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In our classroom, we have tried various co-teaching models such as station teaching, alternative teaching, and team teaching. We gave our students surveys to learn how they felt like they learned best.

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In working with classes of Freshmen and Freshman teachers, we have really focused on workshopping as much as possible. Teaching content in mini lessons and then allowing students to work in small groups with peers has been beneficial.

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In working with classes of Freshmen and Freshman teachers, we have really focused on workshopping as much as possible. Teaching content in mini lessons and then allowing students to work in small groups with peers has been beneficial.

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small group instruction and breaking down concepts and language

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small group instruction and breaking down concepts and language

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Students are working in small groups to collaborate with a peer about their writing .

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Students are working in small groups to collaborate with a peer about their writing .

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Students also get to collaborate with the teacher individually as well in small group instruction to collaborate and discuss writing.

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Language Objectives for real world use of language

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Language Objectives for real world use of language

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We work with our students in groups often.  They are more likely to speak with each other and their teachers in the small groups settings.  They enjoy learning from each other and deepen their understanding when they explain to their peers.

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I wish there was more time for plan alongside my co-teachers but we squeeze it in when we can...usually when there is downtime in the classroom. More shared planning time is crucial and one benefit of remote learning...I was able to participate in team meetings and talk with my co-teachers more freely.

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Students worked in small groups to model the formation of ions and ionic compounds.  They created a slide show to explain how it happened.

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Students worked in small groups to model the formation of ions and ionic compounds.  They created a slide show to explain how it happened.

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Finding time to plan with co-teacher when you teach 6 periods is difficult.

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Goal setting conversations. Teacher suggested goals AND open goals wanted by the student.

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We have used several different models of coteaching based on our instructional goals

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Graphing organizers and scaffolded supports

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Graphing organizers and scaffolded supports

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English connections teachers collaborating together to increase listening, note taking, questioning, and synthesis skills while listening to a "Criminal" podcast. The general topic was also aligned with a current whole class reading in gen English.

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After each quarter, I provide a google form and students provide suggestions for what is working well, suggestions for change and what is not working and then together we discuss the upcoming quarter.

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[Finding a way to establish norms for effective planning with 8 same subject team members when meeting only once a week before school .] We have a common google document organized very similarly to the "Mini-Map" so we can jot ideas down with in a framework that establishes content goals. To improve this for ELL populations we can be more intentional with SLA objectives and have it in our google doc.

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Students are more comfortable speaking (and even turning on the webcam) when in a smaller group.

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In my classroom students are often paired with friends who may have stronger language skills. There's a very strong student to student collaboration. Art is very visual which allows students to see an example and know where their project should end up. 

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In my classroom students are often paired with friends who may have stronger language skills. There's a very strong student to student collaboration. Art is very visual which allows students to see an example and know where their project should end up. 

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In my 6th grade Inclusion classroom, I am part of the unit planning meetings with the 6th grade team. This provides an opportunity for open discussion for all students needs within the unit.

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I find it helpful to do mini surveys among students to find out what they want to learn before a new unit begins. Then I can integrate some of their content in a new unit.

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Students from diverse backgrounds, with the ability to speak many languages, work together to complete course work, but also form relationships beyond the classroom, building on student confidence and friendships.  :)