2. Timeline
November
Spring 2012 Fall October November
June 2012 - June
Applications 2012 Weekly 2012 Surveys 2012
Initial Weekly
accepted and Meetings & Action Powered Up
meeting with Meetings
school teams & PD Plans Students
School Teams & PD
identified Opportunities Submitted Begins
Opportunities
4. Establishing Goals
Where are you? Where are you going?
What is your staff’s What are your
instructional level staff’s goals with
with technology? Powering Up Students?
5. Establishing Goals
Determine Where Your School Is
• Have staff complete What is Your Instructional Level
With Technology? survey.
Determine Where Your School Is Going
• Create a school Action Plan based on data, in
conjunction with the school’s lead teachers (Tech
Sidekicks).
6. Establishing Goals
Determine The Direction
• Describe, in detail, a specific learning experience that
would take place in your classroom as a participant in
Powering Up Students.
• How do you envision teaching and learning in your
classroom would change as a participate in Powering
Up Students?
7. Putting Goals Into Action
)_ _
How can coteaching How can coplanning How can Tech
be structured to build respectful Sidekicks alleviate
share instructional tasks embedded in technology and
responsibility and curriculum instructional
foster support? actualization? issues?
8. Putting Goals Into Action
Co-teaching
Team Teaching
Complementary Instruction
Supportive Learning
9. Putting Goals Into Action
Co-Planning
• Gather key information about upcoming curriculum, projects and students’ needs
Before
Meeting
• Decide which co-teaching models will be used, how to group students, and which
instructional strategies would meet the students’ learning needs
During • Decide on “roles” during co-teaching
Meeting • Determine method for assessing students’ achievement
• Reflect on students’ achievement
• Plan, based on student data, how to adapt the instruction to meet the needs of the
After students.
Meeting
10. Determining Logistics
_ _
What are the
What peripherals will
procedures for the
you need?
use of the devices?
12. Communicate
Expectations
)_ _
Learn Model Share
13. Communicate Expectations
Learn
• Utilize student devices in transformational technology instruction.
• Participate in ongoing professional development.
• Collaborate with other Powering Up Students teachers.
Model
• Co-teach with a school-based teacher to provide modelling of and
deepening learning of transformational technology integration with
student devices.
• Be a model classroom for teachers in your school, across the
division, and beyond.
Share
• Contribute to a blog to document your learning journey.
• Communicate with parents about Powering Up Students.
• Present at Teachnology.
15. Provide Continual Support
Weekly Support
• Thursday afternoon and Friday morning
• Instructional and assessment strategies and management issues
Professional Development
• Full-Day Professional Development before Roll-Out
• Action Planning, Logistics, and App Sharing
• LibGuides
• TechyTeacher
Ongoing Planning and Sharing
• Co-teaching
• Co-planning
• Blog
16. Prepare Students
)_ _
Expect
Share Model
Transparent
Expectations Appropriate Use
Learning
17. Prepare Students
• Share responsibilities and expectations
• Train routines and procedures
• Model appropriate use
• Teach specific apps which will be used often
• Give students time to explore
20. Do
• Have a vision for teaching and learning with technology
• Plan ahead
• Be flexible and make changes as needed
• Be strategic in placing devices in classrooms
• Equip teachers
• Prepare students
• Develop consistent procedures and policies
21. Don’t
• Put the cart before the horse
• Get caught up with the "hype"
• Focus only on the technology
• Go subject-wide at first
• Forget about next year - sustainability
Define co-teaching and distinguish it from terms such as collaboration, team teaching, and inclusion.Co-teachers often report that one of the most noticeable advantages of sharing a classroom is the sense of support it fosters.Co-teachers report that when they have a spectacular lesson, someone is there to share it, and when they have a particularlychallenging day, someone really knows just how difficult it was.
Co-teaching - vary instructional arrangements according to the Bauwens, Hourcade, and Friend model:Staff share responsibility for teaching content (Team Teaching), integrating effective instructional strategies with content (Complementary Instruction), and developing activities that promote student processing and practice of content taught (Supportive Learning Activities). http://www.vcld.org/pages/newsletters/03_04_fall/teacher.htmCo-teaching Models •Lead and Support •One Teaching~One Observing •One Teaching~One Drifting •Station Teaching •Parallel Teaching •Alternative Teaching •Team Teaching
Why co-plan? •Parity •To ensure all students needs are being met •To establish roles •Differentiated instruction •Effective grouping •Effective instruction •Accommodations •Varied instructional practices Before the meeting •GE teachers gathers key information about upcoming curriculum, projects and activities, etc. •During the meeting •Decide which co-teaching models will be used, how to group students, and which aspects of instruction may need to adapted. •Individual student matters are discussed •Decide on “roles” during the lessons. •After the meeting • SE teacher adapts the instruction to meet the needs of individual students. (Friend, 2008)