Collaboration, Co-Planning & Co-Teaching

ArrowLakesOct15,2015

FayeBrownlieandLeytonSchnellert

McKinsey Report, 2007 •  Thetop-performingschoolsystemsrecognizethattheonlywaytoimproveoutcomesistoimproveinstrucEon:learningoccurswhenstudentsandteachersinteract,andthustoimprovelearningimpliesimprovingthequalityofthatinteracEon.

How the world’s most improved school systems keep getting better�

McKinsey, 2010

ThreechangescollaboraEvepracEcebroughtabout:1.  Teachersmovedfrombeingprivateemperorsto

makingtheirpracEcepublicandtheenEreteachingpopulaEonsharingresponsibilityforstudentlearning.

2.  FocusshiJedfromwhatteachersteachtowhatstudentslearn.

3.  Systemsdevelopedamodelof‘goodinstrucEon’andteachersbecamecustodiansofthemodel.(p.79-81)

The teeter totter

kids

kids curriculum

Big Ideas…Asaschoolcommunitywewanttoworktogethertomeettheneedsofallstudents.

InclusionisnotaspecialeducaEonmodel;itisaschoolmodel.

AsprofessionalswewanttoconstantlyexamineandrefineourpracEce.

CollaboraEveproblem-solvingandteachingresultsinnewideas,newproductsandafeelingofconnecEon.

OurstudentsconEnuetochangeandlearnandtheirneeds,justliketheschool’s,willchangeoverthecourseoftheyear.

Brownlie&SchnellertIt’sAllAboutThinking

No plan, No point

Ways to work together

CollaboraEveplanning

Redesigningcurriculumanddelivery

CollaboraEveinquiry/lessonstudy

Co-teaching

What are the new directions?

What will stay the same?

•  IncreasedflexibilityandspaceforteacherinnovaEon,studentpassions,andgreaterdepthofstudy

•  “BigIdeas”foreachgradeineachareaoflearning

•  Explicitfocusoncompetencies

•  Supportforinquiry,project-based,hands-on,andinterdisciplinaryapproaches

•  AboriginalperspecEvesandcontentauthenEcallyintegratedintoallsubjects

•  Acommonframeworkforallareasoflearning

•  Rigorouslearningstandardsineachareaoflearning

•  AstrongfocusonthefoundaEonsofreading,wriEngandmathemaEcs

•  SubjectssuchasMath,Science,LanguageArts,andSocialStudiesremainattheheartofeverystudent’seducaEon

Curriculum Redesign Directions

•  AttheheartofBriEshColumbia’sredesignedcurriculumare:–  corecompetencies

–  essenEallearning(bigideas/richcontent)–  literacyandnumeracyfoundaEons

•  ReflectsashiJtowardsaconcept-based,competency-drivencurriculum

BC’s Redesigned Curriculum

•  Allcorecompetenciesarepostednow

•  CreatedonaconEnuum(notbygradelevel)

•  FeedbackwillbecollectedbetweenSept.–Dec.2015

•  TeamswillcometogetherinJan.2016torevise

CoreCompetencies

BC CORE COMPETENCIES

•  ReducetheprescripEvenatureofcurriculum

•  Allowforflexibilityandchoiceforteachersandstudent

•  EnableteacherstobecreaEveandinnovaEveintheirdesignoflearningexperiences

•  AlignassessmentandevaluaEonwiththeredesignofthecurriculum

Guiding Principles

Hold onto…

Grow INTO…

Let go of…

Nurture inclusion by…

Professional Collaboration •  InteracEveandon-goingprocess•  Mutuallyagreeduponchallenges

•  CapitalizesondifferentexperEse,knowledgeandexperience

•  Rolesareblurred•  Mutualtrustandrespect

•  CreateanddelivertargetedinstrucEon•  GOAL:begermeettheneedsofdiverselearners

Co-planning

What will we develop/ explore/change/ refine to better meet the needs of our learners?

Why are we choosing this focus?

Plan: How will we do this?

Goals

Rationale

Plan

Whatarethestrengthsoftheclass?

Whataretheneedsoftheclassasawhole?

Whatareyourmaingoalsfortheclassthisyear?

Whataretheindividualneedsinyourclass?

