edison njcie presentation feb 2013

7/29/2019 Edison NJCIE Presentation Feb 2013

1/17

Effective Co-Teaching: Engaging All

Students

Tracy Amerman, Ed.D.

Christopher Shamburg, Ed.D.New Jersey City [email protected]

[email protected]


2/17

UNDERSTANDING ENGAGEMENT

THINK BIG, START SMALL

PLAN FOR ALL STUDENTS: UNIVERSAL DESIGN FOR

LEARNING

KIDS WORK HARDER, TEACHERS WORK SMARTER:

STATION TEACHING

Four Principles for Engagement


3/17



4/17

Engagement Rubric Deep Engagement: Students take full ownership of learning activities,

displaying high levels of energy, a willingness to ask questions, pursue answers,

consider alternatives, and take risks in pursuit of quality.

Engagement: Students begin taking ownership of learning activities. Theirinvolvement shows concentration and effort to understand and complete the task.

They do not simply follow directions but actively work to improve the quality of

their performance.

Active Compliance: Students participate in learning activities and stay ontask without teacher intervention. However, their work has a routine or rote

quality and significant thought or commitment to quality is not evident.

Passive Compliance: Students follow directions in a rote or routine manner.Attention may be mildly distracted and they may need some added teacher

attention or direction to remain on task.

Periodic Compliance: Students attention and participation fluctuates.

Harvey F. Silver & Matthew J. Perini


5/17

An idea that can be used as a lens to look at the

world for the rest of your life (Papert)

A concept, theme or issue that gives meaning

and connection to discrete facts and skills

(Wiggins and McTighe)


6/17

Universal Design


7/17

UDL isA set of research-based guidelines for curriculum development.

Guidelines that focus on:

Multiple means of representation to give learners various waysof acquiring information and knowledge

Multiple means of expression to provide learners alternatives fordemonstrating what they know.

Multiple means of engagementto tap into learners' interests,challenge them appropriately, and motivate them to learn.


8/17

UDL Guidelines

from www.udlcenter.org

Multiple Means of

Representation

Multiple Means for Action

and Expression

Multiple Means of Engagement

1. Options for Perception

2. Options for Language,

Expression and Symbols

3. Options for

Comprehension

4. Options for Physical Action

5. Options for Expression and

Communication.

6. Options for Executive

Function

7. Options for Recruiting Interest

8. Options for Sustaining Effort

and Persistence

9. Options for Self-Regulation
http://www.udlcenter.org/http://www.udlcenter.org/


9/17

Continuum of Collaborative Support

2 teachers co-teach same class, every day

2 teachers co-teach for the same class on aschedule (e.g. M-T-F)

1 teacher consults with another teacher inside

and/or outside of the classroom

Paraprofessionals/Assistants can be a part of any

of these.

For NJ Code provisions see: N.J.A.C. 6A:14-4.3 (general education classroomwith supplementary supports and services); N.J.A.C. 4.6(i) (in-class

resource support); N.J.A.C. 6A:14-4.5(e), 4.6(e)(consultative services). 9


10/17

10

Station Teaching


11/17

Stations are spots in

the classroom where

small groups ofstudents can work on

various tasks

simultaneously andthen rotate.

Station Teaching

Station 2

Station 3

Station 4

Station 5

Station 1


12/17

Can be teacher-led or student-directed,

independent, or collaborative.

Stations can work at a station for 8 minutes or

a full class period

Stations can focus on the same topic in

different ways or different parts of a larger

topic.

Station Options


13/17

Short readings

Small group discussions

Paper-and-pencil tasks

Hands-on activities

Small projects

Independent or partner reading

Cartoons

Graphic Organizers

Smart Board ActivitiesTechnology (Kindles, Ipods,

Video-streaming, Garageband)

Listening Activities

Limitless Possibilities for Activities

Art or drama exercises

Puzzles

Interpersonal reflection

Mini-lessonsGames

Chalkboard work

Brainstorming

Video or DVD viewing

Observations or examinations of

processes or materials

Models

Friend & Cook, 2003


14/17

Students need training in on strategies for station and groupwork:

-Remind students to read directions

-Go over strategies for staying on track during stations

-Consider providing incentives for station completion

Simple Tips for Management


15/17

You cannot do something sequential as there is no order to thestations (e.g. you cannot have kids brainstorm, draft, revise, etc,)

Judiciously group the students. Heterogeneous in literacy skills

Personalities that mesh (common interests?) Pay attention to students whointeract well together; placement of outcasts and bullies?

Retain right to change groups if misbehavior interferes with activity

Consider making a station outside of the classroomthe gym, anempty room, outside, the auditorium (if you have the supervision orco-teacher)

Developing Stations: Considerations


16/17


THINK BIG, START SMALL

PLAN FOR ALL STUDENTS: UNIVERSAL DESIGN FOR

LEARNING

KIDS WORK HARDER, TEACHERS WORK SMARTER:

STATION TEACHING

Four Principles for Engagement


17/17

The End

Effective Co-Teaching: Engaging AllStudents

Tracy Amerman, Ed.D.Christopher Shamburg, Ed.D.

New Jersey City University

[email protected]

[email protected]

edison njcie presentation feb 2013

Documents