A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work effectively together in the classroom to support all learners.

1. Co-Teaching – a support model
SEA
Crosscurrents
Conference
2014
Faye
Brownlie
with
Michelle
Hikida
PM,
Feb.
21,
2014

2. Why Collaboration/Co-teaching?
• Based
on
the
belief
that
collabora1ve
planning,
teaching
and
assessing
be6er
addresses
the
diverse
needs
of
students
by
crea1ng
ongoing
effec1ve
programming
in
the
classroom
• It
allows
more
students
to
be
reached
Learning
in
Safe
Schools,
page
102
Chapter
9

3. • Based
on
the
belief
that
collabora1ve
planning,
teaching
and
assessing
be6er
addresses
the
diverse
needs
of
students
by
crea1ng
ongoing
effec1ve
programming
in
the
classroom
• It
allows
more
students
to
be
reached
• It
focuses
on
the
ongoing
context
for
learning
for
the
students,
not
just
the
specific
remedia1on
of
skills
removed
from
the
learning
context
of
the
classroom
• It
builds
a
repertoire
of
strategies
for
teachers
to
support
the
range
of
students
in
classes
Learning
in
Safe
Schools,
page
102
Chapter
9

4. Why Collaboration/Co-teaching?
• Based
on
the
belief
that
collabora1ve
planning,
teaching
and
assessing
be6er
addresses
the
diverse
needs
of
students
by
crea1ng
ongoing
effec1ve
programming
in
the
classroom
• It
allows
more
students
to
be
reached
• It
focuses
on
the
ongoing
context
for
learning
for
the
students,
not
just
the
specific
remedia1on
of
skills
removed
from
the
learning
context
of
the
classroom
• It
builds
a
repertoire
of
strategies
for
teachers
to
support
the
range
of
students
in
classes
• Impera1ve
students
with
the
highest
needs
have
the
most
consistent
program
Learning
in
Safe
Schools,
page
102
Chapter
9

5. Rationale:
• By
sharing
our
collec1ve
knowledge
about
the
whole
class
and
developing
a
plan
of
ac1on
based
on
this,
we
can
be6er
meet
the
needs
of
all
students.

6. Goal:
• to
support
students
to
be
successful
learners
in
the
classroom
environment

7. A Key Belief
• When
interven1on
is
focused
on
classroom
support
it
improves
each
student’s
ability
and
opportunity
to
learn
effec1vely/successfully
in
the
classroom.

8. The Vision
A
ShiO
from…..
to
A
Remedial
Model
(Deficit
Model)
An
Inclusive
Model
(Strengths
Based)
‘Fixing’
the
student
‘Fixing’
the
curriculum
Outside
the
classroom/
curriculum
to
Within
the
classroom/
curriculum

9. Transforma1ons
within
the
Inclusive
Model
Pull-­‐out
Support
/
Physical
Inclusion
•
sUll
a
remedial
model
–
to
make
kids
fit
•
In
the
class,
but
oOen
on
a
different
plan
Inclusion
•
Classroom
Teacher
as
central
support
•
Resource
Teacher
–
working
together
in
a
co-­‐teaching
model

10. No plan, No point

11. Co-teachers:
When two teachers are in the room, they can…
•
•
•
•
•
•
•
•
•
•
Work
from
a
plan
based
on
students’
strengths
and
needs
Differen1ate
instruc1on
Use
AFL
strategies
to
assess
understanding
Increase
par1cipa1on
of
all
students
Decrease
behavioral
challenges
Focus
a6en1on
Increase
student
independence
Teach
self-­‐regula1on
Model
posi1ve,
strengths-­‐based
language
Talk
to
each
other
about
what
they
are
learning
about
their
students

12. Questions to Guide Co-Teaching
• Are
all
students
ac1vely
engaged
in
meaningful
work?
• Are
all
students
par1cipa1ng
by
answering
and
asking
ques1ons?
• Are
all
students
receiving
individual
feedback
during
the
learning
sequence?
• How
is
evidence
of
learning
from
each
day’s
co-­‐teaching
fueling
the
plan
for
the
next
day?

13. Co-Teaching Models
(Teaching in Tandem – Effective Co-Teaching in the Inclusive
Classroom – Wilson & Blednick, 2011, ASCD)
•
•
•
•
•
1
teach,
1
support
Parallel
groups
Sta1on
teaching
1
large
group;
1
small
group
Teaming

14. 1 Teach, 1 Support
• most
frequently
done,
least
planning
• Advantage:
focus,
1:1
feedback,
if
alternate
roles,
no
one
has
the
advantage
or
looks
like
the
‘real’
teacher,
can
capitalize
one
1’s
strengths
and
build
professional
capacity
• Possible
piWall:
easiest
to
go
off
the
rails
and
have
one
teacher
feel
as
an
‘extra
pair
of
hands’,
no
specific
task
(buzzing
radiator)

