High School Writing Weekly Planner by 8X3eVw2l

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									                                                  Jamie Shepherd/EDE 474/Spring 2011                                                                               Co-Teaching Strategy Definitions
Date:               Feb 21-25                                                                                 Co-Teaching Plan                                One teach, one observe: One teacher has primary
                                                                                                                                                              instructional responsibility while the other gathers
                                                                                                                                                              specific observational information on student or the
                                       Research shows that planning time is critical to the success of co-teaching                                            (instructing) teacher. The key to this strategy is to
                                                                                                                                                              focus the observation, so that the teacher doing the
                                                                                                                                                              observation is observing specific behaviors. It is
                  Learning Target            Assessment                                   Activities                             Co-Teaching Strategy         important to remember that either (teacher
                                                                                                                                                              candidate or cooperating teacher) could take on
                I can apply my        (Formative)                  In self-chosen heterogeneous groups students:             Team Teaching: Both              both roles.
                understanding of  paper—check of                   Students read brief analyses of “Young Goodman          Mentor Teacher and Teacher
                critical lenses to                                                                                           Candidate circulate among        One teach, one assist: An extension of One teach,
                                      student writing                   Brown” and decide as a group which “lens” it is
                                                                                                                                                              one observe. One teacher has primary instructional
                write an             oral—listen to student            written through                                      small groups, sitting in on
  Monday                                                                                                                                                      responsibility while the other assists students with
                interpretation of a   conversation with peers       Students choose 3 stories they’ve read and write a      groups and listening
                story I’ve read.                                                                                             to/responding to students        their work, monitors behaviors, or corrects
                                      and with teacher                  brief interpretation as viewed through 2 different
                                                                                                                                                              assignments. The assisting teacher often lends a
                                                                        “lenses.”
                                                                                                                                                              voice to students or groups who would hesitate to
                                                                                                                                                              participate or add comments.
                I can apply literary   (Formative)                    Students share interpretations through critical       One Teach, One Assist:
                lenses to short       oral—listen and                 lenses with the class. Other students try to guess    Mentor Teacher leads             Station teaching: The co-teachers divide the
                stories.               respond to students in          which critical lens was used.                         discussion. Teacher              instructional content into parts. Each teacher
                                       groups, and in whole-          Students develop 2 themes for 3 different stories     Candidate helps pass out         instructs one of the groups. Groups then rotate or
                                                                                                                                                              spend a designated amount of time at each station.
  Tuesday       I can explain the      class discussion               Students review in groups the differences             materials and listens in on
                differences            (Summative)                                                                           small group discussions to       Often an independent station will be used along
                                                                       between literary and commercial fiction with a
                between               paper—students turn in                                                                check for understanding          with the teacher-led stations.
                                                                       provided worksheet
                commercial and         completed theme sheet                                                                 and/or difficulties with         Parallel teaching: Each teacher instructs half the
                literary fiction.                                                                                            assignment                       students. The two teachers are addressing the
                I can create a         (Formative)                                                                                                            same instructional material, using the same
                group disaster        oral—listen in on              Students are given a hypothetical “plane wreck”       One Teach, One Assist:           teaching strategies. The greatest benefit to this
                plan to explore        students in small groups        scenario and asked to create a plan explaining        Teacher Candidate leads class    approach is the reduction of student-to-teacher
                how we create the as they work                         what rules they would have, what leaders, jobs,       and Mentor Teacher assists,      ratio.
Wednesday       structures and        oral—students report            and punishments. If none, why? (Frontloading          corrects papers, takes           Supplemental teaching: This strategy allows one
                rules for society.     group decisions to class;       activity for Lord of the Flies).                      attendance.                      teacher to work with students at their expected
                                       teacher can respond                                                                                                    grade level, while the other teacher works with
                                                                                                                                                              those students who need the information and/or
                                                                                                                                                              materials re-taught, extended or remediated.
                I can explain how      (Formative)                 Students write a summary of Books 22-23 of The
                suffering changes     oral—student                   Odyssey                                                                                 Alternative (Differentiated): Alternative strategies
                Odysseus and           understanding assessed      Students work alone or in groups to list how             Solo Teaching: Teacher           provide two different approaches to teaching the
                Penelope and           through class discussion       Odysseus and Penelope suffered, who suffered           Candidate prepared and           same information. The learning outcome is the
 Thursday       argue who             paper—chart                    more, and why                                          delivers instruction for         same for all students; however, the instructional
                suffered more          completed by group          Discuss findings as a class—recognize that an            lesson.                          approach is different.
                with supporting        turned in                      argument for either character suffering more is                                         Team Teaching: Well planned, team-taught lessons,
                examples              paper—student                  supportable through the text.                                                           exhibit an invisible flow of instruction with no
                                       summary                                                                                                                prescribed division of authority. It is not “taking
                                                                                                                                                              turns teaching.” Using a Team Teaching strategy,
                I can be an            (Summative)               Discussion of expectations for participation and           Team Teaching: Mentor
                                                                                                                                                              both teachers are actively involved in the lesson.
                effective,            oral/visual—noting how behavior in a Socratic Seminar.                                Teacher attends to Seminar,
                                                                                                                                                              From a student’s perspective, there is no clearly
                respectful             many times student        Complete Socratic Seminar.                                 directing students as needed,
                                                                                                                                                              defined leader – as both teachers share the
                participant in a       contributes to            Teachers note student contributions and behaviors,         and Teacher Candidate keeps
                Socratic Seminar                                                                                             track of student participation   instruction, are free to interject information, and
  Friday                               conversation and           both positive and negative.
                                                                                                                             and behaviors. In the            available to assist students and answer questions.
                                       exhibits appropriate
                                       behaviors                                                                             following period, teachers       Solo Teaching: The teacher candidate is the lead
                                                                                                                             reverse roles.                   planner and teacher for the lesson. The lesson is
                                                                                                                                                              specifically designed for only one teacher.

        Adapted from St. Cloud State University, Teacher Quality Enhancement Center, 2009: Research funded by a US Department of Education, Teacher Quality Enhancement Grant                      -- 1 --
Adapted from St. Cloud State University, Teacher Quality Enhancement Center, 2009: Research funded by a US Department of Education, Teacher Quality Enhancement Grant   -- 2 --

								
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