Module 9: Reading Responses by Arlet Juarez https://padlet.com/arletjuarez2001/coedxo9gfa45cz76 Post your response to the discussion topic by clicking the plus button below. en-us 2025-03-06 21:18:38 UTC 2025-03-06 21:58:49 UTC hello@padlet.com https://padlet.net/icons/8.0/png/1f4d1.png arletjuarez2001 https://padlet.com/arletjuarez2001/coedxo9gfa45cz76/wish/3354902320

  • Find a template on which both of you can share ideas, meets both of your styles, and begin to plan.

  • Examples of lesson templates

    a. Co-teaching lesson plan

    b. Visual Co-Teaching Lesson plan format.

    c. sticky Note Co-Teaching plan book.

  • Make it Easy. Once you have your template, think creatively about how you plan.

  • Mix & Match. Mix and match your co-teaching structures.

  • Review and revise. Examine what is working and what needs to be changed in your system.

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  • Assessing Skills and Needs.

    Working with a partner can help you see your strengths more clearly. Co-teaching can help you improve in areas of need and grow in areas of strength.

    a. Strengths:

    1. Differentiating assessments

    2. Flipping the classroom

    3. making learning multisensory

    4. developing rebrics

  • Needs

    Consider your obvious challenges and the abilities you have observed in your co-teaching partner. Some needs may potentially include:

    1. writing measurable goals

    2. sticking to lesson plans

    3. facilitating literature circles

    4. changing the learning started regularly


    • ]]>     2025-03-06 21:36:43 UTC https://padlet.com/arletjuarez2001/coedxo9gfa45cz76/wish/3354907312     arletjuarez2001 https://padlet.com/arletjuarez2001/coedxo9gfa45cz76/wish/3354911666 Five Student Roles In The Co-Taught Classroom

    1. Turtors: Peer tutoring puts teaching in the hands of students and provides the opportunity to learn from each other.

    2. Mentors: They serve as coaches or advocates for learners needing direction, inspiration, or advice.

    3. Study Partners: Reciprical support can teach responsibility and create a sense of cooperation and community in the classroom.

    4. Resident Experts: A student can serve as a resource for another.

    5. Managers: Students can act as classroom managers and can take over the business of the classroom, including keeping paperwork neat and organized.

    ]]>     2025-03-06 21:43:00 UTC https://padlet.com/arletjuarez2001/coedxo9gfa45cz76/wish/3354911666     arletjuarez2001 https://padlet.com/arletjuarez2001/coedxo9gfa45cz76/wish/3354917550 The roles of the Paraprofessional

    1. lead small groups and provide individual instruction designed by teachers

    2. adapt lessons under the guidance and supervision of teachers

    3. gather and organize classroom materials

    4. monitor student progress

    5. design classroom materials/supports under the supervision of teachers

    6. assist with personal care/physical needs

    7. assist students in participating in lessons

    8. Carry out behavior plans

    9. Facilitate interaction between students


    Paraprofessionals Cannot

    1. Design curriculum, instruction, or assessment

    2. develop data collection or evaluation strategies

    3. determine learning goals for lessons/units

    4. Createa behavior plan or design behavior support strategies

    5. discuss a student's progress, program, and concerns with staff members

    6. serve as the communication contact for families on issues of student progress, program, and concerns

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  • Fifteen-Minute Problem-Solving Process

    This exercise aims to move past complaints, inspire creativity, and encourage new ways of seeing struggles and finding solutions.

  • SODA-

    Situation: Clearly define the problem

    Options: Generate a wide range of possible solutions.

    Decision: Look at the advantages and disadvantages.

    Assess: Decide on a process or tool to assess progress and success

  • WWMCTPD

    It is a technique that involves examining another person's perspective to generate new ideas or inspire confidence in taking a new approach.

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