2nd half day in an elementary series for school teams. Focus on how to increase collaboration and co-teaching in schools. Classroom examples.

1. Frameworks for Collaboration
Richmond
Teams
Faye
Brownlie
Sept.
18,
2013,
March
6,
2014
ww.slideshare.net/fayebrownlie/CollaboraEon.
Richmond
#2

2. Learning Intentions
• I
have
a
beIer
understanding
of
collaboraEon
and
co-­‐teaching.
• I
have
a
plan
of
how
to
increase
the
effecEveness
of
my
collaboraEon
and
my
co-­‐
teaching.

3. • Did
you
try
a
class
review?
How
did
it
go?
• What
has
worked
in
collabora9on?
• What’s
next?

4. No plan, No point

5. Response To Intervention:
Literacy Framework
[One-­‐to-­‐One]
[Small
Group
–
Individual]
[Whole
Class
–
Small
Group
–
Individual]

6. Questions to Guide Co-Teaching
• Are
all
students
acEvely
engaged
in
meaningful
work?
• Are
all
students
parEcipaEng
by
answering
and
asking
quesEons?
• Are
all
students
receiving
individual
feedback
during
the
learning
sequence?
• How
is
evidence
of
learning
from
each
day’s
co-­‐teaching
fueling
the
plan
for
the
next
day?

7. Co-Teaching Models
(Teaching in Tandem – Effective Co-Teaching in the Inclusive
Classroom – Wilson & Blednick, 2011, ASCD)
•
•
•
•
•
1
teach,
1
support
Parallel
groups
StaEon
teaching
1
large
group;
1
small
group
Teaming

8. One
Teach,
One
Support

9. Evidence/Inference/Wri9ng
South
Slope
–
Theresa
Sian,
gr.
5
Text:
Tale
of
a
Great
White
Fish-­‐Maggie
DeVries
• Model
finding
inference/evidence
with
class
seOng
• Model
finding
inference/evidence
with
picture
from
text
• Groups
of
¾
-­‐
different
pictures
–
inference/
evidence
• 4
minute
write
–
what
do
you
know?
• Share
with
class
–
document
camera
• 10
minute
write
–
how
do
these
pictures
connect
into
a
story?

23. Parallel
Groups
• Research
process
• Power
paragraphs
• Interac9ve
wri9ng

24. Sta9on
Teaching

25. Grade
1
Plan
2012-­‐13
• Week
1:
assess
with
EPRA
• Week
2:
create
plan
with
2
teachers
• Guided
reading,
2/week
in
one
class,
1/week
in
other
class
• Re-­‐assess
with
EPRA
in
March
• Adjust
plan
– 3/week
for
those
students
needing
more
support
– CT
work
with
GR
and
literacy
centres

26. Grade
1
Plan
2013-­‐14
• Week
1:
assessment
EPRA
• Week
2:
create
plan
with
teachers
(3
classes)
-­‐2
blocks/class
• November
assessment
EPRA,
re-­‐plan
• Drop
one
class,
give
2
extra
blocks
to
group
of
7
readers
needing
more
support
• Add
10-­‐20
minutes,
twice
a
week,
1st
thing
in
AM
with
1
child
• March
-­‐
re-­‐assess
and
adjust
plan
as
necessary
– Focus
on
fluency

27. One
Large
Group,
One
Small
• Writers’
workshop
while
one
teacher
runs
a
small
edi9ng/proofreading
group
that
kids
pass
through
• K
–
kids
building
the
sets
and
telling
the
story
of
Three
Billy
Goats
Gruff
for
their
performance;
small
group
listening
to
the
story
again
to
build
background
knowledge

28. Teaming

29. Literature Circles: Residential
Schools
• A
unit
co-­‐developed
by
– Marla
Gamble,
gr.
6
Classroom
Teacher,
Prince
Rupert,
BC
– Marilyn
Bryant,
Aboriginal
Educa9on
Program
Resource
Teacher
– Raegan
Sawka,
LUCID
Support
Teacher
(Learning
for
Understanding
through
Culturally
Inclusive
Imagina9ve
Development)
• Lesson
2:
co-­‐designed
and
co-­‐taught:
Marla
&
Faye

30. • 1st
lesson
– Slide
presenta9on
on
First
Na9ons
background
in
the
geographic
area
with
some
reference
to
residen9al
schools
• 2nd
lesson
– Whip
around
– Fishbowl
on
1st
paragraph
of
Fa#y
Legs
–
C.
Jordan-­‐Fenton
&
M.
Poliak-­‐Fenton
(Annick
Press)
– Co-­‐created
criteria
for
effec9ve
group
– Envelopes
of
5-­‐6
pictures
from
Fa#y
Legs
– Make
a
story
– Share
some
stories
– Walk
and
talk
– 4
minute
write
–
story
behind
the
pictures

31. • My
name
is
Olemaun
Pokiak
–
that’s
OO-­‐lee-­‐
mawn
-­‐
but
some
of
my
classmates
used
to
call
me
“Faky
Legs”.
They
called
me
that
because
a
wicked
nun
forced
me
to
wear
a
pair
of
red
stockings
that
made
my
legs
look
enormous.
But
I
put
an
end
to
it.
How?
Well,
I
am
going
to
let
you
in
on
a
secret
that
I
have
kept
for
more
than
60
years:
the
secret
of
how
I
made
those
stockings
disappear.

40. What’s your plan?
Next
Mee9ng:
May
22,
AM