M7 Discussion - Ryan Matthiesen - Days 11 - 20 by https://padlet.com/rmatthiesen1/mfp9mogtvhdy332y en-us 2024-09-17 19:38:00 UTC 2024-11-04 09:56:42 UTC hello@padlet.com The discussion of duet teaching in our day 14 reading reminded me of the importance of reflecting on why and how often we use each co-teaching model. rmatthiesen1 https://padlet.com/rmatthiesen1/mfp9mogtvhdy332y/wish/3124258038 I enjoyed reading Kluth and Causton's discussion of duet teaching, and thought that they made an excellent point that it should not be the primary model that is used in the classroom. While duet teaching is useful and necessary in certain situations, I agree with the position that "If your school has combined students and resources to make co-teaching a reality, this has happened so that learners can profit not only from the expertise of 2 people, but from all of the different ways that classrooms can behave, look and feel when there is more than 1 adult available to provide supports and instruction. If a team co-teaches primarily using a duet model, they are not making the most out of having 2 adults in the classroom and students have an experience that is not that much different than having 1 teacher and fewer classmates" (Kluth & Causton, 2016).


This week's reading reminded me of the importance of consistently reflecting on the appropriateness of the co-teaching models used in my classroom throughout my career, especially as it relates to duet teaching. Without meaningful reflection it's easy to slip into a pattern or overusing certain models, or not assessing whether they are the best means for educating your students.


References


Kluth, P. & Causton, J., (2016). 30 Days to the Co-taught Classroom: How to Create an Amazing, Nearly Miraculous & Frankly Earth-Shattering Partnership in One Month or Less. ISBN-13: 9781634137454

]]> 2024-09-17 19:39:26 UTC https://padlet.com/rmatthiesen1/mfp9mogtvhdy332y/wish/3124258038 Curriculum compacting sounds great for delivering differentiated instruction, but is it feasible? rmatthiesen1 https://padlet.com/rmatthiesen1/mfp9mogtvhdy332y/wish/3124261578 Curriculum compacting seems like an ideal way to deliver differentiated instruction, but I question whether teachers have enough time to actually implement this. Does anyone have any experience doing this in a systematic way in their classroom? I think that this may be easier to implement in a subject that focuses on linear and sequential development (such as math), but am curious if any of my colleagues has any thoughts to share. I've seen teachers do this on an ad hoc / informal basis, but I haven't seen a teacher implement this in a systematic way across all students. I agree with Kluth and Causton (2016) that curriculum compacting helps to create a challenging learning environment, guarantee proficiency in basic curriculum, and buy time for enrichment and acceleration. Hopefully as I gain experience I will be able to implement this effectively in my own classroom.


References


Kluth, P. & Causton, J., (2016). 30 Days to the Co-taught Classroom: How to Create an Amazing, Nearly Miraculous & Frankly Earth-Shattering Partnership in One Month or Less. ISBN-13: 9781634137454

]]> 2024-09-17 19:42:45 UTC https://padlet.com/rmatthiesen1/mfp9mogtvhdy332y/wish/3124261578 Learning Plans - I plan to use these while student teaching. rmatthiesen1 https://padlet.com/rmatthiesen1/mfp9mogtvhdy332y/wish/3124263790 After reading Kluth and Causton's discussion of learning plans I have decided that these should be emphasized in my classroom. I will be student teaching in a transition program for students ages 18-22, and I think it's important that I do whatever I can to support the development of my students' independence and organizational skills. Learning plans are a great way to do that. As Kluth and Causton (2016) stated, "Learning plans help students visually track the work that needs completing and the activities they have already finished. Students using plans, therefore, can develop management and organizational skills as they are learning the targeted content." I can use learning plans when developing my students' vocational and independent living skills.


References


Kluth, P. & Causton, J., (2016). 30 Days to the Co-taught Classroom: How to Create an Amazing, Nearly Miraculous & Frankly Earth-Shattering Partnership in One Month or Less. ISBN-13: 9781634137454

]]> 2024-09-17 19:44:36 UTC https://padlet.com/rmatthiesen1/mfp9mogtvhdy332y/wish/3124263790 Anchor Activities - I want to proactively plan for these in my classroom. rmatthiesen1 https://padlet.com/rmatthiesen1/mfp9mogtvhdy332y/wish/3124265769 After reading Kluth and Causton's discussion of anchor plans I have decided that these be thoughtfully planned in my classroom. I agree with Kluth and Causton's (2016) view that anchor activities free teachers from their role as classroom directors and allows them to have time for more personalized interactions with students. During a classroom observation I saw these activities used in an ad hoc manner in the program where I will be student teaching. My goal is to plan these activities in advance so they can be used as effectively as possible. This is also a great time to check in with some of the paraprofessionals in my classroom to get a sense for how each student's day is going, particularly from an emotional/behavioral standpoint.


References


Kluth, P. & Causton, J., (2016). 30 Days to the Co-taught Classroom: How to Create an Amazing, Nearly Miraculous & Frankly Earth-Shattering Partnership in One Month or Less. ISBN-13: 9781634137454

]]> 2024-09-17 19:46:15 UTC https://padlet.com/rmatthiesen1/mfp9mogtvhdy332y/wish/3124265769 Everything is not an emergency rmatthiesen1 https://padlet.com/rmatthiesen1/mfp9mogtvhdy332y/wish/3124266657 I enjoyed Kluth and Causton's (2016) section titled Repeat: Everything Is Not An Emergency. I've worked with people who view every challenge or shortcoming during the day as a crisis, and I think it takes a large emotional toll on themselves and the rest of the staff. Not only is it not helpful, but it's not emotionally sustainable for a long career in education. Most importantly, many of our students can become agitated or upset when they interact with others that are in a negative emotional state. For many of our students, it's our responsibility to stay calm, and model calm behavior, so that we can provide them with a stable environment where they can learn at their best. This section also reminded me of what one my old bosses used to say: "If everything's important, nothing is". It's important to keep perspective on what's truly important in our classrooms and make sure we're not overreacting to minor things, or directing too much time/effort/emotions towards things that are not important.


References


Kluth, P. & Causton, J., (2016). 30 Days to the Co-taught Classroom: How to Create an Amazing, Nearly Miraculous & Frankly Earth-Shattering Partnership in One Month or Less. ISBN-13: 9781634137454

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