breakouts, my mentor teacher and I will look for student engagement and participation. We will assess their recollections of farm animals and the product of their drawing. Formative assessments will be conducted through large group discussions. We are looking to see if students can recall the animals in the story and pick their favorite one. During the guided drawing, we are looking to see if students are naming appropriate animal parts, following directions and drawing appropriate shapes for each animal. When outlining their drawing, we are looking to see if students can go over their pencil marks using a Sharpie.

3. Activities/Instructional Strategies (ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)

1. Introduction (2 minutes): *Kaile is leading, Kehau is assisting

a.) Ask to students to settle on the carpet and begin when they are sitting nicely and quietly b.) “Friends, does anyone know what the story of this book is called?”

i) Hold up The Little Red Hen for students to see and respond. ii) Ask, “Has anyone ever read this story before?” All students should say yes.

c.) Explain lesson. i.) “Today, Kumu Kaile is going to read the story again, but this time, I want you all

to focus on the characters in the story and tell me who they were after I read it. Is everybody ready?

2. Building background (15 minutes): *Kaile is leading, Kehau is assisting

a) Read the book The Little Red Hen to the whole class. i) Ask questions during the story to see if students are paying attention.

(1) “Does the cat help the hen?” (2) “What do you think the Little Red Hen is making? How do you know?” (3) “Did any of the animals help Little Red Hen bake the cake?” (4) “Would you help Little Red Hen bake the cake? Why or why not?”

b) Bring pocket chart to the front of the classroom i) “Now that we read The Little Red Hen, who can name me the animals in the story? I

will call on friends who are raising their hand quietly and sitting nicely in their square.”

ii) Call on individual students and insert pictures of farm animal cutouts in pocket chart as students name each animal.

iii) Review the animals. (1) “Look at this chart, boys and girls. We have a cat, a dog, a mouse and a hen.”

Point to each animal as they are named to help familiarize students with each

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animal. iv) “When I call your name, I want you to come up to the pocket chart and tell me what

your favorite animal is out of these five animals. After you choose an animal, you may go to centers. Then, I will call on you in small groups to draw your animal in the writing center. I like how _____ is sitting nicely and quietly. _____, come up and tell me your favorite animal.” (1) Place individual post-it note next to the animal the student chose to keep track

of their votes. v) Move to the writing center when all students have been called and are at centers.

3. Guided practice (We do) (40 minutes): *Kaile’s Part in the Writing Center

a) Call students who chose the cat to the writing center. b) Pass out drawing paper to each student. c) “What animal did you choose after we read The Little Red Hen?” d) Ask students why they chose the cat. e) “Now, we are going to draw a picture of the cat and I will help you. I want you to follow

me and draw what I draw on the dry erase board.” f) Pass out pencils to students g) Draw cat on dry erase board and have students follow steps on their drawing paper.

i) Ask guiding questions before drawing animal. (1) “What does a cat have?” (head, body, tail) (2) “What is on a cat’s face?” (two eyes, one nose, two ears, one mouth, whiskers) (3) “How many legs does a cat have?” (four)

ii) Give student’s guidance by pointing to your own body parts that the animal has. (Point to ears, nose, eyes, or mouth if students cannot name the parts on their own)

iii) Draw the parts of the animal step-by-step using familiar shapes (circle for the head, oval for the body, triangle for the ears, rectangles for the legs, etc.). Monitor students and make sure they are following directions and drawing appropriate shapes. Model steps multiple times if students need more guidance.

iv) Ask students to write their name on their paper after completing drawing. (1) Rewrite name if handwriting is not legible.

v) Ask group of students to move to Kumu Kehau’s table to outline their drawing. Remind students to take their drawing with them.

h) Call on next group of students who chose another animal to the writing center. i) Repeat steps b-h for each group of students and ask guiding questions that correspond

to their animal. *Kehau’s Part in another Writing Center a) Ask students to pick a seat in the writing center with their drawing paper in front of them b) Show students how to outline their drawing

i) “Now that you finished drawing your favorite animals, we want to paint our animals. But first, we need to outline our drawings so we can see it when we paint. We are going to use a Sharpie and go over all your pencil marks like this. Model outlining for students to see. I

