Co-Teaching for Gap Closure Darlene and Mark Co-Teaching for Gap Closure High Yield Math Instructional Strategies

Co-Teaching For Gap Closure CT4GC Math Strategies Agenda Review of Continuous Classroom Improvement Connect Co-teaching strategies to math instruction scenarios High yield instructional strategies and activities for your math classroom Toyah and Randi

Co-Teaching For Gap Closure 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 Classroom Mission Learning Targets SMART Goals 30/60/90 Toyah Data Walls Data Centers Student Data Notebooks PDSA/30/60/90

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 Toyah and Randi

Co-Teaching For Gap Closure Housekeeping Introductions 2. Rule of 2 Feet Toyah and Randi

Table Task or Whole Group Co-Teaching For Gap Closure Activity Key Solo Task Table Task or Whole Group Partner Task Toyah

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 Toyah and Randi

Co-Teaching For Gap Closure Setting and Communicating Clear Direction Step 1: Clarify & Communicate the Learning Requirements Step 2: Publish and post a class learning goal Step 3: Chart and analyze class learning results Step 4: Write and use a class, course, or program mission statement 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.` Toyah CCI Green book p. 56

Co-Teaching For Gap Closure 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.` Toyah

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 Toyah and Randi

Co-Teaching For Gap Closure Co-Teaching Models Toyah

Co-Teaching For Gap Closure Toyah

Co-Teaching For Gap Closure Does your co-taught classroom look d¿fferent than your other math classes? Your co-taught class should look different. There are 2 certified teachers working together, etc.

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. Show each title and see if they can recall each strategy www.youtube.com

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. Darlene blog.lib.umn.edu

Co-Teaching For Gap Closure Parallel Teaching Students 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. Darlene aspirail.org

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. Darlene www.vbschools.com

Co-Teaching For Gap Closure Team Teaching Both teachers share the planning and instruction of students in a coordinated fashion. Darlene agsasman3yk.wordpress.com

Co-Teaching For Gap Closure Activity Time 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. Darlene

Station Teaching Co-Teaching For Gap Closure 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. Station Teaching Darlene

Team teaching Co-Teaching For Gap Closure 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 Team teaching Darlene

Parallel teaching Co-Teaching For Gap Closure One teacher works on multiplication of polynomials using the Box Method. While the other teacher works on multiplication of polynomials using Algebra Tiles. Parallel teaching Darlene

Lead and support Co-Teaching For Gap Closure 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. Lead and support Darlene

alternative teaching Co-Teaching For Gap Closure 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. alternative teaching Darlene

Co-Teaching For Gap Closure Activity Time Solo Task: In Today’s Meet, list your favorite co-teaching strategy and briefly explain why. www.todaysmeet.com/ct4gc Did not do this because we did not have computers

Co-Teaching For Gap Closure Activity Time Time for a Break Darlene

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 Darlene

Co-Teaching For Gap Closure High Yield Instructional Strategies Mathematics Mark

Co-Teaching For Gap Closure Activity Time Table Task: Talk with your table to define what high-yield instructional strategies means. Use your mini-whiteboard for your definition and examples. Darlene At the end of this activity – transition to Mark

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 45% 34% 29% 28% 27% High Yield Instructional Strategies 27% Darlene Many of you may recognize 9 of these strategies as the Marzano Nine, Classroom Instruction That Works, Research-based Strategies, etc. These are now referred to as High Yield Strategies. There are many other effective strategies 23% 23% 22% ?%

Co-Teaching For Gap Closure High Yield Instructional Strategies Dr. Marzano http://www.youtube.com/watch?v=T5XlkyPf950 Darlene Dr. Robert Marzano originally discussed in his book, Classroom Instruction That Works, the nine top instructional strategies. He used existing research to compile these strategies into recommendations for classroom instruction. Anticipation Guide: What does Dr. Marzano say about these10 strategies? Are they the only strategies that work?

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. Mark Yields 45% Increase!