Tosetyourplan…

RESPONSETOINTERVENTION(RTI)

S,MOORE ADAPTATIONS&MODIFICATIONS-SDL2012

Co-teachers:�When two teachers are in the room,

they can…•  Workfromaplanbasedonstudents’strengthsand

needs•  Differen=ateinstruc=on•  UseAFLstrategiestoassessunderstanding•  Increasepar=cipa=onofallstudents•  Decreasebehavioralchallenges•  FocusaDen=on•  Increasestudentindependence•  Teachself-regula=on•  Modelposi=ve,strengths-basedlanguage•  Talktoeachotheraboutwhattheyarelearningabout

theirstudents

TasksofResourceTeachersPorter,etal.,2012

•  Workingwithteachers•  Workingwithstudents

•  PlanningandorganizaEon•  Professionaldevelopment

•  MeeEngs

•  other

8.30%

22.10%

26.40%

2.70%

16.90%

22.40%

Workingwithteachers

Workingwithstudents

PlanningandorganizaEon

Professionaldevelopment

MeeEngs Other

Timespentbyaresourceteacherinathree-dayperiodPorteretal.,2012

Supportsthatteachersthinkaremostvaluableforinclusiveeduca=on

CooperaEveTeaching

CooperaEveInstrucEng

CooperaEveWorking

CooperaEveExisEng

LevelsofInvolvement

Elem

entsofC

oope

ra=veTeaching

HourcadeandBauwens.

Problem-solvingProcessingPresen=ngPlanningPresence

Presen=ngPlanningPresence

PlanningPresence

Presence

Hold onto…

Grow INTO…

Let go of…

Nurture inclusion by…

Co-Teaching Models�(Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson

& Blednick, 2011, ASCD)

•  1teach,1support•  Parallelgroups•  Sta=onteaching•  1largegroup;1smallgroup

•  Teaming

1Teach,1Support

•  mostfrequentlydone,leastplanning•  advantage:focus,1:1feedback,ifalternateroles,noonehastheadvantageorlooksliketherealteacher,cancapitalizeone1’sstrengthsandbuildprofessionalcapacity

•  possiblepiTall:easiesttogoofftherailsandhaveoneteacherfeelasan‘extrapairofhands’,nospecifictask(buzzingradiator)

1 Teach, 1 Support: Examples •  demonstra=nganewstrategysoBOTHteacherscanuseitthenextday–e.g.,thinkaloud,writearound,ques=oningfrompictures

Building Deeper Connections •  Grade2withKinderMann,Burnaby

•  ExplainhowconnecEonshelpusdeepenourunderstandingofastory.

•  MakeconnecEonswiththecover•  Givekidsapost-itnotewiththeirname•  Readthestoryaskidssilentlyplacetheirpost-itnoteswhen

theymakeaconnecEon.•  Rereadthe‘improved’storynowthatitisricherwithallour

connecEons.•  WriteaboutyourconnecEonwiththestory–onethat

reallyhelpedyouthinkmoredeeplyaboutthestory.

Note-taking in Food Studies •  BestSecondarywithAlexiaBaldwinandDeniseNemblard,grade9FoodStudies

•  Previouslyhadlessonongrainsandricecookingdemo

•  Challenge:SlovepracEcal,notthetheory;textis1975,presentbylecture

•  LO:–  Riceispartofthegraingroup– NutriEonalvaluesofdifferentgrainsofrice–  Factorsinfluencingchoiceofrice– Wildrice,aCanadiancomponent

•  Japanese•  Thailand•  India•  short•  nugy

•  red•  risogo•  chewy•  sEcky•  floral

SpecialtyRices5importanttypes

! Arborio–essenEalformaking___________! BasmaE–extralonggrainwidelyusedin_________withaunique,_______flavour

! Jasmine–from__________withadelicateand___________fragrance

! Wehani-_________colourwitharichearthyflavour

! GluEnous–sweet-tasEng_______grainedricethatbecomes_______and_________whencooked;usedinChineseand________cuisines

ParallelGroups

•  bothteacherstakeabouthalftheclassandteachthesamething.

•  mustbeco-planned,requirestrustineachother,

•  musteachknowthecontentandthestrategies.

•  advantage:halfclasssize-morepersonalcontact,moreindividualaDen=on

ParallelGroups

•  bothteacherstakeabouthalftheclassandteachthesamething.

