Transcript Team Teaching Heather Stewart & Lori Wilfong State Support Team, Region 4

Team Teaching
Heather Stewart & Lori Wilfong
State Support Team, Region 4
February 4, 2009
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!
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.)
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!
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?
Welcome!
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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
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
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 4
The inclusion movement
A brief history of how we got here!
In the early days…
• “…special education began to undergo a process that…has
seemed to mimic cell division.”
• There were 30 distinct eligibility categories for special
education services!
Sailor & Roger, 2005
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?
The diagnostic/prescriptive models
• Students were diagnosed in one of the categories
of disability and tagged for separate treatment.
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
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?”
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…
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?
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
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
Premise
• Flexibility in use
– Instruction
accommodates a
wide range of
abilities
– Ex. Use varied
instructional
methods
• Group activities
• Hands-on
• Web-based
discussions
Premise
• Simple and intuitive
– Instruction is
straightforward and
predictable in
manner
• Ex. Clear grading
rubrics
• Accurate and
comprehensive
syllabus
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.
Guided Notes how to…
• Insert cues (*, 1.) to indicate where and
how many facts or concepts to write
• Leave plenty of space
• Don’t require too much writing
• Include additional resources for reference
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!
Sum it up!
Somebody
Wanted
But
So
Then
Break Time!
Differentiated Instruction
What is Differentiated Instruction?
Doesn’t one size fit all?
Graph Yourself: Share
• In general, it’s 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 doesn’t
always get the same. Everyone gets what he
or she needs!
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
Some kids who continually are
doing what they already know
are just marching in place. Let’s
take a look at how we learn...
Like a dog sniffing,
the brain scans a
new situation.
The reticular activity system
(RAS) in the brain is like a
toggle switch with three
positions.
As in any switch, only one
position can be activated at a
time.
When the switch is in the HIGH
position:
•Brain activity goes from the cortex to
the limbic area (the protection
system)
•You can’t think in this area!
•Fight/flight (Can I go to the
bathroom?)
•out of control
•ESL/LD
When the switch is in the LOW
position:
•Brain waves are in the sleep
position
•relaxation
•off-duty
•depression
•Bright kids who aren’t learning
When the RAS switch is in the
MIDDLE position:
•There is cortical arousal
•problem solving can occur
•in control
•There is moderate challenge
•LEARNING CAN ONLY
OCCUR IN THIS POSITION!
What does all this mean?
Two adverse conditions are dangerous:
1. ANXIETY
-when we (as parents or teachers)
expect too much
2. BOREDOM
-when we (as parents or teachers) expect
too little
When do we differentiate?
-When some work is too hard or
too easy
-Change the degree of difficulty
not necessarily the learning goal
Why do we differentiate?
1. Student variance (one size doesn’t fit all)
2. Professionalism (adapt what we know to the
kids we serve)
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
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
W
ECANDIFFERENTIATE
CONTENT
PROCESS
PRODUCT
ACCORDINGTOSTUDENTS'
READINESS
INTEREST
LEARNINGPROFILE
Defining Content
• Content is the “input” of teaching and learning. It’s
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.
Strategies for Differentiating
Content
• Differentiating content can be thought of in two
ways:
1. Teachers can adapt what they teach.
2. Teachers can adapt or modify how they give students
access to what they want them to learn.
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
Strategies for Differentiating
Process
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Tiered Activities
Interest Centers
Personal Agendas
Manipulatives
Length of Time to complete task
Flexible Grouping
Ability Levels
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
Strategies for Differentiating
Product
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Clear Expectations
Timelines
Agreements
Product Guidelines/Checklists
Rubrics
Evaluation
Classroom Structures Needed
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Environment
Management
Materials
Grouping Practices
Assessments
Monitoring Tools
Gallery Walk: Brainstorm “Look-fors”
Independent Activity: Goal Setting
Examples
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Gallery Walk
What does it look like in the classroom?
Group Share
Key Ideas
Preschool children can “Dump
their Brain” in a modified way:
Show me all the ways we can
make “three.”
three
+
=
3
A-B-C Books
Basic
Create a
traditional
A-B-C book to
demonstrate
understanding of
a unit or concept.
Differentiated
Create a higher
level A-B-C book
based on
Q is for Duck
to demonstrate
understanding of
a unit or concept.