15. 1 Teach, 1 Support: Examples
• demonstra1ng
a
new
strategy
so
BOTH
teachers
can
use
it
the
next
day
–
e.g.,
think
aloud,
ques1oning
from
pictures,
listen-­‐
sketch-­‐dra
• Students
independently
working
on
a
task,
one
teacher
working
with
a
small
group
on
this
task,
other
teacher
suppor1ng
children
working
independently

16. Parallel Groups
• both
teachers
take
about
half
the
class
and
teach
the
same
thing.
• Advantage:
half
class
size
-­‐
more
personal
contact,
more
individual
a6en1on
• Possible
piWalls:
more
1me
to
co-­‐plan,
requires
trust
in
each
other,
each
must
know
the
content
and
the
strategies.

17. Parallel Groups: Examples
• word
work.
At
Woodward
Elem,
the
primary
worked
together
3
X/week,
with
each
teacher,
the
principal
and
the
RT
each
taking
a
group
for
word
work.
Some
schools
have
used
this
with
math
ac1vi1es.
• Focus
teaching
from
class
assessment.
Westwood
Elementary:
Came
about
as
a
result
of
an
ac1on
research
ques1on:
How
do
we
be6er
meet
the
needs
of
our
students?:
– primary
team
used
Standard
Reading
Assessment,
highlight
on
short
form
of
Performance
Standards,
Resource,
ESL,
principal
involved,
cross-­‐graded
groups
2X
a
week,
for
6
to
8
weeks
driven
by
informa1on
from
the
performance
standards
(Text
features,
Oral
Comprehension,
Risk
taking,
Cri1cal
thinking
with
words,
Gefng
the
big
picture,…
,
repeat
process
– NOT
paper
and
pencil
prac1ce
groups…teaching/thinking
groups

18. Station Teaching
• mostly
small
groups
• can
be
heterogeneous
sta1ons
or
more
homogeneous
reading
groups
• each
teacher
has
2
groups,
1
working
independently
at
a
sta1on
or
wri1ng,
1
working
directly
with
the
teacher.
• Advantage:
more
individual
a6en1on
and
personal
feedback,
increased
focus
on
self
regula1on
• Possible
piWall:
self
regula1on
(needs
to
be
taught),
1me
to
plan
for
meaningful
engagement.

19. Station Teaching: Examples
• Guided
reading:
4
groups;
RT
has
two
and
CT
has
two
• science
sta1ons:
CT
and
RT
each
created
two
sta1ons;
co-­‐planning
what
they
would
look
like
to
ensure
differen1a1on,
teachers
moved
back
and
forth
between
groups
suppor1ng
self-­‐monitoring,
independence
on
task

20. 1 large group, 1 small group
• Advantage:
either
teacher
can
work
with
either
group,
can
provide
tutorial,
intensive,
individual
• Possible
piWall:
don’t
want
same
kids
always
in
the
‘get
help’
group

21. 1 large group, 1 small group:
Examples
• Wri1ng:
1
teacher
works
with
whole
class
prewri1ng
and
draing,
small
groups
of
3-­‐4
students
meet
with
1
teacher
to
conference
• Reading:
everyone’s
reading.
Large
group:
teacher
moving
from
student
to
student
listening
to
short
oral
reads.
Small
group:
2
to
3
students
being
supported
to
use
specific
reading
strategies
or
– small
group
is
working
on
a
Reader’s
Theatre
• Math:
large
group
using
manipula1ves
to
represent
shapes,
small
groups,
rota1ng
with
other
teacher,
using
iPads
to
take
pictures
of
shapes
in
the
environment
• Gr
8
math:
students
have
begun
to
work.
1
teacher
moves
and
supports
as
needed,
2nd
teacher
works
with
a
group
who
needs
more
support
in
order
to
begin

22. Teaming
• most
seamless.
• co-­‐planned
• teachers
take
alternate
roles
and
lead-­‐taking
as
the
lesson
proceeds
• Most
oen
in
whole
class
instruc1on
and
could
be
followed
up
with
any
of
the
other
four
co-­‐teaching
models
• Advantages:
capitalizes
on
both
teachers’
strengths,
models
collabora1on
teaching/learning
to
students,
can
adjust
instruc1on
readily
based
on
student
need,
flexible
• Possible
piWalls:
trust
and
skill

23. Teaming: Examples
• Co-­‐teaching
wri1ng
in
K/1.
Samples
from
June.
• Introducing
informa1on
circles:
middle
school
–
fishbowl
with
1
teacher,
2nd
teacher
with
observers;
1
teacher
–
build
criteria
for
effec1ve
discussion;
2nd
teacher
-­‐
introduce
choices
for
‘best
inven1on’.
both
teachers
mover
among
groups
• Graphic
organizer:
Teachers
model
how
to
use
a
seman1c
map
as
a
post
reading
vocabulary
building
ac1vity,
teacher
most
knowledgeable
about
seman1c
mapping
creates
it
as
other
teacher
debriefs
with
students;
both
flow
back
and
forth