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want you to try. When you look ready, I will pass out the Sharpie’s and you may start. c) Pass out Sharpie’s to students who are sitting quietly. d) Guide students in using the Sharpie by holding the top of the Sharpie to make sure they are following their pencil lines. e) Remind students to outline their name as well f) Allow students to go to a difference center after they have completed their outlining. g) Collect all student drawings h) Repeat steps a-f for each group of students 4. Closing (5 minutes)

a) Ask xylophone helper to ring the xylophone and tell friends to start cleaning up. b) Sit in front of the carpet and wait for all students to sit in their squares. c) Ask students to name the animals in the story once more. d) “Before we get ready for lunch, we are going to count how many friends chose each

animal. How many friends chose the cat? Let’s count together. One, two, three…” i)Count the number of friends for each animal, write the number on a post-it note and stick it next to the corresponding animal. ii) Compare students choices

(1) “Which animal has the most number of friends?” (2) “Which animal has the least number of friends?”

e) Show student’s completed drawings to the class and ask who drew each picture. Ask each student what animal they drew. Refer back to pocket chart if student does not know. Ask student to grab their lunch bags and get ready for lunch. Repeat for each student.

f) Painting portion is completed another day without Kaile and have Kehau as the leader.

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Teacher Assessment Tool

Student Chose favorite farm animal from The Little Red Hen

Participated in Guided Drawing

Comments

1. Student 1 √ Drew cat -Drew very small animal with distinctive head, body and legs

2. Student 2 ABSENT ABSENT ABSENT

3. Student 3 √ Drew mouse -Followed directions, drawing somewhat accurate

4. Student 4 Drew cat -Head, body and legs of animal are noticeable

5. Student 5 √ Drew dog -Followed directions -Face is noticeable

6. Student 6 ABSENT ABSENT ABSENT

7. Student 7 √ Drew dog -Followed directions -Head and ears are noticeable

8. Student 8 Drew hen -Drawing was more accurate than outlining -wrote name legibly

9. Student 9 √ Drew cat -Drew head inside of body, looks like a pig

10. Student 10 √ Drew dog -Did not follow directions -Redrew animal in outlining center

11. Student 11 √ Drew mouse -Followed directions and drew accurately

12. Student 12 √ Drew dog -Followed directions and drew accurately -Ears make it look like a mouse

13. Student 13 √ Drew cat -Head, body and legs of animal are noticeable

14. Student 14 √ Drew dog -Followed directions -Face and legs are

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noticeable

15. Student 15 √ Drew cat -Head, body and legs are noticeable but not accurate -Did not draw ears

16. Student 16 √ Drew mouse -Drawing made up of lines, circles and dots

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Padua/Lock ITE 317/415L /s14

Student Assessment Data Table

Students Name SE.36.d Follow rules with teacher support

GK.48.k Identify common geometric shapes (e.g., circle, square, rectangle, triangle)

LA.48.v Add detail to drawings and other products with simple descriptive words, symbols, scribbles or letter-like forms

GLO#4 Quality Producer: The ability to recognize and produce quality performances and quality products

1. Student 1 √ √ √ √

2. Student 2 ABSENT ABSENT ABSENT ABSENT

3. Student 3 √ √ - √

4. Student 4 √ √ √ √

5. Student 5 √ √ - √

6. Student 6 ABSENT ABSENT ABSENT ABSENT

7. Student 7 √ √ - √

8. Student 8 √ √ √ √

9. Student 9 √ √ √ √

10. Student 10 - √ - -

11. Student 11 √ √ √ √

12. Student 12 √ √ √ √

13. Student 13 √ √ √ √

14. Student 14 √ √ √ √

15. Student 15 - √ √ √

16. Student 16 √ √ - -

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Co-Teaching Reflection Questions Write your response below each question using the style requirements as written in the syllabus.

1. Describe the co-teaching strategy you and your mentor teacher selected and the reasons why it was

selected. The co-teaching strategy my mentor teacher and I selected was “One Teach, One Assist” where I

was the teacher and she assisted me throughout the lesson. We chose this strategy to help me build a

stronger relationship with the students and prepare for my formal observations. We thought it would be

best to address student learning by starting off in a large group and breaking out into smaller groups of

3-5 students. This strategy helped me prepare for my formal observation because I now have experience

leading the class and transitioning from whole group discussions to small group activities.