For example, A is
for weather. Our
weather takes
place in the
atmosphere.
Show and Tell about Ecosystems (Form A)
Directions: Pick one square from each horizontal row to show what you know and tell all about it.
Select one of
these.
List five things that
all living things need
in their habitat.
Define a living thing Explain the role of
and a non-living thing. non-living things
(water, sun, space,
light, shelter,
minerals) in a
habitat.
Create a model of an
ecosystem. Label the
living and non-living
things.
Living/Non-Living
Select one of
these.
Food Chain
Explain how
Arrange the
decomposers help our members of a food
environment?
chain in order
beginning with the
sun.
Describe the role of
the producer and
consumer in a food
chain.
Label a drawing of
the food chain with
plants, herbivores,
carnivores,
omnivores,
scavengers, and
decomposers.
Created by: Barbara Lafer, West Bloomfield Schools
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?
Student choice is KEY!
Students work in the
learning style that suits them
best.
Students work at a
comfortable level of readiness.
Lunch time!
Be back in one hour!
Lesson Demonstration:
Reciprocal Teaching Strategy
Frontloading
Why, how, and when!
Steps in frontloading…
1) What you are expecting students to learn today –
contextualize the lesson as much as possible
2) Expand the student’s knowledge by activating or
providing background information
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.
The notes were sour because the
seam split.
What could this sentence possible mean?
The bagpipe notes were sour because the
seam split.
How does the addition of bagpipe help you?
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?
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…
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
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
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.
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
Anticipation Guide - basic: Class
Trip
• Agree
• 1._____
Disagree
______
• 2. _____
______
• 3._____
______
• 1. Substitutes are always
treated well
• 2. Field trips are fun.
• 3. Students miss the teacher
when he or she is absent.
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
Book Box
Book Bits
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• I had been looking forward to
going to the museum with Ms.
Howell.
Similar to Book Boxes, but
instead of sharing objects,
sentences or phrases from • He thought he knew what we
the text are shared and
liked, but he had no idea.
students make predictions
about the text based on them.
• By the time the full moon was
visible, we had all changed.
Contrast Charts
• The teacher identifies theme-related contrasting
categories where students can list ideas to help
bring their brains to the text.
Contrast Chart – What are some of the advantages and
disadvantages of having a substitute in class?
• Advantages
1)
• Disadvantages
1)
2)
2)
3)
3)
Tea Party
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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!).
Tea Party, continued
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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:
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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.
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.
Goals
• Support principles about
words
• Foster reading and writing
• Reference
• Promote independence
• Visual Map
• Core of words
Types of word walls…
• Commonly misspelled
words/high-frequency
words
• Subject specific – math
unit, time in history,
science concept, etc.
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.
Let’s 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!
Use your Word Walls!
• Word Wall Activity #1
– OOPS!
• Fluency
• Word recognition
• Familiarity with content
area vocab.
Word Wall Activity
Chain of Words
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:
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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.)
Word Wall Activity
• Personal word sort activity – Knowledge Ratings
Chart
Knowledge Ratings
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A lot
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:
Some
Wire service
x
AP
X
Caption
X
X
Mast-head
Column
Not
much
X
Debrief!
What activities can you use? What activities
can you add to the list?
Break Time!
Co-planning/Co-teaching
Factors that influence co-teaching
• Scheduling
• Content knowledge of
special education
teachers
• Philosophies of both
teachers in regard to
classroom
management
(Weiss & Lloyd, 2003)
5 models of co-teaching
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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)
Successful features of co-teaching
• Willingness & capability!
• Balanced list of students
for heterogeneous mix
• VOLUNTEER for coteaching assignments
• Planning time AT LEAST
once a week (daily, if
possible)
(Walther-Thomas, Bryant, &
Land, 1996)
Reminder:
Classroom Structures Needed
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Environment
Management
Materials
Grouping Practices
Assessments
Monitoring Tools
Some important strategies when planning
for students:
Tiered Lessons
Cubing
Anchor Activities
Offer a different
task at varying
degrees of
difficulty on each
side of the cube.
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
Team time
• Plan with support!
• How can you implement these ideas?
Contact Information
Lori Wilfong, Ph.D.
[email protected]
Heather Stewart, M.Ed.
[email protected]
http://stewartsliteracynet.weebly.com/