Team Teaching

1. Team Teaching Heather Stewart & Lori Wilfong State Support Team, Region 4 February 4, 2009

2. 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!

3. 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.)

4. 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!

5. 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?

6. 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

7. 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

8. 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

9. The inclusion movement A brief history of how we got here!

10. 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

11. 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?

12. The diagnostic/prescriptive models • Students were diagnosed in one of the categories of disability and tagged for separate treatment.

13. 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

14. 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?”

15. 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…

16. 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?

17. 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

18. 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

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

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

21. 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.

22. 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

23. 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!

24. Sum it up!

25. Break Time!

26. Differentiated Instruction

27. What is Differentiated Instruction?

28. 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!

29. 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

37. 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

38. 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

40. 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.

41. 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.

42. 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

43. Strategies for Differentiating Process • Tiered Activities • Interest Centers • Personal Agendas • Manipulatives • Length of Time to complete task • Flexible Grouping • Ability Levels

44. 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

45. Strategies for Differentiating Product • Clear Expectations • Timelines • Agreements • Product Guidelines/Checklists • Rubrics • Evaluation

46. Classroom Structures Needed • Environment • Management • Materials • Grouping Practices • Assessments • Monitoring Tools Gallery Walk: Brainstorm “Look-fors” Independent Activity: Goal Setting

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

48. Students participate in a "Dump your Brain" activity.

49. Preschool children can “Dump their Brain” in a modified way: Show me all the ways we can make “three.” three = 3 +

50. A-B-C Books