24. Inquiry Circles on Mesopotamia
• Fishbowl
• Co-­‐create
criteria
for
effecUve
group
• Assign
students
to
topic
groups
• Students
read
to
choose
‘the
best
invenUon’
–
what’s
important
and/or
interesUng
and
defend
with
2
pieces
of
evidence
-­‐
“because”
• In
groups,
each
talks
by
supporUng
his/her
opinion
with
evidence
With
Sue
Jackson,
Minnekhada
Middle

25. •
•
•
•
Co-­‐create
criteria
for
effecUve
group
Assign
students
to
topic
groups
Students
read
to
choose
‘the
best
invenUon’
In
groups,
each
talks
by
supporUng
his/her
opinion
with
evidence

27. Collaboration at Diefenbaker
Elementary in Richmond
-Michelle Hikida, LIF Resource
and Teacher Librarian

28. Collabora1on
in
Resource
A
Grade
One
Sample
Shared
Goal
Flexibility
Ongoing
Assessment
Team
Response
to
Assessment
Crea1ng
a
Circle
of
Support
and
Exper1se

29. Collabora1on
in
the
Library
Format
Each
class
gets
two
45
minute
blocks
a
week
for
one
term
One
class
gets
one
block
a
week
for
the
enUre
year
*these
are
not
preps,
but
Ume
to
work
collaboraUvely
in
the
library
(classroom
teacher
and
teacher-­‐librarian)
Term
1
Term
2
Term
3
Grade
K/1
Oral
Story
Telling
Grade
4/5
Inquiry
Circles
Grade
3/4
Literature
Circles
Grade
6/7
Literature
Circles
Grade
7
Literature
Cirlces
Grade
6/7
Literature
Cirlces
Grade
2/3
CreaUve
Thinking
Kindergarten
Science
Grade
1/2
WriUng
*
Grade
4/5
Inquiry
Projects
1
block
a
week
all
year

30. Crea1ng
a
Plan
Together
the
teachers
choose
an
area
of
focus,
create
a
plan
and
decide
on
the
goals/PLO’s
being
addressed.
Examples:
literature
circles,
guided
reading,
creaUve
thinking
projects,
using
picture
books
to
inspire
and
enhance
student
wriUng,
using
picture
books
to
inspire
and
invite
problem
solving
in
Math,
using
technology
to
document/support
student
learning,
supporUng
curriculum
areas
Assessment
for
Learning
The
last
few
minutes
of
each
lesson
we
do
a
quick
check-­‐in.
What’s
working?
What’s
not?
What’s
next?

31. Inquiry
Projects
Format
Once
a
week
for
the
enUre
year
Purpose
To
engage
students
in
authenUc
reading
and
wriUng
around
topics
of
their
choice.
To
develop
the
students’
ability
to
ask
quesUons
and
be
able
to
engage
in
mini-­‐inquiries
to
answer
these
wonders/quesUons.
To
be
able
to
document
their
learning
in
different
ways.

32. Plan
September-­‐
December
Developing
a
Sense
of
Wonder
1.
TesUng
Wonders
(divide
the
class
in
½
)
2.
How
to
Wonders
(whole
class
in
the
library)
origami,
Lego,
magic
tricks,
pom
pom
animals,
science
experiments
cat’s
cradle,
duct
tape
wallets
3.
Research
Wonders
(divided
the
class
in
½)
exploring
invesUgaUng,
evaluaUng
different
online
resources
4.
EvaluaUon
Wonders
(guided
pracUce
as
a
whole
class)
Introducing
them
to
different
ways
to
document
their
learning
(30
Hands,
Keynote,
PicCollage,
Power
Point,
Doceri,
Haiku
Deck)
January
-­‐
??
We
divided
the
class
in
half
and
we
are
responsible
for
assisUng
our
group
in
developing
their
topic,
checking
in
and
supporUng
their
learning.
Have
the
students
engage
in
their
own
inquiry
projects.
At
the
end
of
each
project,
they
share
their
learning
with
the
class
and
then
start
again.

46. Why
do
I
believe
in
collabora1on-­‐
Michelle
• smaller
groups
or
2
teachers
circulaUng
to
meet
the
needs
of
all
the
students
• shared
learning
• sharing
the
planning
and
preparaUon
• collaboraUng
with
others
creates
a
synergy

47. K/Grade
1
WriUng
Commons
&
Jakovac
Samples
from
June
7th,
2012

55. • Trust
your
professional
experUse
• Collaborate:
2
heads
are
bemer
than
1
• Follow
the
lead
of
your
children
–their
interests,
their
needs
• NO
program
exists
that
can
replace
YOU!!!