Team%20Teaching

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Team Teaching

• Heather Stewart Lori Wilfong
• State Support Team, Region 4
• February 4, 2009

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Pre-reading activity

• Tea Party
• Read your slip silently to yourself. Make sure
  you can read it with confidence!
• When I say go, read your slip aloud to as many
  different people as possible. Allow them to read
  their slip back to you.
• As you read and listen, begin to formulate a
  prediction for this text we are about to read!

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During Reading Activity

• Stump the Teacher
• Have students read to a certain point in the text
• Give them a set amount of time to brainstorm
  questions about the text (as if they were a
  teacher giving a quiz)
• Students must know the answer to their own
  questions!
• Call on students and attempt to answer their
  questions.
• If you are wrong, you are stumped (bonus point,
  sticker, etc.)

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Post Reading Activity

• I Am poem
• Fill out the poem as if you are Abraham Lincoln
• Use your inference skills! The article tells you
  about his life how do you think he felt?
• Be prepared to share!

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Debrief!

• What strategies did we use to facilitate this
  lesson?
• Who were the special needs learners?
• Who was the lead teacher?
• Who was the intervention specialist?

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Welcome!

• Agenda
• Who we are
• A brief history of the inclusion movement
• Break!
• Differentiated Instruction
• Lunch!
• Lesson demonstration
• Frontloading
• Break!
• Co-planning/co-teaching
• Team Time

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Lori G. Wilfong, Ph.D.

• 6-8 ESL teacher, East Los Angeles
• Literacy Coach, Rootstown Schools
• Literacy Specialist, Maple Heights Schools
• Assistant Professor, Literacy Education, Kent
  State University, Stark Campus

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Heather Stewart, M.Ed.

• Classroom Teacher ESL, Spec. Ed., 1st grade, 6th
  -8th grade Reading/LA Korea, Colorado Springs,
  East Cleveland City Schools
• Literacy Specialist, East Cleveland City Schools
• Regional Literacy Consultant, State Support Team
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The inclusion movement

• A brief history of how we got here!

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In the early days

• special education began to undergo a process
  thathas seemed to mimic cell division.
• There were 30 distinct eligibility categories for
  special education services!
• Sailor Roger, 2005

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Differentiation vs. Integration

• Turn to someone sitting next to you and discuss
  this question
• Is it possible to integrate students into the
  classroom, and still provide differentiated
  instruction? How do you accommodate so many
  different learners?

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The diagnostic/prescriptive models

• Students were diagnosed in one of the categories
  of disability and tagged for separate treatment.

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In the 1980s (notice the big hair)

• Initiatives to slow down the number of special
  education categories and placements
• Studies citing positive outcomes of integrated
  practices and negative outcomes of pullout
  practices

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Something GOOD in NCLB and IDEA?

• All children are general education students
• But, are all general education students usually
  in the back of the classroom with a
  paraprofessional to work on something else?

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Sum it up!

• The most important thing about the inclusion
  movement is.
• 2.
• 3.
• 4.
• But, the most important thing about the inclusion
  movement is

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Turn to the other person sitting next to you

• What is a classroom practice you use that is good
  for all students not just special needs
  students?

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A little about UDI

• Universal Design for Instruction
• Born out of retrofitting buildings to accommodate
  all (curb cuts, ramps, electric doors)
• For education to proactively meet the needs of
  diverse learners

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Premise

• Equitable Use
• Instruction is identical where possible,
  equivalent when not
• Ex All students use pause procedure, guided
  notes, and graphic organizers not just those
  with disabilities

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Premise

• Flexibility in use
• Instruction accommodates a wide range of
  abilities
• Ex. Use varied instructional methods
• Group activities
• Hands-on
• Web-based discussions

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Premise

• Simple and intuitive
• Instruction is straightforward and predictable in
  manner
• Ex. Clear grading rubrics
• Accurate and comprehensive syllabus

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A few accommodations to note

• Guided Notes
• Rationale Improves accuracy of notes, frees
  students from excess writing, actively involves
  students in constructing notes and following
  lecture/text
• Teacher prepares handout that guide students
  through a lecture or reading
• Most important content (less is more)
• Delete key facts, concepts, and relationships
  from lecture or reading for student to fill in
• Remaining information structures and
  contextualizes notes.

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Guided Notes how to

• Insert cues (, 1.) to indicate where and how
  many facts or concepts to write
• Leave plenty of space
• Dont require too much writing
• Include additional resources for reference

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Other accommodation used in lecture The pause
procedure

• Rationale Increases accuracy of notes and
  provides instructor and student with mental break
• Short (2 minute) periodic break to review notes
  and discuss content
• Every 15 minutes (or so)
• Set timer
• Pauses can be
• Independent
• Group
• The two Think-Pair-Shares were examples of the
  Pause Procedure!

