teacher’2’’(t2) rachel’kurtz ’ ’l special’education’teacher’ general ... · 2015....

Station  

Teaching  

Model  

Teacher  1  (T1  is  Lead)  Rachel  Kurtz  Special  Education  Teacher  

Teacher  2    (T2)  Maria  Leonardi  

General  Education  Teacher  

• Teachers  discuss  which  students  should  be  switched  from  their  current  groupings  • Teachers  discuss  the  content  to  be  taught  in  the  daily  lesson  • Teachers  together  discuss  what  remediation  will  need  to  be  done  and  for  which  groups;  as  well  as  

what  extension  can  be  done  and  for  which  groups  o Teachers  decide  if  Meerkats  would  benefit  more  from  remediation  or  extension  that  day    

• Teachers  discuss  how  lesson  went  the  previous  day  and  review  most  recent  assessment  data    • T1  makes  materials  for  daily  lesson  • T1  thinks  through  and  plans  for  differentiated  

lessons  according  to  the  needs  of  each  group  o T1  finds  or  makes  hands-­‐on  materials  for  

the  Lemurs  o T1  thinks  through  possible  higher-­‐level  

solutions  Hyenas  might  come  up  with  and  notes  specific  times  in  the  lesson  for  rich  group  discussions    

o T1  thinks  through  the  needs  of  the  Meerkats  for  that  day:  support  more  or  push  more?    

• T2  thinks  through  the  needs  of  the  different  groups  and  plans  lessons  to  support  or  push  them  

• T2  gathers  materials  designed  to  support  the  Lemurs  and  push  the  Hyenas,  and  uses  a  combination  of  the  two  for  the  Meerkats    

• T2  ensures  she  has  hands-­‐on  manipulatives  on  hand  for  Lemurs  (and  Meerkats  if  needed)  

• After  designing  the  three  different  groups’  lessons,  T1  and  T2  share  what  they  have  planned  with  each  other  in  order  to  anticipate  and  build  off  of  the  other’s  teaching  

• T1  and  T2  discuss  what  links  they  will  make  to  the  other’s  lesson,  either  pre-­‐teaching  or  reinforcing,  depending  on  the  group  and  the  order  of  the  rotation    

Before  the  lesson  

During  the  Lesson  

• T1  monitors  timing  • T1  leads  transitions  between  stations  (and  

clean  up  at  the  end)    

• T2  monitors  students  at  desks  (independent  practice  and  ST  math)  

• T2  supports  all  students  not  with  T1  so  that  T1  can  focus  on  daily  lesson  with  her  group  

After  the  Lesson  

• T1  checks  independent  practice  from  daily  lesson  o Writes  feedback  on  student  papers  and  

takes  notes  • T1  meets  with  T2  to  discuss  today’s  outcomes    • T1  passes  independent  practice  out  for  

students  to  use  as  reference  for  homework  that  night  

• T1  decides  next  steps:    o A:  She  will  remediate  certain  areas  from  

today’s  lesson  tomorrow    o B:  She  will  ask  T2  to  remediate  certain  

areas  from  today’s  lesson  at  the  “Worthy  Task”  station  tomorrow  

o C:  No  need  for  further  remediation    

• T2  checks  independent  or  guided  practice  from  her  “Worthy  Task”  station  o Writes  feedback  on  student  papers  and  

takes  notes  • T2  meets  with  T1  to  discuss  today’s  outcomes  • T2  works  with  T1  to  decide  on  “Worthy  Task”  

for  tomorrow:    o A:  Remediation  from  today’s  lesson  if  T1  

suggests  o B:  Continue  with  work  from  today’s  

“Worthy  Task”  station  o C:  New  topic  of  remediation/extension  

T1  teaches  the  daily  lesson  

T2  supports  students  on  independent  practice  and  ST  math  

T2  teaches  “Worthy  Task”    (remediation/extension)  

Rotation  4  only:                        T1  supports  Lemurs  in  independent  practice