Workshop for New Trier High School on 10/23/12. Features 6 strategies for regular and special education co-teaching pairs.

1. Best Practices
in Co-Teaching
Spiro Bolos,
Rachel Hess,
Trish Randall,
Anne Twadell

2. I) Philosophy

3. II) Shared Expectations
Best Practices Online Questionnaire
9:15 – 9:45 AM

4. Shared Expectations

5. Shared Expectations

6. III) Co-teaching Approaches
Summary of Six Possibilities
10:00 AM – 11:30 AM

7. Station Teaching

8. Station #1: Primary Source Analysis

9. Visual Aid for Station #3

10. Station #2: Opinion Survey

11. Station #3: Map Analysis

12. Station #4: Film Notes

13. Parallel Teaching

14. Parallel Teaching
Frederick Douglass vs. George Fitzhugh
TOPIC: How were slaves treated?

15. Parallel Teaching
Narrative of the Life of
Frederick Douglass
“Sociology for the South”
by George Fitzhugh

16. Narrative of the Life of
Frederick Douglass
“Sociology for the South”
by George Fitzhugh
“The negro slaves of the South
are the happiest, and, in some
sense, the freest people in the
world.The children and the
aged and infirm work not at
all, and yet have all the
comforts and necessaries of
life provided for them.They
enjoy liberty, because they are
oppressed neither by care nor
labor.The women do little
hard work, and are protected
from the despotism of their
husbands by their masters.”

17. “The negro slaves of the South
are the happiest, and, in some
sense, the freest people in the
world.The children and the
aged and infirm work not at
all, and yet have all the
comforts and necessaries of
life provided for them.They
enjoy liberty, because they are
oppressed neither by care nor
labor.The women do little
hard work, and are protected
from the despotism of their
husbands by their masters.”

18. “Slaves sing most when they
are most unhappy.The
songs of the slave represent
the sorrows of his heart; and
he is relieved by them, only
as an aching heart is
relieved by its tears.”

19. Narrative of the Life of
Frederick Douglass
“Sociology for the South”
by George Fitzhugh
“Slaves sing most when they
are most unhappy.The
songs of the slave represent
the sorrows of his heart; and
he is relieved by them, only
as an aching heart is
relieved by its tears.”

20. Alternative Teaching

21. Alternative Teaching

22. Teaming

23. Teaming

24. Teaming

25. Teaming

26. Teaming
EXAMPLE:
2 teachers debate a controversial and engaging topic

27. Teaming
Teacher: viewpoint #1 Co-teacher: viewpoint #2

28. TeamingThe decision to
drop the atomic
bombs on Japan
was morally just
because it saved
American lives.

29. TeamingThe decision to
drop the atomic
bombs on Japan
was morally just
because it saved
American lives.
It was immoral
because it was an
asymmetrical
response to the
military threat
posed by Japan.

30. One Teach, One Observe

31. One Teach, One Assist

32. One Teach, One Assist

33. One Teach, One Assist

34. One Teach, One Assist

35. IV) Making Connections
Student Challenges
& Instructional Strategies
11:30 – 12:00 PM

36. LUNCH
Provided
12:00 – 12:45 PM

37. V) Application of Approaches
Work, then Report Back
12:45 – 2:15 PM

38. 1) Which of the approaches (if any) do
you currently implement? Which are
used most commonly? Why?

39. 2) Which new approach could you
imagine using? Why?

40. 3) After working with your co-teacher
this afternoon, please summarize
one or more new strategies using
your own course content.

41. VI) Reflection 2:15 – 3:00 PM