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Co-Teaching For Gap Closure
CT4GC Math Strategies Agenda
I. Review of Continuous Classroom Improvement
II. Connect Co-teaching strategies to math instruction scenarios
III. High yield instructional strategies and activities for your math classroom
3
Co-Teaching For Gap Closure
Classroom MissionLearning TargetsSMART Goals30/60/90
Data WallsData CentersStudent Data NotebooksPDSA/30/60/90
10 High Yield Math Strategies
• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice• Nonlinguistic
Representations• Cooperative Learning• Setting Objectives and
Providing Feedback• Generating and Testing
Hypotheses• Questions, Cues, and
Advance Organizers• Development of
Academic Vocabulary
7
Co-Teaching For Gap Closure
Learning Targets
Review the steps in Continuous Classroom Instruction and identify the step that involves High Yield Strategies
Identify math instructional scenarios by their co-teaching strategies.
Gain a set of high yield instructional strategies and activities to implement in your own math classroom
8
Co-Teaching For Gap Closure
I. Setting and Communicating Clear Direction
Step 1: Clarify & Communicate the Learning RequirementsStep 2: Publish and post a class learning goalStep 3: Chart and analyze class learning resultsStep 4: Write and use a class, course, or program mission statement
II. Engage Students in Regular and Frequent Evaluation and Improvement of Classroom Learning Processes
Step 5:Plan for frequent cycles of learning by setting short-term learning targets.Step 6: Determine what the teacher and students need to do to ensure that everyone learns the target; what high-yield strategies will be used. Step 7: Study the results of strategies used for the learning cycleStep 8: Action plan and make adjustments for the next cycle of learning.`
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Co-Teaching For Gap Closure
II. Engage Students in Regular and Frequent Evaluation and Improvement of Classroom Learning Processes
Step 5:Plan for frequent cycles of learning by setting short-term learning targets.
Step 6: Determine what the teacher and students need to do to ensure that everyone learns the target; what high-yield strategies will be used. Step 7: Study the results of strategies used for the learning cycle
Step 8: Action plan and make adjustments for the next cycle of learning.`
10
Co-Teaching For Gap Closure
Learning Targets
Review the steps in Continuous Classroom Instruction and identify the step that involves High Yield Strategies
Identify math instructional scenarios by their co-teaching strategies.
Gain a set of high yield instructional strategies and activities to implement in your own math classroom
Does your co-taught classroom look
d¿fferent than your other math
classes?
Co-Teaching For Gap Closure
14
Co-Teaching For Gap Closure
Lead & Support
One teacher leads and the other offers assistance to individuals or small groups or carries out other managerial tasks.
www.youtube.com
15
Co-Teaching For Gap Closure
Station Teaching
Established centers, students rotate. One teacher may lead a center
to give specific feedback while other monitors other centers.
blog.lib.umn.edu
16
Co-Teaching For Gap Closure
Parallel TeachingStudents are divided into two heterogeneous groups. Then, each
teacher provides instruction to students using a different teaching
style to reach students of different learning preferences. One teacher
may lead hands-on activity while other offers more linear approach.
Students choose based on preference.
aspirail.org
17
Co-Teaching For Gap Closure
Alternative Teaching
One teacher works with a small group or provides individual
conferences while the other teacher works with the rest of the class.
www.vbschools.com
18
Co-Teaching For Gap Closure
Team Teaching
Both teachers share the planning and instruction of students
in a coordinated fashion.
agsasman3yk.wordpress.com
19
Co-Teaching For Gap Closure
Partner Task:Read the scenarios on the following slides. Consult with your partner to
determine which co-teaching model is described. Hold up the appropriate co-
teaching model card.
Activity Time
20
Station A—Teacher led; Students solve word problems surrounding projectile motion
Station B—Teacher led; Students find the vertex of a graph of a quadratic equation with the Quadratic Formula (no calculator)
Station C—Independent; Students do a Carousel Card Sort matching graphs of parabolas to quadratic equation word problems
Station D—Independent; Students use graphing calculators to explore the effect of different variables in a quadratic equation written in various forms.
Co-Teaching For Gap Closure
Station Te
aching
21
When working through a proof, one teacher provides the statement and the other teacher provides the reason
One introduces vocabulary while the other gives examples on the board
As one teacher presents material, the other completes a graphic organizer
Co-Teaching For Gap Closure
Team
teaching
One teacher works on multiplication of polynomials using the Box Method.
While the other teacher works on multiplication of polynomials using Algebra Tiles.
Co-Teaching For Gap Closure
Parallel teaching
23
One teacher monitors the majority of the students, the other is specifically monitoring two groups with some students who require consistent cueing to work on task.
After reviewing the exit slips from yesterday’s class it was noted that 6 students are not understanding place value. So one teacher will be making observational notes on how those 6 students answer/solve problems
One introduces factoring using the “a-c” method; the other helps some students take notes and cues others to remain on task.
Co-Teaching For Gap Closure
Lead and
support
24
While the larger group is working on timed ACT-like problems, the smaller group is having direct instruction in the uses of a graphing calculator on the ACT.
After a test on solving equations, one teacher works with the larger group on an enrichment activity while the other teacher works with the smaller group to pre-teach vocabulary about linear functions.
Co-Teaching For Gap Closure
alternative te
aching
27
Co-Teaching For Gap Closure
Learning Targets
Review the steps in Continuous Classroom Instruction and identify the step that involves High Yield Strategies
Identify math instructional scenarios by their co-teaching strategies.
