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

2. 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

3. 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

4. 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

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

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

7. 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

8. 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

9. 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

10. 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

11. Co-Teaching For Gap Closure
Co-Teaching Models
Toyah

12. Co-Teaching For Gap Closure
Toyah

13. 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.

14. 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

15. 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

16. 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

17. 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

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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

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

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

27. 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

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

29. 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

30. 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% ?%

31. Co-Teaching For Gap Closure
High Yield Instructional Strategies Dr. Marzano
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?

32. 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!

33. 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

34. 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

35. 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!

36. 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!

37. 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.

38. 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.

39. 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.

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

41. 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!

42. 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!

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

44. 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!

45. 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!

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

47. 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.

48. Building Equations

49. 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.

50. 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

51. 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!

52. Formative Assessment Lessons
map.mathshell.org

53. 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.

54. 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!

55. 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.

56. 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

57. 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!

58. 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

59. 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

60. 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.
Mark