Presented at New Trier High School on 3/20/14.

1. Co-Teaching II
Spiro Bolos, Rachel Hess,
Trish Randall & AnneTwadell
WORK DAY

2. I) Introduction
Overview of the Day
9:00 – 9:10 AM

3. II) Co-teaching Approaches
REVIEW of Six Possibilities
9:10 – 11:00 AM

4. Station Teaching

5. Station Teaching

6. Parallel Teaching

7. Parallel Teaching

8. Parallel Teaching
Frederick Douglass vs. George Fitzhugh
TOPIC: How were enslaved people treated?

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

11. 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.”

12. 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.”

14. “See,Think, Wonder”

15. “See,Think, Wonder”

17. John Gast, 1872
“American Progress”
or “The Spirit of Manifest Destiny”

18. John Gast, 1872
“American Progress”
or “The Spirit of Manifest Destiny”

19. John Gast, 1872
“American Progress”
or “The Spirit of Manifest Destiny”

20. John Gast, 1872
“American Progress”
or “The Spirit of Manifest Destiny”

21. John Gast, 1872
“American Progress”
or “The Spirit of Manifest Destiny”

22. Alternative Teaching

23. Alternative Teaching

24. Alternative Teaching

25. Teaming

26. Teaming

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

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

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 Observe

32. One Teach, One Assist

33. One Teach, One Assist

34. One Teach, One Assist

35. III) LUNCH
Provided
11:00 AM – 11:45 AM

36. IV) Visual Strategies
11:45 AM – 12:20 PM

58. V) Language Strategies
(across disciplines)
Julie Smith & Vicki Murphy, SLP
12:30 – 1:30 PM

59. {
Presented by:
Julie Smith, MS, CCC-slp
Vicki Murphy, MS, CCC-slp
Language Strategies Across
Disciplines: Helping Students
Organize and Connect
Curricular Content

60. Strategies discussed today can help students that fall
into the following groups:
 Neurotypical
 Specific Learning Disability
 Language Based Learning Disability
 Specific Language Impairment
 Autism Spectrum Disorders
 Auditory Processing Disorder (CAPD or APD )
 ADD/ADHD
No disability needed…

61. All students at times struggle with
comprehension of curriculum,
including difficult text and
classroom lecture or discussion
Even we adults at times struggle
with comprehension…
Regardless of Etiology…

62. Familiarity with the Text
Background Knowledge
Metacognitive Strategies
Westby from Catts & Kamhi, 2005, as cited in ASHA 2013
Presentation: Alternatives to Auditory Processing Disorder
What is needed for students
to comprehend expository
text?

63. We will provide strategies that can be modified
and used across disciplines
Strategies will fall into general categories of:
 Developing and connecting VOCABULARY
 Metacognitive & Metalinguistic Strategies:
- SUMMARIZING
- “TWA” Thinking before, while, and after reading
Today’s Strategy Plan:

64. On December 19, 1777, when Washington's
poorly fed, ill-equipped army, weary from long
marches, struggled into Valley Forge, winds
blew as the 12,000 Continentals prepared for
winter's fury. Grounds for brigade
encampments were selected, and defense lines
were planned and begun. Within days of the
army's arrival, the Schuylkill River was covered
with ice. Snow was six inches deep. Though
construction of more than 1,000 huts provided
shelter, it did little to offset the critical shortages
that continually plagued the army.
Taken from ASHA 2013 presentation: Alternatives to Auditory Processing Disorders
What do you see?

65. Your Mental Picture

66. Remember our list of student groups?
Without
 Familiarity
 Background
 Metacognitive Strategies
those students see..
Let’s try again…

67. During the Ashes test at Headingly,
Hascott was twice fooled by the seemingly
belter wicket. A stock delivery from Croft
became an inducker catching an inside
edge and bringing an appeal for LBW.
Later in the same innings a doosra
prompted the Australian into a cut shot
that had him caught at second slip. Croft
finished with 48 for 3 with three maidens.
Yes, this is English!

68. I’m sure you pictured
this…

69. How can we best develop knowledge about unfamiliar
vocabulary/concepts for our students?
NOT by having them copy, find, or look up definitions for new
words!!!
Research has shown that vocabulary instruction in this manner
does not necessarily equate to improvements in overall
comprehension. Why?
“A possible explanation for this outcome is that a difference
exists between acquiring knowledge of a word's meaning and
knowing the word well enough to aid comprehension of text”
(McKeown et al, 1983).
Developing Vocabulary

70.  Students must develop DEEP and FLUENT knowledge
of words, going beyond accurate responses to word
meaning tasks.
&
 We need to develop fluency of access to words and
expanded semantic networks for vocabulary.
McKeown et al, 1983
Vocabulary Instruction to
Impact Comprehension