•  mustbeco-planned,requirestrustineachother,

•  musteachknowthecontentandthestrategies.

•  advantage:halfclasssize-morepersonalcontact,moreindividualaDen=on

Parallel group: Examples •  Fishbowl:inside/outsidecircle

Sta=onTeaching

•  mostlysmallgroups,moreindividualaDen=on,

•  eachteacherhas2groups,1workingindependentlyatasta=onorwri=ng,1workingdirectlywiththeteacher.

•  Requiresstudentselfregula=on(whichneedstobetaught)andplanningformeaningfulengagement.

Station Teaching: Examples •  Guidedreading:4groups;RThastwoandCThastwo

•  mathgroups–Michelle’spaDerning(1directteaching,2guidedprac=ce,1guidedprac=cewithobserva=on)

•  sciencesta=ons:CTandRTeachcreatedtwosta=ons;co-planningwhattheywouldlookliketoensuredifferen=a=on,teachersmovedbackandforthbetweengroupssuppor=ngself-monitoring,independenceontask

Station Teaching: Examples •  Literaturecirclesorinforma=oncircles:eachteacherisworkingwithonegroupwhiletheothergroupsworkindependentlyorasindividuals.

1LargeGroup,1SmallGroup

•  advantage:eitherteachercanworkwitheithergroup,canprovidetutorial,intensive,individual

•  possiblepiTall:don’twantsamekidsalwaysinthe‘gethelp’group

1 large group, 1 small group: Examples

•  Abertheintroduc=onofthemathlesson,onemonitorsandsupportsthelargergroup,whiletheothercon=nuestoteachasmallergroupwhoneedaddi=onalsupport.

•  Onegroupininforma=oncirclesneedsmoresupportsoaberthewholegroupintro,oneteacherstayswiththisgroupwhiletheothermonitorsandsupportstheremaining4-5groups

Teaming

•  mostseamless.•  co-planned•  teacherstakealternaterolesandlead-takingasthelessonproceeds.

•  advantages:capitalizesonbothteachers’strengths,modelscollabora=onteaching/learningtostudents,canadjustinstruc=onreadilybasedonstudentneed,flexible

•  possiblepiTalls:trustandskill•  Mostobeninwholeclassinstruc=onandcouldbefollowedupwithanyoftheotherfourco-teachingmodels

Personalinquirywithinaninquiryunit

•  ProvidestudentswithminibookletstousetorecordanyquesEonsthattheyhaveduringaunit.

•  Thishelpstobuildstudents’owninquiryquesEonsandsetsthestageformoregeneraEngtheirownthinkinglaterintheunit.

•  Onceaweekorsotheclassengagesinadiscussionaboutwhattheywerewondering,whattheyhavelearnedsofaraboutthesequesEonsandwhatnewquesEonsareemerging.

SeeStudentDiversity(2006);It’sAllAboutThinkinginScienceandMath(2010)

Science6/7UnitOverviewDiversityofLife

BigIdeas

1. LivingthingshavesimilariEesanddifferences;

2. Classifyingthingshelpsusunderstandthediversityoflife;

3. Wearepartofecosystems

ThinkingStrategies

MainIdeas&Details,AccessingPriorKnowledge,Synthesizing,Persuading,QuesEoning

Figure10.4.DiversityofLifeUnitOverview

What I Wonder Where I Can Find the Information

What I’ve Learned and/or New Questions

that I Have

Figure10.8.WonderbookFormat

Not Quite Yet (2) Good Start (3) You did it! (4) Wow! (5)

Information *relevant *accurate *key/important

- Rarely uses microscopes and equipment Accurately

- Shares very few and/or inaccurate observations and/or questions in discussions or writing

- Records some data; may be inaccurate or missing key information

- Sometimes uses microscopes and equipment accurately

- Notices observations but may be vague or lack key details; asks yes/no questions

- Data is generally accurate; diagrams include labels and some details

- Uses microscope and equipment with accuracy

- Makes descriptive and accurate observations (spoken/and written) and asks relevant questions

- Records data accurately; diagrams include relevant labels and details

- Uses- microscopes and equipment with precision

- Makes descriptive and insightful observations (i.e.. notes relationships) and asks relevant questions that show an understanding of key ideas

- Records data accurately; diagrams include relevant labels and key details

Thinking Process *logical inferences *explanation *understands concept *clear

- Does not attempt to formulate a “law”

- Proposes a “law” that is not yet fully developed

- Formulates a “law” that is clear and logical

- Formulates a “law” that is clear and logical; uses evidence to justify it

Figure10.10.Classexample:Student-GeneratedCriteria

Figure10.11.Studentmindmapofthewaysthingscanbeorganizedintheworld.