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Sum it up!
Somebody Wanted But So Then

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Break Time!
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Differentiated Instruction
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What is Differentiated Instruction?
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Graph Yourself Share

• In general, its true that no one has bars that
  are all the same height!
• Some people are good at some things and not so
  terrific at other things.
• What does FAIR mean? Everyone doesnt always get
  the same. Everyone gets what he or she needs!

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Why Differentiate

• One size fits all instruction does not address
  the needs of many students
• Kids come in different shapes and sizes as well
  as interests, learning profiles, and readiness
  levels

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Discover your learning style

• Complete the Multiple Intelligence Survey handout
• Calculate your score for each section
• Chart your results on the graph provided
• Discuss the similarities and differences of your
  results with a partner

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3 Elements for Differentiation(Tomlinson, 200)

• Content
• Process
• Product
• Providing a Rack of Learning options
• We need to do more than
• tailor the same suit of clothes
• Differentiation requires thoughtful
• planning and proactive approaches

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Defining Content

• Content is the input of teaching and learning.
  Its what we teach or want students to learn.
• Content is what a student should come to know
  (facts), understand (concepts and principles),
  and be able to do (skills) as a result of a given
  segment of study (a lesson, a learning
  experience, a unit).
• How the content is delivered in a lesson.

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Strategies for Differentiating Content

• Differentiating content can be thought of in two
  ways
• Teachers can adapt what they teach.
• Teachers can adapt or modify how they give
  students access to what they want them to learn.

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Defining Process

• Process is a synonym for activities
• The activity provides an opportunity for each
  student to make sense of the learning
• Effective activities focus on the key knowledge,
  understanding, and skills of the lesson

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Strategies for Differentiating Process

• Tiered Activities
• Interest Centers
• Personal Agendas
• Manipulatives
• Length of Time to complete task
• Flexible Grouping
• Ability Levels

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Defining Product

• Varying the product (work) students create
• Varying the complexity of the product students
  create depending on their ability level
• Providing a variety of projects for students to
  show in their learning, including student choice

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Strategies for Differentiating Product

• Clear Expectations
• Timelines
• Agreements
• Product Guidelines/Checklists
• Rubrics
• Evaluation

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Classroom Structures Needed

• Environment
• Management
• Materials
• Grouping Practices
• Assessments
• Monitoring Tools
• Gallery Walk Brainstorm Look-fors
• Independent Activity Goal Setting

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Examples

• Gallery Walk
• What does it look like in the classroom?
• Group Share
• Key Ideas

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Students participate in a "Dump your
Brain" activity.
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Preschool children can Dump their Brain in a
modified way
Show me all the ways we can make three.
three

3

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A-B-C Books
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Reflect!

• What did you learn that was NEW information for
  you?
• Did anything surprise you or confuse you?
• Based on your own experience, was there anything
  with which you strongly AGREED? DISAGREED?
• How might you CHANGE your instructional practices?

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Student choice is KEY! Students work in
the learning style that suits them
best. Students work at a comfortable level of
readiness.
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Lunch time!

• Be back in one hour!

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Lesson DemonstrationReciprocal Teaching Strategy
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Frontloading

• Why, how, and when!

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Steps in frontloading

1. What you are expecting students to learn today
   contextualize the lesson as much as possible
2. Expand the students knowledge by activating or
   providing background information

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Theories of Comprehension

• Schema Theory
• A reader comprehends when he is able to bring to
  mind a schema (organized knowledge) that gives a
  good account of the objects and events described
  in the message.

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The notes were sour because the seam split.

• What could this sentence possible mean?

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The bagpipe notes were sour because the seam
split.

• How does the addition of bagpipe help you?

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Think of a time when

• your background knowledge was not activated and
  you were unable to comprehend something or had a
  really difficult time comprehending.
• What did that feel like?

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What are all the things that can affect schema?
And how can schema affect comprehension?

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Implications for instruction

• Children do not spontaneously integrate what they
  are reading with what they already know so
• Do not presuppose prerequisite knowledge so
• What we already know needs a place to go so
• Culture and schema are important so

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Schema Comprehension

• Comprehension is a matter of activating or
  constructing a schema that provides a coherent
  explanation of objects and events mentioned in a
  text (Anderson, 1984).
• The file system

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Comprehension Pre-reading activities

• WHY
• To promote personal responses
• To activate and build background knowledge
• To set purposes for reading
• To arouse curiosity and motivate students to read

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Would you

• jump into a pool without dipping your toes in
  first to test the water? Probably not.
• Similarly, does an elite athlete begin their
  event without stretching or warming up first?
  Definitely not.

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Anticipation Guides

• A list of statements with which students agree or
  disagree
• Statements are related to concepts, issues,
  attitudes, or themes in the reading selection

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Anticipation Guide - basic Class Trip

• Agree Disagree
• 1._____ ______
• 2. _____ ______
• 3._____ ______

• 1. Substitutes are always treated well
• 2. Field trips are fun.
• 3. Students miss the teacher when he or she is
  absent.

