Supporting Instructional Shifts: School Leaders Reflecting on Co-teaching and Small Group Instruction

Part One Goals To clarify terminology relating to co-teaching To self-assess current collaborative relationships in your building To discuss essential questions that co-teach teams must consider 40 minutes

Voluntary- willingness to work together Parity- -equality among participants Mutual goals-even if different opinion Shared responsibility- maximize strengths Shared resources- time, knowledge, access Shared accountability- for outcomes positive or negative results

Providing Support to Co-teachers To identify selected strategies for successful co-taught lessons – Lesson characteristics – Ideas/resources to consider

- Objectives are clear - Application of UDL framework expected by both teachers - Both teachers have presence in their role - A climate of success for all students is created - with both teachers focusing on ALL - Academic and social skills are taught - Progress is monitored and learning is assessed daily Look-fors in an Effective Co-Taught Lesson

Selected Strategies/Resources to Support Co-teach teams Purposeful use of co-teach models, consider switching Application of UDL in LEARNING ENVIRONMENT Use of technology as a station Selected online resources (see UDL Connect)

Part Two Goals To discuss essential questions relating to instructional shifts that support small group instruction with a UDL Lens To identify characteristics of effective small group instruction 40 minutes

Directions: 1.Turn to page 10 in your UDL THINK BOOK 2.Assess your current teacher practice relating to small group instruction. 3.Use UDL Guidelines 4-9 as a lens.

1. Based upon observations of your teachers, which guidelines require additional focus? 2.As a group, we will look at specific examples in order to identify ideas for support.

Foster collaboration and community  Post group roles and responsibilities  Develop norms as a class  Reward (eg table points) positive collaboration Heighten salience of goals and objectives Clearly post goal of each station (visible) Students paraphrase Facilitate personal coping skills and strategies Chunk/scaffold group assignment Support tool beyond teacher (eg QR code, links, folder directions) Develop self-assessment and reflection Rate group progress Provide rubric or answer key to check work

Optimize access to tools and assistive technologies Response options: low tech- white boards, high tech-padlet, todays meet, titan pad Use multiple media for communication Hard copy vs digital, use of google docs to collect and assess Use multiple tools for construction and composition Web 2.0 tools to share knowledge (Crayon, Weebly, Glogster etc, Post It App) Guide appropriate goal setting Groups set goal Support planning and strategy development Provide a checklist, frequent check-ins, visual timer Facilitate managing information and resources Low tech- folders, group work bins, high tech-Edmodo or Shared Site Enhance capacity for monitoring progress Specific roles and responsibilities, quick rating scale to assess group progress

Characteristics of an Effective UDL lesson using Small Group Instruction Application of UDL framework in environment Objectives are clear Students have defined roles Willingness to “rearrange” physical structure of classroom Technology is used as a “station” support Focus on BOTH academics and social interaction Progress is monitored by teacher AND students

Selected Strategies/Resources to build teacher capacity Application of UDL framework in LEARNING ENVIRONMENT (Review of UDL Simulator Encourage technology as a station rather than whole group Provide access to online resources (see UDL Connect examples and slides 15, 16)