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 Mark

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 Mark While one teacher is walking around checking on the majority of kids doing a review for a test, the other teacher pulls back some who are struggling with vocabulary and does a word sort. Sorting can be done with types of functions, graphing stories (FAL), geometric figures

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. Mark Yields 34% Increase!

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. Mark 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? Mark Demonstrate Graphic organizer for word problems Each person gets one problem to solve using the organizer. Pair up with another person to check each other’s solutions and provide feedback. Do a “speak and add” strategy. The Special Ed teacher could lead the class in the use of the graphic organizer, while the General Ed teacher could ask questions or insert information for clarity.

Graphic Organizer Mark Demonstrate Graphic organizer for word problems Each person gets one problem to solve using the organizer. Pair up with another person to check each other’s solutions and provide feedback. Do a “speak and add” strategy. The Special Ed teacher could lead the class in the use of the graphic organizer, while the General Ed teacher could ask questions or insert information for clarity.

Spider Webs Mark Give an example of a spider web. Have participants write a key topic, then come up with what the “legs” might be.

compare different types Spider Webs RATIO compare different types percents scale drawings part to whole rates fractions Mark From Van de Walle

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. Mark Yields 29% Increase!

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 Mark Yields 28% Increase!

Math Practice Game Board Mark Give a copy and demonstrate the use of the math practice game board with a handout dealing with fractions.

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. Mark Yields 27% Increase!

3 3 2 Build It! Draw It! Write It! Mark Before going on, spend a few minutes on the C-R-A methodology. 3 3 2 Build It! Draw It! Write It!

Creating Geometric Figures and Shapes Create angles, 2-D and 3-D shapes. Use lengths to explore SSS theorem

Creating Linear Functions Mark This is what yours could look like. Create your own word problem and show two different ways to model it using manipulatives. Use unifix cubes or pipe cleaners and beads.

Building Equations

Flowchart Mark This is a non-conventional method for solving an equation. **Note: must only contain one variable. This is a drawback to this method.

Co-Teaching For Gap Closure High Yield Instructional Strategies Context Graph Table Equation Sentence Give Me 5 Mark Ann Booth and Vonda Stamm put the relationships this way: Give me 5: Place the problem in a context Make a table Sketch a graph Write the equation Make a sentence summary

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. Mark Yields 23% Increase!

Formative Assessment Lessons map.mathshell.org

Integer Capture Mark Do this in skill groups as well, each group playing a different version Play this game to work on operations with integers.

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. Mark Yields 23% Increase!

Open Questions and Parallel Tasks Broad-based questions that invite meaningful responses from all learning levels. Two or more related tasks that explore the same big idea, but are designed to suit the needs of different learning levels.

Graduated Difficulty Mark Use the Graduated Difficulty on the concept: Solving Linear Inequalities. Mastery strategy Automatic differentiation This can be used in class or as formative assessment. Can differentiate by changing numbers or by adding in a secondary concept. Offer 3 levels of difficulty. Encourage kids to start at the highest level where they will experience success. Teach students to evaluate their work. Encourage kids to advance to the highest level of problem. Graduated Difficulty

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. Mark Yields 23% Increase!

Surprising Squares Stage 1 Stage 2 Stage 3 Mark Do the Activity “Surprising Squares.” Use algebra tiles, one inch square tiles, unifix cubes, etc. to model. For each, be sure to do the following: Describe, build a model for, draw Stages 4 and 5 Predict, then verify, what Stage 10 will look like Use a T-Chart to record information, search for patterns, and find/check a rule Find iterative and explicit rules for the pattern Use explicit rules to find any stage of the pattern Work backwards from a given number of squares to a Stage Note various ways of representing the same pattern Stage 1 Stage 2 Stage 3

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 Mark

Co-Teaching For Gap Closure Today’s Meet In Today’s Meet, share with the group one of the strategies you will implement in your classroom from CT4GC Math Strategies. www.todaysmeet.com/ct4gc Mark