An after school session focusing on co-teaching, the challenges and the promise. Samples from a grade 8 co-taught science class, schools focusing on Allington and Gabriel's 'Every Child, Every Day' principles, Birchland's results.

1. The Appie Session
Non-Enrolling Staff
Prince
Rupert
April
2013
Faye
Brownlie

2. Gr. 8 Science with Kerri Christie,
Qualicum – co-planned, co-taught
• Essen:al
Ques:on
• Learning
Inten:ons
• What
do
you
remember
about
cells?
• Cell
dic:onary
– 2-­‐3
words,
image
• Model,
partner
(3-­‐4
words),
individual
choice
for
2
words
• Exit
–
what
I
learned
that
I
will
remember

3. Essential Question
• What
role
do
cells
play
in
our
bodies?

4. Learning Intentions
• I
know
the
different
types
of
cells
– (plant,
animal,
bacteria)
• I
can
describe
the
structures
and
func:ons
of
organelles
– (shapes
and
jobs
of
cell
structures)

5. The Pluses
• rela:onship
–
kids
loved
the
teacher
and
worked
hard
to
make
her
look
good
• experienced
EA
who
was
oRen
with
the
students
• co-­‐planning
science
with
Robyn,
experienced
science
teacher,
and
Barb,
experienced
resource
teacher
who
is
teaching
science
8
too
this
year.

6. The Challenges
• 7
students
on
IEPS
• curriculum
new
to
CT
• brand
new
RT
• busy,
boisterous
class
• very
diverse

7. 24
words
in
total;
6
to
begin
• Cell
wall
• Cell
membrane
• Cytoplasm
• Vacuole
• Nucleus
• Chloroplast
*Prokaryo:c
cell
*Eukaryo:c
cell

8. A Key Belief
Interven:on
is
focused
on
classroom
support.
Some
students
may
need
addi:onal
support.
Flexibility
counts.

9. No plan, no point
• Flexible
• Adaptable
• Is
this
ge]ng
us
what
we
want?

10. A Possible Framework…
“Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
Educa:onal
Leadership,
March
2012
6
elements
of
instruc:on
for
ALL
students!

11. Every Child, Every Day –
Allington, Gabriel
1. Every
child
reads
something
he
or
she
chooses.
2. Every
child
reads
accurately.
3. Every
child
reads
something
he
or
she
understands.
4. Every
child
writes
about
something
personally
meaningful.
5. Every
child
talks
with
peers
about
reading
and
wri:ng.
6. Every
child
listens
to
a
fluent
adult
read
aloud.

12. Building Independence
• Build
criteria
with
your
students
– What
do
good
readers
do?
• No:ce
when
the
students
are
using
the
co-­‐
created
criteria
• Ask
the
students
“What
should
I
no:ce
about
what
you
are
doing
when
you
are
reading?”

13. Questions to increase
comprehension
• What
happened
in
the
story?
• What
do
you
wonder
about
in
the
story?
• Where
does
the
story
take
place?
• What
do
you
think
is
the
problem
in
the
story?
• How
does
the
problem
get
solved?
• If
you
were
…,
how
would
you
solve
the
problem?
• Describe
3
things
about
the
characters.
• What
would
you
do
if
…?
• How
would
you
feel
if
…?
• What
does
the
story
remind
you
of?
• If
you
could
change
the
ending,
what
would
you
write?

14. • Read
something
he
chooses
• Talks
to
a
peer
about
his
reading

15. Strategy Cards – Catching Readers
Before They Fall (Johnson & Keier)

17. • Reads
accurately
• Reads
something
he
understands

19. • Listens
to
an
adult
read
fluently.

20. Pull In Questions
• Who
• What
• Why
• When
• Where
• How

21. Goal:
to
support
students
in
working
effec:vely
in
the
classroom
environment
to
provide
the
most
effec:ve
learning
environment,
9-­‐3
–
engagement
for
all
learners
for
the
majority
of
the
day

22. Rationale:
By
sharing
our
collec:ve
knowledge
about
our
classes
of
students
and
developing
a
plan
of
ac:on
based
on
this,
we
can
beier
meet
the
needs
of
all
students.

23. Not
Yet
Ready
vs
Not
Yet
Mee.ng
A
conversa:on
around
shiRing
our
beliefs
about
learning
and
support
in
the
early
years
Birchland
School,
Coquitlam

25. The
Vision
To
shiR
from...
A
Remedial
Model
An
Inclusive
Model
‘Fixing’
the
student
‘Fixing’
the
curriculum
to
Outside
the
classroom/
Within
the
classroom/
curriculum
curriculum

26. Year
4
(2010-­‐2011)
Self
Regula:on
Highlights...
Ongoing
District
Support
Deepened
level
of
Engagement...
– Release
:me
“Strong
Schools”
Choice
ini:a:ve
Resource
Support
Tools
shiC
to
co-­‐teaching
approach
Learning
Topic
Environment
Instruc:onal
ShiR
– Project-­‐Based
Learning
– Writer’s
Workshop
Self-­‐Regula.on
Ownership
of
of
Learning
Passion
Learning

28. Transforma:ons...
Pull-­‐out
Support
/
Physical
“Inclusion”
– Remedial
model
–
to
make
kids
fit
– In
the
class
but
on
a
different
plan
True
Inclusion
– Classroom
Teacher
as
central
support
– Resource
Teacher
–
Co
teaching
model

29. • Crea:ng
the
Future
–
Partnerships
in
Inclusive
Learning
• UBC,
July
15-­‐19,
3
credits
• Villa,
Thousand,
Hingsburger,
Kunc,
Miranda,
Beairsto,
Hoyano,
Udvari-­‐Solner,
Van
der
Kilt,
Rothstein,
Schnellert

30. Team Planning
• What
will
you
do?
• Who
will
you
work
with?
• What
ar:facts
will
you
collect
from
the
students
to
provide
evidence
of
how
they
are
learning
–
i.e,
student
samples
for
your
porsolio?
• Reflect
on
the
ques:ons:
– What
are
we
doing?
– How
is
it
going?
– What
next?