co teaching assignment

7/30/2019 Co Teaching Assignment

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Jami Shlensky

Phase 2

Co-Teaching Floating Assignment

Overall, I really enjoyed the co-teaching process with Ms. Pinikidas. We started to

plan the lessons together by realizing that Ms. P was knowledgeable about the content

while I knew more about the delivery. We sat down one day for about an hour and a half to

come up with plans for the lessons. We didnt assume specific roles but rather took the

approach of both tackling things together. However, I handled more of a management role

while Ms. P would introduce content. When it came to splitting up into groups, we both

assumed the same roles as teachers. The model we used was a combination of parallel

teaching and differentiated and supplemental teaching, based upon groupings.

In terms of implementation of the lessons, we followed, fairly closely, to what we

had planned. Obviously, as with any lesson, things had to be changed and modified

depending on what we were able to accomplish, which students were present, and time

constraints. We would re-group before and after each session to evaluate student progress

together, reflect on what occurred during the current lesson, and plan for the next one. In

the future in terms of implementation it might be helpful for my co-teacher and I to print

out the plans to have in front of us. Ms. P and I performed the lessons from recall, which

lead to some confusion. Also, if we had more time to plan I would have liked to have Ms. P

teach me some of the content so that I could also introduce the subject matter. However, I

think that overall in terms of implementation the qualities of our lessons were high and we

were able to carry them out as we planned.

Because of our ability to break into groups and manage the classroom at the same

time, Ms. P and I were able to have the students reach our goals for each of the lessons.


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When assessing the students through formative assessments, exit slips, and finally the

chapter quest, students were able to apply their skills that we had instructed them upon. As

a result that in terms of student outcomes Ms. P and my plans were successful. In terms of

our co-teaching relationship, I believe that Ms. P and I worked well together. We each

understood that our knowledge bases were from different perspectives. We used that

understanding to move forward and collaborate by instructing each other upon content or

presentation. I loved working with Ms. P because she was genuinely interested in learning

about the Special Ed world of differentiation, multiple means of engagement, and multiple

forms of representation.

Overall I enjoyed the co-teaching process because Ms. P and I worked well together.

We each brought different perspectives to the table and were able to collaborate and

accomplish goals together.


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Algebra II Chapter 6: More LogarithmsMs. P, Ms. S, Both

Wed. 4/10 & Thurs 4/11: 6.2.1 Using Logarithms to SolveExponential

Goal: Students will develop the Property of Logs and develop anefficient

method to solve exponential equations in ax=b form.

Wednesday (Ms. P Out): Students get settled Introduction from Mr. Hopkins Students will start to work on packet of problems that surround

the ax=b form Students will work through packet, encouraged to ask peers

around them for help instead of teachers, teachers will float

through the room to provide support/assistance.

Thursday: Students Get Settled

o Instructed to get a calculator, sit in the same seat asyesterday, take out something to write with, and the packetwe were working on.

Introduction/Refresher

o There will be a quick refresher on what we were working onyesterday, a basic problem will be modeled for students

Students finish Packeto Students will be given time to complete the packet that we

started Wednesday


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o Students will work through packet, encouraged to askpeers around them for help instead of teacher, teachers willfloat through room to provide support/assistance.

Core problems: 6-88 through 6-93

o Students will be given time to complete these problemswith their partner

o Teaches will float around the room providing assistance Formative Assessment Delivered

o Hand Out Assessmento Students take assessment independentlyo Collect Assessments

Friday 4/12: 6.2.2 Investigating the Properties of Logarithms

Goal: Students will learn the Product and Quotient Properties oflogs and how

to rewrite equations with different bases

Students Get Settledo Students will be prompted to get a calculator on their way

in, sit where their name tags are, take out something towrite with

o Students are seated in pairs within teams Each team willbe managed by one specific teacher

o Students complete warm upo Distribute resource pages when bell rings

Core Problems 6-104 through 6-108o Ask resource managers for each group to get books for

their group


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o Provide verbal support to students who need content readto them

Exit Slip, Formative Assessment

Monday 4/15: 6.2.3 Writing Equations of Exponential Functions

Goal:Students will develop strategies for finding the equations ofan

exponential function given two points and an asymptote



o Distribute resource pages when bell rings

Graphic Organizero Introduce graphic organizer to students with a reminder of

what we are focusing ono Students complete graphic organizero Provide verbal support to students who need content read

to them

Practice Problems with Propertieso Students complete these practice problems in partnerso Teachers float around room providing assistance as

necessary


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Tuesday 4/16: 6.2.4 An Application of Logarithms (Ms. ShlenskySick)

Goal: Students will apply their knowledge of exponentialfunctions to a formative assessment



Formative Assessment

Wednesday 4/17: Case of The Cooling Corpse

Goal: Students will apply their knowledge of exponential functions tosolve a murder mystery



o Distribute Case of Cooling Corpse when bell rings

Case of Cooling Corpseo Whole group instruction

Read out loud as whole group Highlight key facts Help students synthesize

o Break up into groups Students work within groups on murder mystery Teachers facilitate students who need help


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Thursday 4/18: Closure

Goal: Students will review skills that are necessary for the Quest


in, sit where their name tags are, take out something to

write witho Distribute review packet

Ms. S assigns groups

Students work in groups to complete review packeto Teachers each take a group

Friday 4/19: Ch 6 Quest

co teaching assignment

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