Figure10.15.Classopionions

OpinionLine

Governmentsshouldpasslawsprotec=nglivingthings.

Whattheysaid:Rebecca:(SA)“Livingthingshavearighttobefree.”Caterina:(SA)“Weshouldn’tkillanimalswhichmightkillaspecies.”Angela:(UD)“Ifyoudon’tcutdowntreeswewon’thavefurnitures.”Tony:(UD)ESL2“Somecountries,theykillalotbutsEllhavealotandsEllhavetoprotect.”Karina:(SA)“IfwechopdowntreestomakehousesandfurnitureitisaffecEngusbecausetreesproduceoxygenandwecan’tlivewithoutoxygen.Alan:(SA)“Weneedtoprotectallanimals,it’slikekillingallofus.”Betsy:(SA)“Weshouldn’thavezoosbecauseanimalsneedfreedomtoo.”Brian:(SA)“Gov’t.shouldprotectlivingthingsbecauselivingthingsarealreadydecreasing&iftheykeepdecreasingtherewon’tbeanymore.”Angelica:(A)“Ifwelosepartoflivingthings,youlosefood,solawsshouldbelimited.”Arian:(SWA/UD)“...wecutdownsomanytreesweshouldonlycut50%ofwhatweusuallydo.”Kushan:(SA)“Ifwekilltreesthenanimalsdon’thaveahabitat&theywillbehomeless.”Tiffany:(SA)“...becauseanimalsaregesnglesserandlesser.”Joshua:(SWA/UD)“LikethebaldeaglesarealmostexEnct&themorethetreesgetcutdownourcommunitywon’tbethesame.”

Wednesday,March12,2008

Figure10.16.QualiEesofPersuasiveWriEng

WhatDoesaGoodPieceofWri=ngLookLike?Looklike? Feellike? Soundlike?

• Textfeatures• Visuals(photos,graphics…)• Anopeningstatementtocapturethereader’sagenEon• Ahooktokeepthereader’sagenEon• Anopeningquote• AsksquesEonsandtheyareanswered• Researchhasbeendone• Facts/data• Previousknowledge• Wrigeninownwords• Incorporatedtextfeatures• Endingstatement/concludingthetopic• Givesexamples• Sentencevariety

• Convincing• Honest• Personalthoughts/experiences• ExciEngwriEng• QuesEonsthatmakeyouthink• Entertainingbutstaysontopic• Teamwork

• Wrigenin3rdperson• Usesspecificwords• Staysontopic• Convincing• Researchhasbeendone• Wrigeninownwords• Truefacts• Catchywords• AccurateinformaEon• Persuasive• SophisEcatedanddetailed• Honest• QuesEonswereanswered• Peoples’opinionsbasedonresearch/facts• ConnecEngwords(forexample,addiEonally,asyoucansee,however…)

StudentGeneratedResponses2008

ThinkingAboutLivingThings

Connect Takeaminutetothinkabouthowyoufeelaboutthestatementbelow.Thereisnowronganswer.Whatmakesyoufeelthisway?

GovernmentsShouldPassLawstoProtectLivingThings

I…

StronglyAgree Agree Undecided Disagree StronglyDisagree

Ifeelthiswaybecause…

Process Iknow… MyEvidence…WhatIneedto

know…HowdoIfind

out?

Exampleusedtoprovemypoint:

Evidence:What’s

Important(quotes,p.g.#’s,factsetc.)

Whyisthisimportant?ORHowdoesthissupportmy

point-of-view?

Sowhatdoesthismakemethinkoforwonder?

NextSteps…

Source#1

Whatmightsomeonesaytodisagreewithme?

Whatwillmyanswerbe?

