Impacting Content Reading With Co-Teaching After introductions we ask the participants who is familiar with co-teaching and who has implemented co-teaching strategies. Specifically as about station teaching. Tie it into centers set-up. Theresa Thompson – 5th Grade Teacher Eastside Elementary – January 2010 tthompso@rps.k12.ar.us Doris Plitt – ESOL Facilator Eastside Elementary – January 2010 dplitt@rps.k12.ar.us

Objectives: At the conclusion of this workshop participants will be able to: define co-teaching recognize the importance of co-teachers having common instructional beliefs and a shared vision identify incentives for teachers and students related to co-teaching implementation identify the student benefits of using station teaching

Co-teaching is… …where two or more teachers share teaching responsibilities within a general education classroom. …when both teachers interact with all the students at different times. …using various arrangements of students and group sizes, so each student’s educational potential is recognized. …when co-teachers are jointly committed to “our” students, not “yours” or “mine”.

Benefits of Co-Teaching For teachers: Develops an appreciation for diversity Creates an awareness of the importance of direct individualized instruction and provides an opportunity for it to occur. Enhances instructional knowledge base Stimulates collaborative problem-solving skills Develops teamwork skills while increasing professional dialogue Increases ways of creatively addressing challenges Resources are shared More fun teaching with someone!

Benefits of Co-Teaching For students: develop respect for differences create a sense of belonging enable development of friendships develop empathetic skills provide peer models motivate students to become active learners through frequent interaction and feedback reduces teacher-pupil ratio

Co-teaching Models One Teach, Support One Alternative Teaching Parallel Teaching Station Teaching Team Teaching

Station Teaching Teachers divide instructional content into several segments and present the content in separate stations around the classroom. Students are divided into four groups: two independent stations and two teacher-led stations. No station can be dependent on completing a prior station.

Conditions for Success Collaborate daily - develop and maintain trust - believe in the benefits - use each other’s strengths Group students effectively Protect co-planning time and respect the schedule Communicate successes, areas needing work, and vision Reflect on strengths and weaknesses of lesson Not sure about the title on this page….

Planning for Stations What is the grade level content objective? What challenges do we face? How many stations? Are ESL and SPED requirements being met? Individual needs? Scheduling? What will each teacher be responsible for teaching? Procedures for movement and noise? Modifications???? Clipboard for student suggestions Take a few moments to ask questions about the previous station? Warning Sign and Stop sign Grouping strategies?

Reading Nonfiction Teacher instructs on nonfiction features using Weekly Reader. Independent Group 2 Writing Response Independent Group 1 Math lesson Teacher instructs on geography and history. Do I use “Example One – Reading Nonfiction” Will have a link here for video to show students working.

TLI Practice – Nonfiction Text Teacher instructs how to write to open response Independent Group: BrainPop: Tecumseh biography video, graphic organizer, and quiz. Teacher instructs how to answer MC questions with QAR Independent Group: Timeline of biography with questions.

Reflections: “Were the big ideas identified accurately?” “Were the areas of difficulty predicted accurately?” “Were the objectives met at each station?” “Was station teaching the right choice for instruction?” “What would we do differently next time?” “What is the student response at each station?”

“Children who learn together, learn to live together.” “They can because they think they can”-Virgil, Roman epic poet (70 BC -19 BC) Pictures of students at work. “Teach them well and let them lead.”

Questions ? ? ?

Objectives: At the conclusion of this workshop participants will be able to: define co-teaching recognize the importance of co-teachers having common instructional beliefs and a shared vision identify incentives for teachers and students related to co-teaching implementation identify the student benefits of using station teaching

Resources: http://www.arkansased.org Rosario, B., Coles, C., Redmon, P., Strawbridge, J. (2003). Co-teaching in the classroom. Prince George’s County Schools. Hawbaker, B., Kohler, F., Miller, K., Co-teaching. (2000). Price Laboratory School at the University of Northern Iowa. Echevarria, J., Short, D., Vogt, M., (2008). Making Content Comprehensible for English Learners The SIOP Model. Pearson, Allen and Bacon.