Co Teaching Models
Many roads, one destination.
August 5, 2014
Rita & John
•[email protected]
• [email protected]
•http://www.weteachwelearn.org/tag/rita-platt/
• http://mplsesl.wikispaces.com/Home+Page
• @ritaplatt
• @johnwolfe3rd
•
•
Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching
learners of all levels from kindergarten to graduate student. She currently is a
Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches
graduate courses for the Professional Development Institute, and consults with
local school districts.
John Wolfe is a teacher on special assignment for the Multilingual Department at
the Minneapolis Public School District. He has worked with students at all levels as
well as provided professional development to fellow teachers. His areas of
expertise include English Language Learners, literacy, and integrated technology.
Relax … Everything (and more) is on The Wiki
http://www.mplsesl.wikispaces.com/
PD must be:
Continuous, Collaborative, Communicative
An invitation to a
conversation!
Conversational
Collaborative
Continuing
Questions to be Answered
1. What is co-teaching?
2. Why does coteaching need to be
standards-based?
3. What are the models
of co-teaching?
4. How do we plan our
lessons?
8:30-8:45
Meet & Greet
8:45-10:00
Instruction
10:00-10:15
Break
10:15-11:45
Instruction/
Workshop
11:45-1:00
Lunch
1:00-3:30
Planning Time/
Work Time
To Do List
1. Work with a partner to
review the models of coteaching.
2. Work with a partner to
review the co-teaching
rubrics.
3. Review CVC/Can-Do
Descriptors
4. Make a plan for coteaching.
Quick Write
• Define co-teaching
• List strengths of the model
• List limitations or problems with the model
• Share with a colleague
Benefits of Co-Teaching
• Shared responsibility for
educating all students
• Ideal structure for transfer of
teacher expertise
• Two heads are needed…these
are complex needs!
• Shared understanding and use
of standards, curriculum, &
assessment data
• Shared ownership for teaching
and interventions
TTYP: Thoughts? Hopes? Worries?
Limitations
• Co-teaching takes extra planning time.
• ESL teachers are spread THIN!
• Tug-of-war and/or “my students-your
students” mentality .
• ESL Teachers can function more as a
teaching assistant than as a coeducator.
• Everybody has to change in one way or
another.
TTYP: Thoughts? Hopes? Worries?
The Old Way
The New Way
+
The Surgical Model
Instructional Tips
• KNOW the standards.
• UNDERSTAND the assessments.
• Be ready to DIFFERENTIATE (MODIFY) instruction based on WIDA
level.
• Clearly display an agenda for the class, which includes the standard(s)
to be covered and any additional goals.
• Create signals for students that are consistent and can be used by
either teacher.
• Strive to demonstrate parity in instruction whenever possible by
switching roles often.
• Avoid disagreeing with or undermining each other in front of the
students.
• Be flexible and strategic…outside of the box (outside of the classroom)
• Use the “Look Fors” document.
Know the Standards
• KNOW the standards.
• UNDERSTAND the assessments.
• Be ready to DIFFERENTIATE (MODIFY)
instruction based on WIDA level.
• Clearly display an agenda for the class, which
includes the standard(s) to be covered and
any additional goals.
Differentiate
CVC/Can-Do Descriptors
Can Do Descriptors
WIDA Names
A Hard Question…
•
•
•
•
What are we going to do about assessment?
What tests do we have to give?
Are these tests good for students?
Do those tests tell us about content learning
regardless of ELD level?
• If not, what should we do?
Have Structures in Place
• Create signals for students that are consistent
and can be used by either teacher.
• Strive to demonstrate parity in instruction
whenever possible by switching roles often.
• Avoid disagreeing with or undermining each
other in front of the students.
The 6 Models
• One Teaching,
One Drifting
• Team Teaching
• Parallel Teaching
• Alternative
Teaching—Small
Group
• One Teaching,
One Observing
• Station Teaching
The 6 Models
• One Teaching,
One Observing
• One Teaching,
The
models
should
be
intentionally
One Drifting
used, Teaching
variably used, and focused on
• Parallel
ALL students meet standards.
• helping
Station Teaching
• The
Alternative
STANDARDS are the bottom line!
Teaching—Small
Group
• Team Teaching
The 6 Models Jigsaw
• Number off 1-6
• Work in SAME number teams to:
– Read the brief, study the lesson plan, complete
the organizer (20 minutes)
• Work in MIXED number teams to:
– Share information with your new team, complete
the organizer (20 minutes)
Finding Time
• Page 27/28 quarterly co teaching pdf
Sample Lesson Plans
http://www.2teachllc.com/lessons.html
Video Samples
As you watch think about:
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What is the model?
Is the model matched to the demands of the lesson (the language needs)?
Do the teachers seem to have parity?
Do they seem to know the standards?
Do they differentiate?
http://education.byu.edu/cpse/co_teaching/co_teach_models.html
http://www.youtube.com/watch?v=TCn4qDyuZVE
SOEI
SOEI
Domain
Relationship to Co-Teaching
1. Preparation &
Planning
Understand the content and how students learn it (A .i). Have a ready “toolbox” of
resources and strategies (A.iii) and be able to use this toolbox to plan (A.iv) Know goals for
students (B.ii) and be able to align goals to teaching and learning (B.iii). Plan and provide
assessments (C.i) in skills, interests, and language proficiency (C.iii), use data collected (C.ii)
to differentiate instruction (C.iv).
2. Classroom
Environment
Create an environment where students are respected (A.ii), actively engaged in their
learning (B.i) and held to high expectations for achievement (B.i).
3. Classroom
Instruction
Be flexible and able to use alternate instructional activities to meet students’ needs (A.ii). Be
aware of cultural as it relates to language and cultural nuances (A.iii). Allow for
differentiated instruction (B.i) student ability to progress at their own learning rates & work
in groups as needed (B.iv). Use assessments to inform adjustment of instruction and as the
base for applying varied learning strategies (C.i).
4. Professional
Responsibilities
Be willing to grow, learn, and change teaching practices (A.i & B.i). Be able to articulate
different courses of action to help students succeed (A.ii). Collaborate with colleagues (B.ii).
If co-teaching is effective teachers must:
Focused Instruction
FI Features
Relationship to Co-Teaching
Planning lessons using Both teachers must know the standards for the core and for
high-quality curriculum ESL.
derived from state
standards
Engaging students in
rigorous learning using
a variety of strategies
All ELs have access to content and to English language
development through teacher use of flexible strategies
matched to student need.
Adapting instruction to This is the point of co-teaching!
meet individual needs
Conducting frequent
assessments
In order to figure out HOW to serve learners, teachers must
first determine a student’s language, content, and skills levels.
Using data
Teachers must consult data in order to ensure that the
differentiated strategies are helping increase student
achievement.