✔ ✔

★ ★

" "#

GovernmentsShouldPassLawstoProtectLivingThings.Connect StronglyAgree Agree Undecided Disagree StronglyDisagree

Guestspeaker:__________________________________

Process MainDetail SupporEngIdea

Transform/Personalize

Thinkaboutwhatwehavelearnedfromourguestspeakerandwriteapersuasiveparagraphtosomeonewhobelievessomethingdifferentabouttheissue.Youmightwanttothinkaboutthefollowing…

Whatrole(s)canweasindividualsmaketoaffectchange?

GovernmentsShouldPassLawstoProtectLivingThings.

Reasons For. . . Reasons Against . . .

Wri=ngisThinking:Persuade‘Em

Whatisyourpointofviewontheissue?

WhydoIthinkthisisthemostimportantthingforpeopletoknow(thebigidea)?

WhatevidencewillIuse?

HOOKTHEREADER POWERFULENDING

HowwillIbegin?

☐Ques=on☐Quota=on☐Storyorexample☐Wake-upcall

HowwillIwrapthingsup?

☐Circlebacktothebeginning☐Possiblesolu=on☐Restateandemphasizethesis☐Furtherques=onstotalkabout

FLOW

Tightwri=ng:

☐Sophis=catedlanguage☐Sentencevariety☐Transi=onalphrases

Ideas

Figure10.24.StudentPiecePublishedinLocalNewspaper

PersuasiveWri=ngReflec=ons

Howdidyoucontributetoyourpartnership?Didyoudoyourshareofthework?Whatwaseasyordifficult?

Howwelldoyouthinkyouandyourpartnerworkedtogether?Explain.

Whatdidyoulearnfromworkingwithapartner(s)?

Reflec=ons:WhatInoEcedwas…

WhatIdidbestwas…

Goals:WhatmightIdothesameordifferentlynextEme?

Wonderbook

WhatIwonder... WherecanI WhatI’velearned/ findinformaEon? NewquesEons HowwillIdothis?

WonderbooksWhatIwonder WherecanIfind

informa=onWhatI’velearnedand/orwhatnewques=onsIhave

SeeStudentDiversity(2006)Chapter3;It’sAllAboutThinkinginScienceandMath(2010)

Goals

Plan

Rationale

Planning

Goals: What will we develop/ explore/change/ refine to better engage our learners?

Rationale: Why are we choosing this focus?

Plan: How will we do this?

Bennett, B. & Rolheiser, C. (2001). Beyond Monet: The artful science of instructional integration. Bookation.

Brown, A., Cocking, R., & Bransford, J., Eds. (2000). How people learn: Brain, mind, experience, & school. National Academy Press.

Brownlie, F. Feniak, C. & Schnellert, L. (2006). Student Diversity, 2nd ed., Pembroke Publishers. Brownlie, F. & Schnellert, L. (2009). It’s all about thinking: Collaborating to support all learners in

Humanities, Social Studies and English., Pembroke Publishers. Brownlie, F. (2005) Grand Conversations, Portage & Main Press. Brownlie, F. & King, J. (2000). Learning in Safe Schools. Pembroke Publishers.. Buehl, D. (2001). Classroom strategies for interactive learning, IRA. Daniels, H. & Bizar, M. (2005).Teaching the best practice way: Methods that matter, K-12

Pembroke Publishers. Gregory, K., Cameron, C. & and Davies, A. (2000). Setting and using criteria: For use in middle

and secondary classrooms, Connections Publishing, BC, Canada. Lenz, B.K., Deschler, D.D. & Kissam, B.R. (2004). Teaching content to all: Evidence-based

inclusive practices in middle and secondary schools. Boston: Allyn & Bacon. Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom instruction that works: Research-based

strategies for increasing student achievement ASCD. Schnellert, L., Datoo, M. Ediger, K. & Panas, J. (2009). Pulling together: Integrating inquiry,

assessment and instruction in today’s English classroom, Pembroke Publishers. Tomlinson, C. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by

Design. ASCD. Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes.

Cambridge, MA: Harvard University Press. Wilhelm, J. (2007). Engaging readers and writers with inquiry. New York: Scholastic.

•  Whatcanyoutry?•  TrustyourprofessionalexperEse•  Collaborate:2headsarebegerthan1☺

•  Respondtotheneedsofyourstudents•  NOprogramexiststhatcanreplaceYOU!!!

•  www.slideshare.net/fayebrownlie/arrowlakes/collaboraEon