Collaboration,Co-teaching, Co-Planning Arrow Lakes

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  • Collaboration, Co-Planning & Co-Teaching

    ArrowLakesOct15,2015

    FayeBrownlieandLeytonSchnellert

  • McKinsey Report, 2007 Thetop-performingschoolsystemsrecognizethattheonlywaytoimproveoutcomesistoimproveinstrucEon:learningoccurswhenstudentsandteachersinteract,andthustoimprovelearningimpliesimprovingthequalityofthatinteracEon.

  • How the worlds most improved school systems keep getting better

    McKinsey, 2010

    ThreechangescollaboraEvepracEcebroughtabout:1. Teachersmovedfrombeingprivateemperorsto

    makingtheirpracEcepublicandtheenEreteachingpopulaEonsharingresponsibilityforstudentlearning.

    2. FocusshiJedfromwhatteachersteachtowhatstudentslearn.

    3. SystemsdevelopedamodelofgoodinstrucEonandteachersbecamecustodiansofthemodel.(p.79-81)

  • The teeter totter

    kids

    kids curriculum

  • Big IdeasAsaschoolcommunitywewanttoworktogethertomeettheneedsofallstudents.

    InclusionisnotaspecialeducaEonmodel;itisaschoolmodel.

    AsprofessionalswewanttoconstantlyexamineandrefineourpracEce.

    CollaboraEveproblem-solvingandteachingresultsinnewideas,newproductsandafeelingofconnecEon.

    OurstudentsconEnuetochangeandlearnandtheirneeds,justliketheschools,willchangeoverthecourseoftheyear.

    Brownlie&SchnellertItsAllAboutThinking

  • No plan, No point

  • Ways to work together

    CollaboraEveplanning

    Redesigningcurriculumanddelivery

    CollaboraEveinquiry/lessonstudy

    Co-teaching

  • What are the new directions?

    What will stay the same?

    IncreasedflexibilityandspaceforteacherinnovaEon,studentpassions,andgreaterdepthofstudy

    BigIdeasforeachgradeineachareaoflearning

    Explicitfocusoncompetencies Supportforinquiry,project-based,hands-

    on,andinterdisciplinaryapproaches

    AboriginalperspecEvesandcontentauthenEcallyintegratedintoallsubjects

    Acommonframeworkforallareasoflearning

    Rigorouslearningstandardsineachareaoflearning

    AstrongfocusonthefoundaEonsofreading,wriEngandmathemaEcs

    SubjectssuchasMath,Science,LanguageArts,andSocialStudiesremainattheheartofeverystudentseducaEon

    Curriculum Redesign Directions

  • AttheheartofBriEshColumbiasredesignedcurriculumare: corecompetencies essenEallearning(bigideas/richcontent) literacyandnumeracyfoundaEons

    ReflectsashiJtowardsaconcept-based,competency-drivencurriculum

    BCs Redesigned Curriculum

  • Allcorecompetenciesarepostednow CreatedonaconEnuum(notbygradelevel)

    FeedbackwillbecollectedbetweenSept.Dec.2015

    TeamswillcometogetherinJan.2016torevise

    CoreCompetencies

    BC CORE COMPETENCIES

  • ReducetheprescripEvenatureofcurriculum

    Allowforflexibilityandchoiceforteachersandstudent

    EnableteacherstobecreaEveandinnovaEveintheirdesignoflearningexperiences

    AlignassessmentandevaluaEonwiththeredesignofthecurriculum

    Guiding Principles

  • Hold onto

    Grow INTO

    Let go of

    Nurture inclusion by

  • Professional Collaboration InteracEveandon-goingprocess Mutuallyagreeduponchallenges CapitalizesondifferentexperEse,knowledgeandexperience

    Rolesareblurred Mutualtrustandrespect CreateanddelivertargetedinstrucEon GOAL:begermeettheneedsofdiverselearners

  • Co-planning

    What will we develop/ explore/change/ refine to better meet the needs of our learners?

    Why are we choosing this focus?

    Plan: How will we do this?

    Goals

    Rationale

    Plan

  • Whatarethestrengthsoftheclass?

    Whataretheneedsoftheclassasawhole?

    Whatareyourmaingoalsfortheclassthisyear?

    Whataretheindividualneedsinyourclass?

    Tosetyourplan

  • RESPONSETOINTERVENTION(RTI)

    S,MOORE ADAPTATIONS&MODIFICATIONS-SDL2012

  • Co-teachers:When two teachers are in the room,

    they can Workfromaplanbasedonstudentsstrengthsand

    needs Differen=ateinstruc=on UseAFLstrategiestoassessunderstanding Increasepar=cipa=onofallstudents Decreasebehavioralchallenges FocusaDen=on Increasestudentindependence Teachself-regula=on Modelposi=ve,strengths-basedlanguage Talktoeachotheraboutwhattheyarelearningabout

    theirstudents

  • TasksofResourceTeachersPorter,etal.,2012

    Workingwithteachers Workingwithstudents PlanningandorganizaEon Professionaldevelopment MeeEngs other

  • 8.30%

    22.10%

    26.40%

    2.70%

    16.90%

    22.40%

    Workingwithteachers

    Workingwithstudents

    PlanningandorganizaEon

    Professionaldevelopment

    MeeEngs Other

    Timespentbyaresourceteacherinathree-dayperiodPorteretal.,2012

  • Supportsthatteachersthinkaremostvaluableforinclusiveeduca=on

  • CooperaEveTeaching

    CooperaEveInstrucEng

    CooperaEveWorking

    CooperaEveExisEng

    LevelsofInvolvement

    Elem

    entsofC

    oope

    ra=veTea

    ching

    HourcadeandBauwens.

