Co-Teaching Presentation Kate Kaselitz

Co-Teaching PresentationKate Kaselitz

Student Background InformationTogether, my Co-Teaching partner and I have 32 first grade students. All of the students listed below are either 6 or 7 years old. One child has autism. He is a very bright first grader who needs a lot of one-on-one support. He gets distracted easily and needs to be closely monitored when he is working in a small-group setting to make sure that he is staying on task. He spends an hour and a half in the ASD room each day. One child is cognitively impaired and spends all but an hour and a half in the resource room. She is an ESL learner and needs one-on-one support in most areas. She is a hard worker and gets along nicely with her classmates.One child has a learning disability and spends an hour a day in the resource room. She is also an ESL learner. She gets frustrated when things are challenging for her. Together we have six students who have speech and language impairments and all get pulled out a couple times a week for speech. We have one child who is ADHD. He is extremely bright, however his ADHD hinders him from reaching his full potential. His doctor has told his parents that this child could benefit from medication, but before doing so, they are trying other things first.

Co-teaching/Collaboration Context

For this assignment I chose my first grade teaching partner to be my partner to develop a co-teaching lesson plan. We have always demonstrated effective communication components and most importantly, we respect one anothers ideas and opinions. We choose to use the teaming co-teaching model for our lesson. In our teaming model, we will both be responsible for prepping and teaching the lesson. We will take turns instructing the students in both whole-group and small-group settings. At one point in the lesson, my partner will be conducting a whole group discussion, while I record our answers/thoughts on the Smart Board. During the small-group activity, we will both be circulating around the room to monitor their learning. I feel as though the teaming model will help reflect each of our strengths as educators. One of my partners strengths is talking to a larger group of students and keeping everyone engaged. One of my strengths is designing interactive charts and lessons on the Smart Board. Two strengths that we both share are that we are trusting and committed teachers. These two characteristics are essential is making teaming co-teaching effective.

Student SupportsI love the Chinese Proverb that was stated in our cooperative learning PowerPoint, (click to hear)I couldnt agree more with this proverb. I believe it is so important for students to collaborateand cooperate with one another. I believe these two things are key factors in helping studentslearn and ask questions.

For the small-group portion of our lesson, my teaching partner and Ichose to keep the groups small (2-3 students per group). We did this so that each child can feelaccountable and have the opportunity to participate. We will be walking around andmonitoring each groups work to make sure all students are contributing to their group. For ourstudents with disabilities, we will put them in groups together and reduced the amount of workthey need to do. Instead of having them mark every property that each solid object is, we willhave them just mark one property per object. We will also provide additional guidance to thesestudents. Another modification that these students will have is that the small group portion ofthis lesson is hands-on. All of our students with disabilities are more successful and engaged inlessons that are hands-on and manipulative. Possible barriers that we may face for reducing the amount of work we give our students with disabilities and providing them more guidance is that other students might not think it is fair. To address this barrier, I would reference a quote that I have hanging in my classroom, Fair does not mean that everyone gets the same thing, fair means that everyone gets what they need in order to succeed. I love this quote and believe it is a good visual reminder for students that I need to provide each student with the proper resources to succeed and these resources might look different from others.

Progress Monitoring

To monitor our students progress, we will circulate the room during the small group activity and write notes about students thoughts and ideas. Through students discussion, we can get an idea of who does and does not understand the big ideas. Another way we will monitor our students progress is with the properties chart. We will know who does and doesnt understand the different properties of different solid objects. After the lesson is over with, we will have our students independently write down what they learned about solid objects and their properties. For those students who do not fully understand the big ideas and concepts, we will hold a reteach session with them.

Progress Monitoring: Lesson Implementation and EvaluationI believe our lesson was effective because of the positive results of our KWL chart, students discussions and the charts that were filled out by the students. There were some students who did not fully grasp the concepts of the lesson and therefore we held a re-teach session with them where they completed an interactive sort via Smart Exchange on the Smart Board.Our lesson differentiated the environment and curriculum to meet the needs of all of our students. This lesson included hands-on and auditory components. It included whole - group and small - group discussions and instruction.

Final Thoughts

Co-Teaching Lesson PlanStandards covered in the lesson/grade level/learning objectives or outcomes*Currently in the state of Michigan, there are not Common Core Standards for science. See below for learning objectives.* Grade level: First Grade

Identify the objectives. What knowledge and skills will students have at the end of the lesson? What will students be able to do?*Learning Objectives: Students will;1. Explore a number of different solid materials.2. Work in small-groups to describe properties of solid materials.3. Create a KWL chart as a whole-group

Identify performance tasks that will be used to demonstrate learning*To demonstrate learning, students will work with one or two other classmates to complete a performance task. Students will receive a baggy of solid objects and a chart that lists all the solids and different property names. They will discuss the different solids and then put a check mark under each property that the solid is.

What are the big ideas in the lesson; specific understandings expected as outcomes? *The big ideas in this lesson are that solid materials have properties that separate them from other states of matter; we use some of our senses (touch, sight) to observe the properties of solids, and solids can be sorted by their properties.

What model of co-teaching will be used? What will each teachers role be? *The model of co-teaching that will be used will be team teaching. My role will be to present objects and complete the KWL chart with the students. The role of my co-teaching partner will be to explain the directions for the small group activity and roles of the students. During the small group activity we will both walk around to each group so I suppose this would fall under station teaching. After the small group activity we would briefly bring the students back together and explain to them that we will discuss their findings tomorrow.

Who will be responsible for developing activities and implementing the various components of the lesson? *We will both be responsible for developing activities and implementing the various components of the lesson. I will be responsible for creating a large KWL chart on the Smart Board as well as printing off the property chart worksheets for the small-group activity. My co-teaching partner will be responsible for organizing the solid objects into baggies. We will both be responsible for meeting and organizing our students into appropriate groups for the small-group portion.