- One effective teaching strategy discussed in chapter 7 is direct instruction, which is the use of straightforward, explicit teaching techniques, usually to teach a specific skill. 

 

How might you use the strategy you named?
I would tell the students the concept or skill to be learned and lead them through instructional activities designed that will result on student learning. I would also have a structured lessons that follow a clear sequential approach with me being in control of the content, activities and lesson pacing, and I would also make sure to monitor the students understanding and provide feedback. I would use direct instruction when teaching small concepts that are very clear and straightforward, for example phonetics, spelling or math.

 

The barriers I see with co-teaching is the difficulty to work with someone whose teaching style and philosophy differ from your own. Another barrier is that teachers may not be viewed as equals, it can result from one teacher taking the role in the majority of the time. 

By having an open mind and willingness to compromise, also making sure each teacher knows their roles and responsibilities, and preplanning the lessons.

 1&2) Station teaching is an effective strategy that I have used in my classroom, and this strategy can be enjoyable when done the correctly. Student teaching can differentiate the content within the stations provided while incorporating levels of the depth of knowledge. Students are drawn to the activities and it is geared to student- directed instruction but can also be facilitated by a teacher if necessary.
2)  I might use the strategy for my Anatomy and Physiology class for a review before a final. This will reinforce the body systems that were previously discussed while reviewing for the test.

3)    Barriers I see in co-teaching is, many teachers have different styles of presenting information to students. The main teacher might look at the co-teacher as an assistant, thus causing a problematic environment.  The co-teacher might feel that he or she is useless.  

  4) To overcome problems with co-teaching, teachers may have to meet consistently, plan accordingly and be respectful of their colleagues.  When meeting discuss the lesson and how can they orchestrate a cohesive lesson plan involving both the instructors. Once creating a working relationship between co-teacher and teacher, the class will be aware of the support that will send a message to students that this is a positive environment. 

One effective teaching strategy discussed in chapter 7 was direct instruction. I use direct instruction daily specifically when teaching literacy , when it comes down to vocabulary terms. While reading vocabulary is very crucial so I have to be very specific as to what words mean , what they sound like, how to use them , and when to use them. The direct instruction comes in when they are instructed to do specific task with the vocabulary words given. 
The barriers I foresee when co teaching are struggling with stereotypes and preconceptions of students and myself as a teacher.  Learning how to not give in to stereotypes and treat children different based off of anything i.e. : race, gender, height, genetic build/ make -up, eye color, social status, and etc. Being able to just be open minded at all times even when it comes down to other staff members that may not be open minded and use those same stereotypes everyday and how to deal with them in a positive way. This is an everyday battle no one is perfect and we all have our own biases that we have to get over so this is just a daily task I would challenge myself with.

Q2 - As a future educator, I might use mnemonic devices in either of my chosen content areas of Social Studies or Language Arts.  Having graduated high school twenty-six years ago and still having ROY G. BIV (colors of the rainbow) and MY VERY EDUCATED MOTHER JUST SERVED US NINE PIZZAS (names of 9 planets) deeply ingrained in my psyche, I can contest to the validity of using mnemonics.

Q3 - The greatest barrier I foresee when co-teaching is being paired with an educator who has an overall negative disposition or is using outdated instructional practices.  It is essential that co-teachers strive to serve all students in their classroom using UDLs that allow for any of the five models of co-teaching: one teach/one support; station teaching; parallel teaching; alternative teaching; and/or team teaching.

Q4 – The best way to overcome the aforementioned barriers is to be upfront during the planning process.  By being upfront and explicitly stating the purpose, goals, and desired results of the lessons, co-teachers should be able to effectively work in collaboration.