Gain a set of high yield instructional strategies and activities to implement in your own math classroom
29
Co-Teaching For Gap Closure
Table Task:Talk with your table to define what high-
yield instructional strategies means. Use your mini-whiteboard for your
definition and examples.
Activity Time
30
Co-Teaching For Gap Closure
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Linguistic and Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Questions, Cues, and Advance Organizers
Development of Academic Language
Hig
h Y
ield
Ins
truc
tiona
l Str
ateg
ies
45%
34%
29%
28%
27%
27%
23%
23%
22%
?%
31
Co-Teaching For Gap Closure
High Yield Instructional Strategies Dr. Marzano
http://www.youtube.com/watch?v=T5XlkyPf950
Anticipation Guide:• What does Dr. Marzano say about these10 strategies? • Are they the only strategies that work?
32
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy Research Says Examples
Identifying Similarities and Differences
Students should compare, classify, and create metaphors, analogies and graphic representations
T-charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers, QAR, sketch to stretch, affinity, Frayer model, etc.
Yields
45%Increase!
33
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy Research Says Examples
Development of Academic Vocabulary
Teachers should intentionally develop word knowledge that makes it possible for students to engage with, produce, and talk about texts that are valued in school.
Interactive Students Notebooks, word walls, A.C.E (Answer-Cite-Evidence-Expand/Explain your answer), “word storm” organizer, word puzzles, word lists, content area journaling
Vocabulary Word Sort
Sort the words into at least three groups.When finished, find another way to sort the words.Modifications:
open sort vs. closed sort number of categories Supply one category and have them pick another
35
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy Research Says Examples
Summarizing and Note Taking
Students should learn to delete unnecessary information, substitute some information, keep important information, write / rewrite, and analyze information.
Teacher models summarization techniques, identify key concepts, bullets, outlines, clusters, narrative organizers, journal summaries, break down assignments, create simple reports, quick writes, graphic organizers, column notes, affinity, etc.
Yields
34%Increase!
36
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy Research Says Examples
Questions, Cues, and Advance Organizers
Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting responses, eliciting inference and analysis. Advance organizers should focus on what is important and are more useful with information that is not well organized.
Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skim chapters to identify key vocabulary, concepts and skills, A.C.E. anticipation guide, annotating the text, etc.
Yields
22%Increase!
Graphic Organizer
Uncle Fred always answers a question with another question or riddle. He has a farm
and raises chickens and cows. I asked him how many chickens and how many cows
did he have and he replied, “I have 21 heads and 66 legs.” How many chickens
and how many cows does he have?
41
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy Research Says Examples
Reinforcing Effort and Providing Recognition
Teachers should reward based on standards of performance; use symbolic recognition rather than just tangible rewards.
Hold high expectations, display finished products, praise students’ effort, encourage students to share ideas and express their thoughts, honor individual learning styles, conference individually with students, authentic portfolios, stress-free environment etc.
Yields
29%Increase!
42
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy Research Says Examples
Homework and Practice
Teachers should vary the amount of homework based on student grade level (less at the elementary level, more at the secondary level), keep parent involvement in homework to a minimum, state purpose, and, if assigned, should be debriefed.
Retell, recite and review learning for the day at home, reflective journals, parents are informed of the goals and objectives, interdisciplinary teams plan together for homework distribution, etc
Yields
28%Increase!
44
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy Research Says Examples
Nonlinguistic Representations
Students should create graphic representations, models, mental pictures, drawings, pictographs, and participate in kinesthetic activity in order to assimilate knowledge.
Visual tools and manipulatives, problem-solution organizers, spider webs, diagrams, concept maps, drawings, maps, sketch to stretch, K.I.M., etc.
Yields
27%Increase!
50
Context
GraphTa
ble
Equ
atio
n SentenceGive Me 5
Co-Teaching For Gap Closure
High Yield Instructional Strategies
51
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy Research Says Examples
Cooperative Learning
Teachers should limit use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse.
Integrate content and language through group engagement, reader’s theatre, pass the pencil, circle of friends, cube it, radio reading, shared reading and writing, plays, science projects, debates, jigsaw, group reports, choral reading, affinity, etc.
Yields
23%Increase!
54
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy Research Says Examples
Setting Objectives and Providing Feedback
Teachers should create specific but flexible goals, allowing some student choice. Teacher feedback should be corrective, timely, and specific to a criterion.
Articulating and displaying learning goals, KWL, contract learning goals, etc.
Yields
23%Increase!
Open Questions and Parallel Tasks
Open Questions
• Broad-based questions that invite meaningful responses from all learning levels.
Parallel Tasks
• Two or more related tasks that explore the same big idea, but are designed to suit the needs of different learning levels.
57
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy Research Says Examples
Generating and Testing Hypothesis
Students should generate, explain, test and defend hypotheses using both inductive and deductive strategies through problem solving, history investigation, invention, experimental inquiry, and decision making.
Thinking processes, constructivist practices, investigate, explore, social construction of knowledge, use of inductive and deductive reasoning, questioning the author, etc.
Yields
23%Increase!
59
Co-Teaching For Gap Closure
Learning Targets
Review the steps in Continuous Classroom Instruction and identify the step that involves High Yield Strategies
Identify math instructional scenarios by their co-teaching strategies.
Gain a set of high yield instructional strategies and activities to implement in your own math classroom