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Book Boxes

• Students are provided with clues and encouraged
  to make predictions about the selection they are
  about to read or that will be read to them

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Book Box
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Book Bits

• I had been looking forward to going to the museum
  with Ms. Howell.
• He thought he knew what we liked, but he had no
  idea.
• By the time the full moon was visible, we had all
  changed.

• Similar to Book Boxes, but instead of sharing
  objects, sentences or phrases from the text are
  shared and students make predictions about the
  text based on them.

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Contrast Charts

• The teacher identifies theme-related contrasting
  categories where students can list ideas to help
  bring their brains to the text.

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Contrast Chart What are some of the advantages
and disadvantages of having a substitute in
class?

• Advantages
• 1)
• 2)
• 3)

• Disadvantages
• 1)
• 2)
• 3)

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Tea Party

• Adapted from p. 52, Wilhelm
• 10 minutes
• Preview the book or story to be read by students.
  
• Select important quotations from the text, enough
  for one for each student.
• Distribute the quotes to each student.
• Invite them to mingle, sharing with each other
  only the quote that they have been handed (you
  can up the tea party quotient with tea or
  cookies!).

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Tea Party, continued

• After five minutes, ask students to return to
  their seats and write out their predictions about
  this character or story. Guiding questions for
  them to answer could be
• What will this story be about?
• What is one major event that you think might
  happen?
• What was the most interesting quote you heard and
  why?
• Students read the story, checking to see if the
  gossip from their tea party was fact or fiction.

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Word Walls

• Definition
• A word wall is a systematically organized
  collection of words displayed in large letters on
  a wall or other large display place in the
  classroom. It is a tool to use, not just display.
  Word walls are designed to promote group learning
  and be shared by a classroom of students.

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Goals

• Support principles about words
• Foster reading and writing
• Reference
• Promote independence
• Visual Map
• Core of words

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Types of word walls

• Commonly misspelled words/high-frequency words
• Subject specific math unit, time in history,
  science concept, etc.

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Tips

• The key to a successful word wall is the word
  "interactive."
• The best resources for word wall lists are free.
  They are your students and your curriculum.

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Lets create a word wall and play some games to
demonstrate its use

• On your note cards, come up with words relating
  to teams any kind of team!

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Use your Word Walls!

• Word Wall Activity 1
• OOPS!
• Fluency
• Word recognition
• Familiarity with content area vocab.

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Word Wall Activity

• Chain of Words

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Word Wall Activity

• Baseball
• Designate different areas around the room as the
  bases.
• Select words from the word wall.
• The batter can do a number of things to earn
  hits
• Spell it (single)
• Definition (double)
• Use it correctly in a sentence (triple).
• Make a connection to something else (another
  content, yourself, something you have read, etc.)

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Word Wall Activity

• Personal word sort activity Knowledge Ratings
  Chart

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Knowledge Ratings
A lot Some Not much
Wire service x
AP X
Caption X
Mast-head X
Column X

• Get readers to analyze what they know about a
  topic using important vocabulary words
• From a newspaper unit in a middle school language
  arts class

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Debrief!

• What activities can you use? What activities can
  you add to the list?

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Break Time!
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Co-planning/Co-teaching
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Factors that influence co-teaching

• Scheduling
• Content knowledge of special education teachers
• Philosophies of both teachers in regard to
  classroom management
• (Weiss Lloyd, 2003)

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5 models of co-teaching

• One teacher and one assistant or teacher drifting
  
• Station teaching
• Parallel teaching
• Alternative teaching
• Team Teaching
• Ideally, both teachers collaborate on all
  components of the educational process
• (Bouck, 2007)

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Successful features of co-teaching

• Willingness capability!
• Balanced list of students for heterogeneous mix
• VOLUNTEER for co-teaching assignments
• Planning time AT LEAST once a week (daily, if
  possible)
• (Walther-Thomas, Bryant, Land, 1996)

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ReminderClassroom Structures Needed

• Environment
• Management
• Materials
• Grouping Practices
• Assessments
• Monitoring Tools

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Some important strategies when planning for
students
Tiered Lessons
Cubing
Anchor Activities
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Cubing
Offer a different task at varying degrees of
difficulty on each side of the cube.
or...
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Cubing
Provide activities dealing with the same topic at
tiered degrees of difficulty by cube OR by
learning style (kinesthetic, visual, oral).
Level 1
Level 2
Level 3
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Team time

• Plan with support!
• How can you implement these ideas?

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Contact Information

• Lori Wilfong, Ph.D.
• lgkrug_at_kent.edu
• Heather Stewart, M.Ed.
• lc_stewart_at_lgca.org
• http//stewartsliteracynet.weebly.com/