Collab Teaching Project Day 1 2018
- 1. Collaborative Teaching Faye Brownlie, Tanis Anderson, Elizabeth Gardner October 16, 2018
- 2. What is one thing that your colleagues at work do not know about you?
- 5. Dalai Lama XIV The Book of Joy: Lasting Happiness in a Changing World “We create most of our suffering, so it should be logical that we also have the ability to create more joy. It simply depends on the attitudes, the perspectives, and the reactions we bring to situations and to our relationships with other people. When it comes to personal happiness there is a lot that we as individuals can do.”
- 6. Burnaby Learning Support Services Mission Statement The Burnaby School District’s Learning Support Services Team works collaboratively with schools and parents to create supportive, inclusive, and caring communities where all children, specifically those children who have exceptional learning needs, can reach their full potential.
- 7. Learning Support Services, We Believe In… Valuing the uniqueness of each child; their strengths and contributions; Creating partnerships with the home and community to support the education of each child; Supporting diversity as a natural and inherent condition of the school environment; Striving to create an effective, inclusive learning environment for each child; Providing access to appropriate educational environments that meet the individual needs of the child; Having high expectations and monitoring results for each child.
- 8. BC CASE Vision Statement All students should receive a high quality schooling experience leading to meaningful participation in our community, by supporting the development of a continuum of instructional support that builds from the primacy of the classroom teacher to specialist support that is ‘in addition to’ and ‘aligns with’ quality classroom instruction.
- 9. What is inclusion? “…the principle that all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their education. The practice of inclusion is not necessarily synonymous with integration and goes beyond placement to include meaningful participation and the promotion of interaction with others.” BC Ministry of Education, Special Education Services: Manual of Policies, Procedures, and Guidelines
- 12. Embracing Diversity - The Starting Point Beliefs and teaching practice rooted in inclusion Every child is unique, different Every child is good at some things, and not so good at others
- 13. Where to begin, what to do if staff is not on board? Start with beliefs and attitudes about inclusion, inclusive practice
- 14. Growth Mind Set Fixed Mind Set
- 19. Classroom teachers, Planning for… UNIVERSAL SUPPORTS ALL SOME FEW
- 21. Why Collaboration/Co-Teaching? Based on the belief that collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom It allows more students to be reached Learning in Safe Schools, page 102 Chapter 9
- 22. It focuses on the ongoing context for learning for the students, not just the specific remediation of skills removed from the learning text of the classroom It builds a repertoire of strategies for teachers to support the range of students in classes Learning in Safe Schools, page 102 Chapter 9
- 23. A Key Belief When intervention is focused on classroom support it improves each student’s ability and opportunity to learn effectively/successfully in the classroom.
- 26. No plan, No point
- 27. Questions to Guide Co-Teaching Are all students actively engaged in meaningful work? Are all students participating by answering and asking questions? Are all students receiving individual feedback during the learning sequence? How is evidence of learning from each day’s co-teaching fueling the plan for the next day?
- 28. Co-teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson & Blednick, 2011, ASCD) 1 teach, 1 support Parallel groups Station teaching 1 large group; 1 small group Teaming
- 31. FI Grade 3 at Sperling Lisa Stringer and Danielle Burkett 1st write in English Goal: increase descriptive language, using personification What can we do with two teachers to increase student independence that I couldn’t do alone?
- 32. Read Owl Moon previously and talked about figurative language. Create a web of figurative language as recalled by the students. Project an image. All 3 teachers write, using personification, to describe the picture. Students ‘notice’ what works in the writing. Present a new picture. Students write for 5 minutes, trying to use personification in their writing. Meet in 3 groups to share a favorite sentence from their writing. Students, as a whole class, form an appreciation circle and appreciate someone who sparked their thinking, took a risk, impacted their learning…
- 33. Notice that’s: ◦ Objects have voice ◦ Find the action words (verbs) ◦ Notice these make the non-living living ◦ Details
Editor's Notes
- #19: RTI – many Learning Support Teachers spend the majority of their time working with students at the top of the tier, Tier 3. What if they could spend some of their time working in class, supporting students at Tier 2 AND students in Tier 3. So they are providing intensive intervention for those students requiring Tier 3 support, plus working in class to help them generalize those skills to the classroom environment and support students in Tier 2 in collaboration with the CT.