ICT Models

1. ICT Models

2. Rationale

3. Co-Teaching • Participants will explore the co-teaching models: Alternative Teaching, Parallel Teaching, One Teach/One Assist (One Drift), One Teach/One Observe, Station Teaching and Team Teaching • Participants will develop an understanding of the characteristics of each model (advantages and disadvantages)

5. Something Someone Once Told Me Something someone once told me about co-teaching… Something someone once told me about parallel teaching… Something someone once told me about alternative teaching… Something someone once told me about one teach, one assist…

6. Taking the Pulse • Exploring the 6 ICT models • Using the template provided: • Take a moment a briefly respond to Question One giving an example for each model.

7. Fact or Myth • Identify each statement as a fact or a myth.

8. Fact or Myth Answers

9. Coming together is a beginning, keeping together is progress, working together is success. - Henry Ford

10. Rationale for Co-Teaching • A better education for all students • Less program segmentation • Less stigma for students

11. Definition of Co-Teaching • Co-Teaching is a service delivery system in which: • Two (or more) educators • Share instructional responsibility • For a single group of students • Primarily in a single classroom • For specific content (objectives) • With mutual ownership, pooled resources and joint accountability.

12. Characteristics for Effective Collaborative Relationships • Beliefs and values that support collaboration • Mutual trust • Mutual respect • Establishment of a sense of community

13. Co-Teaching as a Process • Beginning Stage - Guarded, careful communication • Compromising Stage – Give and take communication, with a sense of having to “give up” to “get” • Collaborating Stage – Open communication and interaction

14. Models of Co-Teaching • Alternative Teaching • Parallel Teaching • One Teach/One Assist • Station Teaching • Team Teaching • One Teach/One Observe

15. Alternative Teaching T T

16. Alternative Teaching: Key Elements • One teacher instructs a large group of students while the other teacher works with a smaller group of students. • Grouping is based on assessment data. • There are different objectives, expected outcomes, activities and assessment methods for each group. • Used for enriching or remediating instruction for a small group of students. • Allows for highly individualized instruction based on assessment. 2 minutes

17. Alternative Teaching: Considerations & Implications • Considerations & Implications for Practice: • Can create segregated learning environments • Tendency to pull the same group of students for small group can work against the benefits of inclusion • Careful use of data/ongoing assessment to ensure that small group is flexible and varied based on need for enrichment, re-teaching, etc. • Connection to Your Own Practice • Reflection: • What other considerations and implications for practice of Alternative Teaching have you experienced? • Jot down your thoughts using notecatcher • Share your thinking with a partner 5-7 minutes

18. Parallel Teaching T T

19. Parallel Teaching: Key Elements • Class is split into two heterogeneous groups with each co-teacher responsible for implementing comparable instruction their group. • The content covered in each group is the same, but the method of delivery is different. • Communication and planning must be done together for the co-teachers to develop the parallel structure and to assure that both groups receive the same quality of instruction. • It is preferable to vary the groups and the teacher based on the content, objective and assessment. 2 minutes

20. Parallel Teaching: Considerations • Considerations/ Implications for Practice • Requires thoughtful planning to accommodate for increased noise • Teachers need the same comfort and familiarity with content • Requires coordination for pacing of instruction • Room structure needs to facilitate two large groups • Communication between teachers, develop teaching signals • Plan for convening groups and transitions • Connection to Your Own Practice • Reflection: • What other advantages of Parallel Teaching have you experienced? • Jot down your thoughts using notecatcher • Share your thinking with a partner 5-7 minutes

21. T One Teaches, One Assists S T

22. One Teach/One Assist: Key Elements • One teacher presents material to the class while the other teacher circulates through the room and provides unobtrusive assistance to students. • One Teach, One Complement: one teacher provides direct instruction, while the other teacher supplements the instruction with models of visuals. This requires that the two teachers have met and planned and both teachers know how and when support is provided to the direct instruction. • One Teach, One Support: one teacher provides direct instruction, while the other teacher circulates supporting students to engage in the task or activity. This may require less planning. 2 minutes

