Cahill_Collaborating with Colleagues

Cahill_Collaborating with Colleagues
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Storyboard Description

Comic Strip for collaborating with colleagues

Storyboard Text

  • COLLABORATING WITH COLLEAGUES
  • Welcome to School! Let's review some co-teaching models and approaches
  • ONE TEACHING ONE OBSERVING
  • Students today we will be talking about subtraction. We will do a few examples up on the board together.
  • Sally and Ben look confused and upset. I need to watch their progress and assist them if needed.
  • Sure, I would be happy to help you understand plots and settings.
  • ONE TEACHING ONE ASSISTING
  • I'm confused, can you help me?
  • Class, today we will review what settings and plots of a story.
  • STATION TEACHING
  • At my station today we will look at different type of friction.
  • At my station, we will look at what happens when friction occurs.
  • Janie Cahill SPD-310 December 2, 2018
  • Parallel Teaching
  • UNIT 5 Test Tomorrow
  • In one teaching one observing model, one teacher will teach the content while the teacher observes students. The teacher observing can help makes plans for students who are struggling. 
  • ALTERNATIVE TEACHING
  • Class, today we are going to move on from characters in a story and talk about the importance of details. 
  • While they move on with details, we are going to review who the characters are in the stories we read. 
  • "One teaching one assisting is when one teacher maintains the primary role of managing the classroom and leading instruction while the other walks around the room to assists students who need redirection or who have questions about their school work"(Friend & Cook, 2013, pg. 175).
  • TEAMING
  • Class, remember yesterday we learned the vowels. Who can tell me what they are?
  • Good Johnny, can you tell us the two sounds each letter makes as well?
  • Station teaching allows for a clear division of labor. Each teacher responsible for planning the activities related to what they are teaching. Station teaching improves the quality of discourse in the classroom, student engagement is more meaningful in activities, and student performance scores grow (Mason, 2018).
  • Strategies for Successful Co-Teaching
  • Flexibility Communication Commitment Understanding each others beliefs Parity Signals Discuss Pet Peeves
  • Strong Interpersonal Skills Problem-Solving and Decision Making Skills Diversity Classroom Routines
  • Parallel teaching allows both teachers to teach the same content to a smaller group of children. It enables students to participate in more instructional conversations and has smaller audiences which encourage shyer students (Friend & Cook, 2013).
  • Sally, Tom, Ben, and Julie, you will come with me to review for the unit test tomorrow. 
  • The rest of the class will come with me to review for the unit test tomorrow as well. 
  • Alternative teaching is a strategy that provides highly intensive instruction within the classroom (Friend & Cook, 2013).  It also is a to provide enrichment if a group of students has mastered content, one can extend their learning. 
  • A, E, I, O, U
  • When properly implemented, team teaching shows clear evidence that the teachers planned together in order to integrate their roles within the lesson (5 co-teaching formats, 2014). In team teaching, teachers share the responsibility of the lesson. 
  • Co-teaching can be very successful and beneficial for students and teaching alike. It allows equal partners to blend their expertise. More importantly, however, they must have good communication discussing strengths and weaknesses. Being honest with each other will allow them to support each other fully. If co-teachers are to be effective, they must know each other well, anticipate responses, and have an ongoing interactive relationship (Conderman, Rodriguez $ Hartman, 2009).
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