Frameworks for Collaboration

Richmond  Teams  Faye  Brownlie  

Sept.  18,  2013,  March  6,  2014  ww.slideshare.net/fayebrownlie/CollaboraEon.  Richmond  

#2  

Learning Intentions

•  I  have  a  beIer  understanding  of  collaboraEon  and  co-­‐teaching.  

•  I  have  a  plan  of  how  to  increase  the  effecEveness  of  my  collaboraEon  and  my  co-­‐teaching.  

•  Did  you  try  a  class  review?    How  did  it  go?  

•  What  has  worked  in  collabora9on?  

•  What’s  next?  

No plan, No point

Response To Intervention: Literacy Framework

[Whole  Class  –  Small  Group  –  Individual]  

[Small  Group  –  Individual]  

[One-­‐to-­‐One]  

Questions to Guide Co-Teaching

•  Are  all  students  acEvely  engaged  in  meaningful  work?  

•  Are  all  students  parEcipaEng  by  answering  and  asking  quesEons?  

•  Are  all  students  receiving  individual  feedback  during  the  learning  sequence?  

•  How  is  evidence  of  learning  from  each  day’s  co-­‐teaching  fueling  the  plan  for  the  next  day?  

Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive

Classroom – Wilson & Blednick, 2011, ASCD)

•  1  teach,  1  support  •  Parallel  groups  •  StaEon  teaching  •  1  large  group;  1  small  group  

•  Teaming  

One  Teach,  One  Support  

Evidence/Inference/Wri9ng  South  Slope  –  Theresa  Sian,  gr.  5  

Text:    Tale  of  a  Great  White  Fish-­‐Maggie  DeVries  •  Model  finding  inference/evidence  with  class  seOng  

•  Model  finding  inference/evidence  with  picture  from  text  

•  Groups  of  ¾  -­‐  different  pictures  –  inference/evidence  

•  4  minute  write  –  what  do  you  know?  •  Share  with  class  –  document  camera  •  10  minute  write  –  how  do  these  pictures  connect  into  a  story?  

Parallel  Groups  

•  Research  process  •  Power  paragraphs  •  Interac9ve  wri9ng  

Sta9on  Teaching  

Grade  1  Plan  2012-­‐13  

•  Week  1:    assess  with  EPRA  •  Week  2:    create  plan  with  2  teachers  

•  Guided  reading,  2/week  in  one  class,  1/week  in  other  class  

•  Re-­‐assess  with  EPRA  in  March  

•  Adjust  plan  – 3/week  for  those  students  needing  more  support  – CT  work  with  GR  and  literacy  centres  

Grade  1  Plan  2013-­‐14  

•  Week  1:    assessment  EPRA    •  Week  2:    create  plan  with  teachers  (3  classes)        -­‐2  blocks/class  

•  November  assessment  EPRA,  re-­‐plan  •  Drop  one  class,  give  2  extra  blocks  to  group  of  7  readers  needing  more  support  

•  Add  10-­‐20  minutes,  twice  a  week,  1st  thing  in  AM  with  1  child  

•  March    -­‐  re-­‐assess  and  adjust  plan  as  necessary  –  Focus  on  fluency  

One  Large  Group,  One  Small  

•  Writers’  workshop  while  one  teacher  runs  a  small  edi9ng/proofreading  group  that  kids  pass  through  

•  K  –  kids  building  the  sets  and  telling  the  story  of  Three  Billy  Goats  Gruff  for  their  performance;  small  group  listening  to  the  story  again  to  build  background  knowledge  

Teaming  

Literature Circles: Residential Schools

•  A  unit  co-­‐developed  by    – Marla  Gamble,  gr.  6  Classroom  Teacher,  Prince  Rupert,  BC  

– Marilyn  Bryant,  Aboriginal  Educa9on  Program  Resource  Teacher  

– Raegan  Sawka,  LUCID  Support  Teacher  (Learning  for  Understanding  through  Culturally  Inclusive  Imagina9ve  Development)  •  Lesson  2:    co-­‐designed  and  co-­‐taught:    Marla  &  Faye  

•  1st  lesson  –  Slide  presenta9on  on  First  Na9ons  background  in  the  

geographic  area  with  some  reference  to  residen9al  schools  •  2nd  lesson  

–  Whip  around  –  Fishbowl  on  1st  paragraph  of  Fa#y  Legs  –  C.  Jordan-­‐Fenton  &  M.  

Poliak-­‐Fenton  (Annick  Press)  –  Co-­‐created  criteria  for  effec9ve  group  –  Envelopes  of  5-­‐6  pictures  from  Fa#y  Legs  –  Make  a  story  –  Share  some  stories  –  Walk  and  talk  –  4  minute  write  –  story  behind  the  pictures    

•  My  name  is  Olemaun  Pokiak  –  that’s  OO-­‐lee-­‐mawn  -­‐  but  some  of  my  classmates  used  to  call  me  “Faky  Legs”.    They  called  me  that  because  a  wicked  nun  forced  me  to  wear  a  pair  of  red  stockings  that  made  my  legs  look  enormous.    But  I  put  an  end  to  it.    How?    Well,  I  am  going  to  let  you  in  on  a  secret  that  I  have  kept  for  more  than  60  years:  the  secret  of  how  I  made  those  stockings  disappear.  

What’s your plan?

Next  Mee9ng:    May  22,  AM