2. Briefly describe the lesson and share two examples of students’ successes and two challenges. Use

evidence from your assessment tool and student work to support your reasons. In this lesson, the main focus was to familiarize students with the farm animals addressed in the

story The Little Red Hen by Paul Galdone. I began the lesson by doing a read aloud of the story while

asking comprehension questions throughout the story such as “Are any of the animals helping Little Red

Hen?” After reading the story and naming the animals in the story, I created a class chart of the animals

and asked the students to pick their favorite. Based on their responses, I worked with students in four

groups to teach them how to draw their animal. I guided the students in drawing their animal by using

shapes and lines to draw each animal. During this time, my mentor teacher assisted by working in small

groups and showing the students how to outline their drawings. I closed the lesson by asking the

students to count how many friends chose each animal and compare the number of friends.

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Here are two samples of students’ successes:

Student A was able to use simple geometric shapes to draw a picture of a mouse. She followed directions of where to place each shape and add detail to her drawing by shading in the eyes and putting the whiskers in the appropriate area. This student received a check in each column of the student assessment data table.

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Student B was also successful in using simple geometric shapes to create a picture of a dog. She followed directions and placed each body part of the animal in the appropriate spots. The direction of the dog’s ears look upside-down, but she still received a check in each box in the student assessment data table.

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Here are some examples of student challenges:

Student C received a check for “following rules with teacher support” and” identify common geometric shapes”, but received a minus for “adding detail to drawings and other products with simple descriptive words, symbols, scribbles or letter-like forms” and “the ability to recognize and produce quality performances and quality products”. This student followed along with my directions, but did not connect the shapes to make it look like an animal. This student was supposed to draw a mouse, but it is unnoticeable in this picture. The two circles look like the head and body, the dots could be the eyes, and the three lines could be the legs, but it is unclear from this product.

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Student D received a minus for all sections on the student assessment data table because he failed to follow directions and create a quality product of his drawing. This student was supposed to draw a dog, but ended up drawing a bunch of lines and scribbles. During my instruction, he drew at his own pace without listening to my directions. The pencil marks show his initial effort, but my mentor teacher made him draw the animal again using a Sharpie. The Sharpie drawing is much more defined than his pencil drawing, but there are no distinct characteristic to show that it is a dog. 3. What were successes in your co-teaching experience? What would you and your mentor teacher do

differently?

From this co-teaching experience, I was able to create stronger relationships between my mentor

teacher as well as her students. After completing this lesson, I noticed more students calling me Kumu

Kaile instead of Aunty, like they usually did. I also gained a better understanding my mentor teacher’s

teaching style because her lessons usually start in a large group and transition into small groups, which

is what we did for this lesson as well. Another success in this co-teaching experience is that I was able to

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mange my time according to the schedule by giving students explicit instructions to keep the pace

consistent without leaving any students behind.

One thing my mentor teacher and I would do differently next time is to let me introduce a new story

to the students instead of my mentor teacher. Since the students were already familiar with the story, I

did not have many experiences reading it to them. Instead, I could have begun reading the story prior to

this lesson in order to create more experiences reading it with the students. Another thing we could do

differently is guide the students in the drawing by using a pencil a paper just like they did. Doing that

could have made the lesson more intimate instead of me standing up in front of them and drawing on

the dry erase board. This might have made it easier for the students to follow because we would be

using the same materials, and I could have given clearer instructions of how to draw each animal.

4. Describe how this co-teaching experience will prepare you for establishing collegial relationships and improving your professional dispositions.

This co-teaching experience will help prepare me for establishing collegial relationships by having a

deeper understanding of how to plan and implement a co-teaching lesson into a preschool setting. I can

use this knowledge to share with future colleagues and collaborate with them to create other lessons.

This co-teaching lesson enhanced my professional dispositions because I was able to practice both

formative and summative assessments through the process the product of the lesson. This experience

taught me how to effectively communicate with my mentor teacher through asking questions and being

respectful to her as well as the other faculty members. I demonstrated professional and ethical conduct

by showing concern for the children’s well-being and safety as well as responding to feedback in a

solution-oriented manner. With these experiences, I can apply it to other methods courses and in future

classrooms as a teacher candidate and as a professional.

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Documents

Co-Teaching Assignment Directions and Planning Sheet