23. One Teach/One Assist: Considerations & Implications • Considerations & Implications for Practice: • Can be over-used • Can create a teacher/paraprofessional dynamic • Does not maximize both teachers fully • Can create a dynamic where students expect immediate one-on-one assistance • Can be distracting to students • Each teacher needs the opportunity to lead instruction • Connection to Your Own Practice • Reflection: • What other considerations & implications for practice One Teach, One Assist have you experienced? • Jot down your thoughts using notecatcher • Share your thinking with a partner 5-7 minutes

24. T Station Teaching S S S T

25. Station Teaching: Key Elements • Students rotate between stations. Each station has a specific task and objective. • Minimally, there are three stations (one where students work independently, and two where there is a teacher). • Students rotate from one station to another in groups. • Rotations continue until all students have visited all stations. • Teachers are at least two stations. Each teacher instructs every student as groups rotate. • All students to experience multiple related instructional activities. • Teachers coordinate the tasks and timing at the different stations to support the day’s learning objectives. 2 minutes

26. Station Teaching: Considerations & Implications • Considerations & Implications for Practice: • Instruction cannot be sequential • Segments must be equivalent in terms of time required • Requires students to work in a group without direct teacher guidance • Teaching students how to rotate between stations before introducing content and practice transitioning between stations • Connection to Your Own Practice • Reflection: • What other considerations and implications does Station Teaching require? • Jot down your thoughts using notecatcher • Share your thinking with a partner 5 -7 minutes

27. Team Teaching T T

28. Team Teaching: Key Elements • Both teachers "play off" each other while sharing the instructional role • The responsibility of leading instruction is shared. • Teachers plan together to integrate their roles within the lesson. • Generally considered the hardest format to implement, as both teachers must be equally prepared and knowledgeable about the lesson content. • Teachers who achieve this level of partnership often state their preference for co-teaching in the future. However, relying solely on this model limits the types of tasks and activities that can be implemented. 2 minutes

29. Team Teaching: Considerations & Implications • Considerations/ Implications for Practice • Requires a significant commitment to planning and preparing together • Requires co-teachers to know each other’s “styles” very well • Pre-planning for roles and responsibilities • Should avoid one teacher talking too much or taking the lead • Connection to Your Own Practice • Reflection: • What other considerations and implications does Team Teaching require? • Jot down your thoughts using notecatcher • Share your thinking with a partner 5-7 minutes

30. One Teaches, One Observes T T

31. One Teach/One Observe & Record: Key Elements • One teacher leads instruction, while the other teacher records observational data. • Both teachers know the distinct role they are responsible for during the lesson. • Both teachers both observe and teach at various times. 2 minutes

32. One Teach/One Observe & Record: Considerations & Implications • Considerations & Implications for Practice: • Does not maximize two teachers providing instruction • Need to determine where and how data will be recorded prior to deciding on this model • Requires debriefing • Can be over-used • Connection to Your Own Practice • Reflection: • What other considerations & implications for practice One Teach, One Observe & Record have you experienced? • Jot down your thoughts using notecatcher • Share your thinking with a partner 5-7 minutes

33. Bridge to Practice • Plan for a lesson using at least two of the co-teaching models you learned about today. • Think about: • How will you and your co-teachers use assessments to choose co-teaching models to use during the lesson? • What roles will each co-teacher play during various parts of the lesson? • How will students be grouped during various parts of the lesson? • How will both co-teachers assess students during the lesson? • How will you and your co-teacher provide individualized supports to students ?

34. Debrief • Discuss in your pairs • Return to the template on the 6 models and discuss Question Two : • What type of lesson/part of a lesson would you apply to each model? • What insights do you have about planning, implementation and next steps for each of the 6 co-teaching models?

35. Co-Planning Next Steps • In co-teaching partnerships, you and your co-teacher will co-plan an upcoming lesson. • Think about a lesson you and your co-teacher will be teaching: • Consider the content, activities/tasks, goals and objectives • Select a lesson planning template • As you and your co-teacher plan, think about: • What co-teaching model(s) will you use during this lesson? • Why? • How did you and your co-teacher select co-teaching model(s) for this lesson? • How will you assess your students during the lesson?

36. THANK YOU! • Contact information: • cfranza@schools.nyc.gov