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co-teaching models for remote learning--side-by-side with SPS scheduling (Playbook)

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co-teaching models for remote learning--side-by-side with SPS scheduling (Playbook)

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- teacher identity

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Routines (co-planning and co-teaching)
- planning templates
- time frames - when to plan, how long
- structure (what is done individually and done together)
- funds of knowledge

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Scaffolds (importance and strategies)
Strategies for supporting ELs

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From Session 1, noncollaborative examples discussion board-in future session have participants refer back to the discussion board and make the noncollaborative to a collaborative example.

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Measurable Outcomes:
Participants will: 1) take a knowledge quiz and pass with 80% accuracy after each session, 2) share their thinking with other course participants via Flipgrid, Padlet, and/or OneNote.

1. Collectively work together to meet student needs, not to over or under serve
2. See our students and teachers as assets
-leverage assets to further growth
3. Grapple with grade level content at all language proficiency levels

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1. one teach, one observe; one teach, one assist
2. parallel teaching
3. alternative teaching
4. station teaching
5. team-teaching

-videos

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Collaborative, Instructional Cycle
-co-planning
-co-teaching
-co-assessing
-reflecting - At the end of a unit, evaluate the lessons taught, the accuracy of identified areas of difficulty, and the effectiveness of instructional strategies by answering the following questions:​

Did we clearly identify the lesson objectives?​

What areas of difficulty occurred for students? Did these areas match what we anticipated?​

How well did the strategies work? Do we need to change/include other strategies?

systems - session 4-5 (non-negotiables in co-planning)

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One teach, one observe; one teach one assist and collab relationship/roles and responsibilities 

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One teach, one observe; one teach one assist and collab relationship/roles and responsibilities 

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Establishing the collaborative relationship
- parity
Roles and Responsibilities
- ALDs - *what students can do vs not able to do -- review implicit bias how it affects student perception
---what tools are you using to observe students?

???student engagement?

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a) explore effective collaboration between students and teachers and between general education and ELD teachers that supports English learner growth
b) identify, revise, and expand one's understanding of collaboration in distance learning

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use the model for the presentation also
1
Introduction to Rethinking (Collab for Distance Learning)
2
parallel teaching (mix up the groups) + knowing ourselves to know ELs -- culture (ways of being student and teachers [microaggressions])
3
Estab collab relationship/roles and responsibilities + one teach, one observe; one teach one assist -- synchronous/asynchronous  knowing our ELs
4
Establishing Routines/planning + alternative teaching + knowing our
5
Station teaching + identifying and creating scaffolds (planning tools-use Slide 24 of Session4-

Unit plan​

Weekly plan (pacing guide)​

Daily plan

+ ELs (fund of knowledge/culture tree) vignet from book
6
team teaching + Defining collaboration + knowing our ELs

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PART 2 - Collaborative Teaching PLC (the implementation) 

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PART 2 - Collaborative Teaching PLC (the implementation) 

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1. Invite participants who've completed the Schoology course
2. Send invites prior to the end of the school year, 2020-2021
3. Monthly Themed meetings
4. Observing each other - co-planning, co-teaching, co-assessing
5. Setting Up expectations for IAs and Teachers, roles and responsibilities at the ground level

Meeting as PLC: Red Wednesdays? Every two months.

Yellow Wednesdays - observe co-panning

Themes:
-Setting up planning/meeting times of collaborative partnerships

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4
-Establishing Routines/planning -alternative teaching (check biases when placing students in small groups)
-continue to unpack knowing our multilingual learners
-co-planning process, WIDA embedded
-identifying and creating scaffolds

Unit plan​

Weekly plan (pacing guide)​

Daily plan

-introduce the collaborative cycle from WIDA
5
-Station teaching (mix teacher roles and flexible grouping)
-co-assessing using student assets and thinking about the various response modalities

-continue to unpack knowing our multilingual learners through ELs (fund of knowledge/culture tree) vignettes from book Growing Language and Literacy Strategies for English Learners by Honigsfeld.
6
-team teaching
-co-reflecting
-continue to unpack knowing our multilingual

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use the model for the presentation also
1
Introduction to Collaboration
Introduction to 6 co-teaching models
2
-parallel teaching (mix up the students in the groups)
-knowing ourselves to know Multilingual Learners -- culture (ways of being student and teachers [microaggressions])
3
-Estab collab relationships/roles and responsibilities
-one teach, one observe; one teach one assist -- synchronous/asynchronous/in-person (vary teacher roles)
-continue to unpack knowing our multilingual learners
4
-Establishing Routines/planning -alternative teaching (check biases when placing students in small groups)
-continue to unpack knowing our multilingual learners
5
-Station teaching (mix teacher roles and flexible grouping)
-identifying and creating scaffolds

Unit plan​

Weekly plan (pacing guide)​

Daily plan

-continue to unpack knowing our multilingual learners through ELs (fund of knowledge/culture tree) vignettes from book Growing Language and Literacy Strategies for English Learners by Honigsfeld.
6
-team teaching
-Defining collaboration
-continue to unpack knowing our multilingual