1. 1. Co Teaching Pilot for Third Grade Math with Special Education and General Education Teachers Patricia Holliday EDL 660
2. 2. August 21, 2014 8:00-8:45-breakfast, sign in, meet and greet, purpose of this pilot 8:45-9:15-Norms for the day and other meetings put in place 9:15 -9:50-meet with principals to discuss scheduling the forty-five minute block of time required for co-teaching, received class schedule, make a decisions if the EC students will be placed in one class or spread out and pulled into this forty-five minute block of time (Some schools will have more classes and EC students than others, this is necessary because other third grade teachers not involved in the pilot will have to make their schedules around this forty-five minute of time). 9:50-10:00-Break 10:00-11:00-What is Co-Teaching and what is not Co-Teaching? Introduce the six models of Co-Teaching and what it might look like using two video clips (give handouts of the models after watching the videos) 11:00-12:30-Lunch
3. 3. Setting Norms What will work and what wont Breaks Lunches will be an hour and a half End of todays session at 3:00-not every session will last until 3:00 some shorter, some longer
4. 4. Overview of the Co Teaching Models LOOK AT THE DIFFERENT MODELS http://www.youtube.com/watc h?v=6llQCG8QhBE What model (or models) do you like and not like? What do you think will work for you and you partner- remember you can change models based on what works for you. Share your thoughts with the rest of the team. Watch this short clip about what co-teaching might look like http://www.authorstream.com/Presentation/aSGuest36339- 309396-Co-teaching-inclusion-classroom-in-Education-ppt- powerpoint/
5. 5. August 21, 2014 12:35-1:00-EC and General Education teachers will be engaged in a Math Activity: given the handout Mathematical Tasks as a Framework for Reflection you will read pages 268-275. 1:00-1:45-teachers will be given a set of sixteen elementary math problems to discuss and asked to sort those tasks into two categories-low and high level cognitive thinking demands. 1:45-2:00-Break 2:00-2:30-feed back on the math problems 2:30-3:00-closure-questions, anticipations, anything you want to say, settling of nerves and establish PLC schedules for each school, receive Putting the Practices Into Action: Implementing the Common Core Standards for Mathematical Practice K-8 as the read for the book study tentative agenda for the October meeting
6. 6. Focusing on Math Tasks Teachers will read Mathematical Tasks As A Framework for Reflection: From Research to Practice (NCTM) very easy read Each team, EC and General Ed teacher will work together to sort the following mathematical tasks to determine the level of complexity (lower-level demand or higher-level demand) elementary task activity cards http://www.mnstateassessments.org/wp- content/uploads/2013/08/C11-Handout-Cognitive- Demand-Task-Sort.pdf Share how you sorted the tasks with the whole group
7. 7. Sample Class Schedule for a Team Teaching Model (with a 55 minute block) 5 minutes-review of prior lesson, Either teacher 15 minutes-introduce new content General Ed Teacher 10 minutes- guided practice EC Teacher 20 minutes independent practice Both 5 minutes- closure Either
8. 8. Closure What are your thoughts, takeaways, anxs about today? Dont hesitate to get in touch with your CS or EC Director-we are here for you- Our next meeting is set for Oct We thank-you for volunteering for this adventure.
9. 9. References Co-Teaching in an Inclusive Classroom PPT Retrieved from http://www.authorstream.com/Presentation/aSGuest36339-309396-Co-teaching-inclusion-classroom- in-Education-ppt-powerpoint/ Desimone, L. (2001). What Makes Professional Development Effective? Results from a National Sample of Teachers. American Educational Research Journal 38(4) 915-945 Retrieved from http://www.jstor.org/stable/320507 OConnell, S. & SanGiovanni, J. (2013) Putting the Practices Into Action: Implementing the Common Core Standards for Mathematical Practice K-8. Portsmouth, NH: Heinemann Some Approaches of Co-Teaching (2010-11) Liberty University Student Teaching Handbook. Retrieved from http://www.liberty.edu/academics/education/teacher/?PID=15896 PC Exceptional Children Department Co-Teaching Reference Guide Stein, M.K. & Smith, M.S. (1998) Mathematical Tasks as a Framework for Reflection: From Research to Practice. Mathematics Teaching in the Middle School 3(4), 268-275. Steiner, L. (2004). Designing Effective Professional Development Experiences: What Do We Know? Nashville, Ill: Learning Point Associates Retrieved from http://www.gtlcenter.org/sites/default/files/docs/pa/4_PDResearchPolicyAction/DesigningEffectivePD. pdf