Supporting Instructional Shifts: School Leaders Reflecting on Co-teaching and Small Group Instruction.

Supporting Instructional Shifts: School Leaders

Reflecting on Co-teaching and Small Group Instruction

Part One Goals

• To clarify terminology relating to co-teaching• To self-assess current collaborative

relationships in your building • To discuss essential questions that co-teach

teams must consider

40 minutes

Where are you?

Wha

t is

the

goal

??

Self-

Asse

ss

• Voluntary- willingness to work together• Parity- -equality among participants • Mutual goals-even if different opinion• Shared responsibility- maximize strengths• Shared resources- time, knowledge, access• Shared accountability- for outcomes positive

or negative results

Courageous Conversations

Providing Support to Co-teachers

• To identify selected strategies for successful co-taught lessons – Lesson characteristics– Ideas/resources to consider

- Objectives are clear

- Application of UDL framework expected by both

teachers

- Both teachers have presence in their role

- A climate of success for all students is created -

with both teachers focusing on ALL

- Academic and social skills are taught

- Progress is monitored and learning is assessed

daily

Look-fors in an Effective Co-Taught Lesson

Selected Strategies/Resources to Support Co-teach teams

Purposeful use of co-teach models, consider switching

Application of UDL in LEARNING ENVIRONMENT

Use of technology as a station Selected online resources (see UDL

Connect)

Part Two Goals

• To discuss essential questions relating to instructional shifts that support small group instruction with a UDL Lens

• To identify characteristics of effective small group instruction

40 minutes

Where are your teachers (small group lens)?

Wha

t is

the

goal

??Engagement

Action and Expression

Use the UDL Guidelines to help design effective small group instruction!

Self-

Asse

ss

Directions:1. Turn to page 10 in your UDL THINK BOOK2. Assess your current teacher practice

relating to small group instruction.3. Use UDL Guidelines 4-9 as a lens.

Courageous Conversations

1. Based upon observations of your teachers, which guidelines require additional focus?

2. As a group, we will look at specific examples in order to identify ideas for support.

Foster collaboration and community Post group roles and responsibilities Develop norms as a class Reward (eg table points) positive collaborationHeighten salience of goals and objectives • Clearly post goal of each station (visible)• Students paraphraseFacilitate personal coping skills and strategies • Chunk/scaffold group assignment• Support tool beyond teacher (eg QR code, links, folder directions)Develop self-assessment and reflection • Rate group progress• Provide rubric or answer key to check work

Selected examples

Selected examples

Optimize access to tools and assistive technologies • Response options: low tech- white boards, high tech-padlet, todays meet, titan padUse multiple media for communication • Hard copy vs digital, use of google docs to collect and assessUse multiple tools for construction and composition • Web 2.0 tools to share knowledge (Crayon, Weebly, Glogster etc, Post It App)Guide appropriate goal setting• Groups set goalSupport planning and strategy development• Provide a checklist, frequent check-ins, visual timerFacilitate managing information and resources• Low tech- folders, group work bins, high tech-Edmodo or Shared SiteEnhance capacity for monitoring progress• Specific roles and responsibilities, quick rating scale to assess group progress

Characteristics of an Effective UDL lesson using Small Group Instruction

Application of UDL framework in environmentObjectives are clearStudents have defined rolesWillingness to “rearrange” physical structure of classroomTechnology is used as a “station” supportFocus on BOTH academics and social interactionProgress is monitored by teacher AND students

Selected Strategies/Resources to build teacher capacity

Application of UDL framework in LEARNING ENVIRONMENT (Review of UDL Simulator

Encourage technology as a station rather than whole group

Provide access to online resources (see UDL Connect examples and slides 15, 16)