71. Target word: equilibrium
Help students think…Have I ever heard part of this
word before? Where?
Root= equi Meaning= equal
Word learning strategies: Use
word parts

72. I never saw it before.
I’ve heard of it, but I don’t
know what it means.
I recognize it in context. I
heard it used like this…..and it
means something to do
with……
I know it and I can use it in a
few different ways.
Levels of Word Consciousness

73. Multiple Encounters

74. Research has shown that 10 encounters with a word were
sufficient to develop deep knowledge that improved overall
comprehension (McKeown et al 1983).
 Fewer may be sufficient, but has not been proven in research.
Encounters could include any of the activities discussed
today or described on your handouts.
Multiple Encounters…Gold
Standard

75. STEM EXPLANATION EXAMPLES PICTURE
Provide
the root
and its
meaning
for the
word
Provide an explanation
of the meaning of the
word and how it is
used. Encourage
students to paraphrase
an explanation
Brainstorm
MULTIPLE
different
examples of
how a word
might be used.
You can also
include NON-
examples as
clarification.
Students
generate an
illustration that
represents the
meaning or use
of the word.
“SEEP” for a target word

76. “SEEP” Student Example

77. STEM EXPLANATION EXAMPLES PICTURE
MAL- Something BAD! Malpractice
Malevolent
Draco Malfoy
“SEEP” for a root/affix

78. Concept Circle

79. Concept
Circle
student example

80. Concept
Circle
student example

81. Procrastinate
ldoceonline.com:
To delay doing something that you ought to do, usually
because you do not want to do it.
dictionary.com:
To defer action. (huh?)
Defer: To put off to a future time.
(Put what off? An action. What action?!?!)
Ugh.
Longman Dictionary

82. Both words ______________________
But the first word _________________
And the other word _______________
Alike But Different

83. Both words could describe a crazy outfit that a teenager wore to
school.
But the first word means the teenager intended to get a reaction from
others.
And the other word means the teenager might have unusual taste in
clothes, but didn’t deliberately wear the outfit for a reaction.
Alike But Different

84. Dump & Clump (Word Sort)

86. DUMP & CLUMP
Your turn!

87. Now on to metacognitive &
metalinguistic strategies….

88. Creating Expectancies for
What Students Will Learn

89. TWA
Think While
What do you
already know?
Author’s purpose?
What do you need
to know?
Did I understand?
Do I need to reread
that?
Can I link this to
previous knowledge?
Did I answer any
questions I had from
the beginning?
Summarize what I’ve
learned.

90. On December 19, 1777, when Washington's poorly
fed, ill-equipped army, weary from long marches,
struggled into Valley Forge, winds blew as the 12,000
Continentals prepared for winter's fury.
Doer / Done / To Whom
WHEN DOER DONE TO WHOM or
WHAT
December 19,
1777
Washington’s
army
Struggled &
marched
Into Valley
Forge
12,000
Continentals
Prepared For harsh
winter

91. Strategy to help organize and summarize main ideas or key
points, especially for English & History.
Someone / Wants / But / So
Someone Wants/Is But So
Identify the key
character, person,
or “agent” in a
passage
Ask yourself
“What did
the person
want?” or
“What was
the person
doing?”
State the
problem or
obstacle in the
passage.
Ask yourself
“So what?”
What are the
consequences,
emotions, or
predictions
about the
character or
situation?

92. What was Mercantilism?
“As the lives of the colonists became more complex, their need to
trade with other countries increased. However, Great Britain
would not allow the colonies to trade with whomever they
wished. Laws had been passed to control colonial trade.”
United States History, AGS Publishing 2005
Someone Wants But So
Colonists Wanted to trade
with countries
other than Great
Britain
Great Britain
told them they
could not trade
with others
The colonists
were unhappy
and felt like
Great Britain
was too
controlling.

93. Charlton, Stephen. “Alternatives to Auditory Processing Intervention:
ContentArea & Disciplinary-Specific Strategies.” PowerPoint presentation,
ASHA convention, Chicago, IL. November, 2013.
McKeown, Margaret G., et al. “The Effects of Long-Term Vocabulary Instruction
on Reading Comprehension: A Replication.” Journal of Literary Research
15:3 (1983).
Robertson, S., Meyers, M.K. “Tier 3 Magic for Teens: Proven Strategies for
Teaching Advance Vocabulary to Adolescents.” PowerPoint presentation.
ASHA convention, Chicago, IL. November, 2013.
References

94. VI) Application of Approaches
Please be prepared to share!
1:30 – 3:00 PM

95. http://v.gd/coteaching
3:00 – 3:30 PM
VII) Reflection/Feedback