    Problem-solvingProcessingPresen=ngPlanningPresence

    Presen=ngPlanningPresence

    PlanningPresence

    Presence

  • Hold onto

    Grow INTO

    Let go of

    Nurture inclusion by

  • Co-Teaching Models(Teaching in Tandem Effective Co-Teaching in the Inclusive Classroom Wilson

    & Blednick, 2011, ASCD)

    1teach,1support Parallelgroups Sta=onteaching 1largegroup;1smallgroup Teaming

  • 1Teach,1Support

    mostfrequentlydone,leastplanning advantage:focus,1:1feedback,ifalternateroles,noonehastheadvantageorlooksliketherealteacher,cancapitalizeone1sstrengthsandbuildprofessionalcapacity

    possiblepiTall:easiesttogoofftherailsandhaveoneteacherfeelasanextrapairofhands,nospecifictask(buzzingradiator)

  • 1 Teach, 1 Support: Examples demonstra=nganewstrategysoBOTHteacherscanuseitthenextdaye.g.,thinkaloud,writearound,ques=oningfrompictures

  • Building Deeper Connections Grade2withKinderMann,Burnaby

    ExplainhowconnecEonshelpusdeepenourunderstandingofastory.

    MakeconnecEonswiththecover Givekidsapost-itnotewiththeirname Readthestoryaskidssilentlyplacetheirpost-itnoteswhen

    theymakeaconnecEon. Rereadtheimprovedstorynowthatitisricherwithallour

    connecEons. WriteaboutyourconnecEonwiththestoryonethat

    reallyhelpedyouthinkmoredeeplyaboutthestory.

  • Note-taking in Food Studies BestSecondarywithAlexiaBaldwinandDeniseNemblard,grade9FoodStudies

    Previouslyhadlessonongrainsandricecookingdemo

    Challenge:SlovepracEcal,notthetheory;textis1975,presentbylecture

    LO: Riceispartofthegraingroup NutriEonalvaluesofdifferentgrainsofrice Factorsinfluencingchoiceofrice Wildrice,aCanadiancomponent

  • Japanese Thailand India short nugy

    red risogo chewy sEcky floral

  • SpecialtyRices5importanttypes

    !ArborioessenEalformaking___________!BasmaEextralonggrainwidelyusedin_________withaunique,_______flavour!Jasminefrom__________withadelicateand___________fragrance!Wehani-_________colourwitharichearthyflavour!GluEnoussweet-tasEng_______grainedricethatbecomes_______and_________whencooked;usedinChineseand________cuisines

  • ParallelGroups

    bothteacherstakeabouthalftheclassandteachthesamething.

    mustbeco-planned,requirestrustineachother,

    musteachknowthecontentandthestrategies.

    advantage:halfclasssize-morepersonalcontact,moreindividualaDen=on

  • ParallelGroups

    bothteacherstakeabouthalftheclassandteachthesamething.

    mustbeco-planned,requirestrustineachother,

    musteachknowthecontentandthestrategies.

    advantage:halfclasssize-morepersonalcontact,moreindividualaDen=on

  • Parallel group: Examples Fishbowl:inside/outsidecircle

  • Sta=onTeaching

    mostlysmallgroups,moreindividualaDen=on,

    eachteacherhas2groups,1workingindependentlyatasta=onorwri=ng,1workingdirectlywiththeteacher.

    Requiresstudentselfregula=on(whichneedstobetaught)andplanningformeaningfulengagement.

  • Station Teaching: Examples Guidedreading:4groups;RThastwoandCThastwo

    mathgroupsMichellespaDerning(1directteaching,2guidedprac=ce,1guidedprac=cewithobserva=on)

    sciencesta=ons:CTandRTeachcreatedtwosta=ons;co-planningwhattheywouldlookliketoensuredifferen=a=on,teachersmovedbackandforthbetweengroupssuppor=ngself-monitoring,independenceontask

  • Station Teaching: Examples Literaturecirclesorinforma=oncircles:eachteacherisworkingwithonegroupwhiletheothergroupsworkindependentlyorasindividuals.

  • 1LargeGroup,1SmallGroup

    advantage:eitherteachercanworkwitheithergroup,canprovidetutorial,intensive,individual

    possiblepiTall:dontwantsamekidsalwaysinthegethelpgroup

  • 1 large group, 1 small group: Examples

    Abertheintroduc=onofthemathlesson,onemonitorsandsupportsthelargergroup,whiletheothercon=nuestoteachasmallergroupwhoneedaddi=onalsupport.

    Onegroupininforma=oncirclesneedsmoresupportsoaberthewholegroupintro,oneteacherstayswiththisgroupwhiletheothermonitorsandsupportstheremaining4-5groups

  • Teaming

    mostseamless. co-planned teacherstakealternaterolesandlead-takingasthe

    lessonproceeds. advantages:capitalizesonbothteachersstrengths,

    modelscollabora=onteaching/learningtostudents,canadjustinstruc=onreadilybasedonstudentneed,flexible

    possiblepiTalls:trustandskill Mostobeninwholeclassinstruc=onandcouldbe

    followedupwithanyoftheotherfourco-teachingmodels

  • Personalinquirywithinaninquiryunit

    ProvidestudentswithminibookletstousetorecordanyquesEonsthattheyhaveduringaunit.

    ThishelpstobuildstudentsowninquiryquesEonsandsetsthestageformoregeneraEngtheirownthinkinglaterintheunit.

    Onceaweekorsotheclassengagesinadiscussionaboutwhattheywerewondering,whattheyhavelear