Effective Co-Teaching: Engaging All Students

Tracy Amerman, Ed.D. Christopher Shamburg, Ed.D. New Jersey City University tamerman@comcast.net cshamburg@gmail.com

Four Principles for Engagement

UNDERSTANDING ENGAGEMENT

THINK BIG, START SMALL PLAN FOR ALL STUDENTS: UNIVERSAL DESIGN FOR LEARNING KIDS WORK HARDER, TEACHERS WORK SMARTER: STATION TEACHING

UNDERSTANDING ENGAGEMENT

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. Their

involvement 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 on

task 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

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)

Universal Design

UDL is
A set of research-based guidelines for curriculum development. Guidelines that focus on: Multiple means of representation to give learners various ways of acquiring information and knowledge

Multiple means of expression to provide learners alternatives for demonstrating what they know.
Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn.

UDL Guidelines
from www.udlcenter.org

Multiple Means of Representation 1. Options for Perception 2. Options for Language, Expression and Symbols 3. Options for Comprehension

Multiple Means for Action and Expression 4. Options for Physical Action 5. Options for Expression and Communication. 6. Options for Executive Function

Multiple Means of Engagement 7. Options for Recruiting Interest 8. Options for Sustaining Effort and Persistence 9. Options for Self-Regulation

Continuum of Collaborative Support

2 teachers co-teach same class, every day 2 teachers co-teach for the same class on a schedule (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 classroom with 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).

Station Teaching

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Station Teaching
Stations are spots in the classroom where small groups of students can work on various tasks simultaneously and then rotate.
Station 1 Station 2

Station 5

Station 3

Station 4

Station Options
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.

Limitless Possibilities for Activities

Short readings Small group discussions Paper-and-pencil tasks Hands-on activities Small projects Independent or partner reading Cartoons Graphic Organizers Smart Board Activities Technology (Kindles, Ipods, Video-streaming, Garageband) Listening Activities
Art or drama exercises Puzzles Interpersonal reflection Mini-lessons Games Chalkboard work Brainstorming Video or DVD viewing Observations or examinations of processes or materials Models

Friend & Cook, 2003

Simple Tips for Management

Students need training in on strategies for station and group work:
-Remind students to read directions -Go over strategies for staying on track during stations -Consider providing incentives for station completion

Developing Stations: Considerations

You cannot do something sequential as there is no order to the stations (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 who interact 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, an empty room, outside, the auditorium (if you have the supervision or co-teacher)

Four Principles for Engagement

UNDERSTANDING ENGAGEMENT

THINK BIG, START SMALL PLAN FOR ALL STUDENTS: UNIVERSAL DESIGN FOR LEARNING KIDS WORK HARDER, TEACHERS WORK SMARTER: STATION TEACHING

The End Effective Co-Teaching: Engaging All Students

Tracy Amerman, Ed.D. Christopher Shamburg, Ed.D. New Jersey City University tamerman@comcast.net cshamburg@gmail.com