Co-Teaching Workshop

Fall, 2024 focus on Co-Mentoring

Transcript

1. Co-Teaching: Fall, 2024 Establishing a Strong Partnership Spiro Bolos, Ryan Loris, Paul Newman & Anne Twadell
2. I) Introductions & Overview 9:00 – 9:10 am
3. II) “Co-Mentoring” 9:10 – 10:15 am
4. II) “Co-Mentoring”+ Strengths 9:10 – 10:15 am
5. From Co-Teaching to Co-Mentoring “Co-Mentoring relationships depend on a great deal of personal investment and requires a higher level of personal risk than other mentor-peer relationships.”
6. Teaching Strengths Inventory Reflect on your strengths Reflect on their strengths Strengths within partnership
7. Teaching Strengths Inventory Consider class content – The curriculum you cover in class Then differentiation – Making sure lessons have a low floor and no ceiling so that all kids can access the material. This happens both before and during lessons.
12. III) Break 10:15 – 10:30 am
13. IV) Sharing Our Favorite Lessons 10:30 – 11:10 am
14. IV) Sharing Our Favorite Lessons 10:30 – 11:10 am
15. Thomas Moran’s Yellowstone
17. THE PILLARS OF CREATION
19. Thomas Moran’s Yellowstone
20. Thomas Moran & F.V. Hayden
22. Jay Cooke
25. William Henry Jackson
27. W.H. Jackson’s Yellowstone
29. Thomas Moran’s Yellowstone
31. Anne Twadell’s Yellowstone
34. COMPARE / CONTRAST
37. WHY?
38. “Every form introduced into the picture is within view from a given point, but the relations of the separate parts to one another are not always preserved…. My aim was to bring before the public the character of that region.” (emphasis added)
39. “I place no value upon literal transcripts from Nature. My general scope is not realistic; all my tendencies are toward idealization….The motive…was the gorgeous display of color that impressed itself upon me. Probably no scenery in the world presents such a combination.”
45. IV) Sharing Our Favorite Lessons 10:30 – 11:10 am
46. V) Human-Centered Design Activity 11:10 – 11:30 am
47. V) Human-Centered Design Activity 11:10 – 11:30 am
48. VI) Lunch (provided) 11:30 am – 12:15 pm
49. 12:15 – 1:15 pm Student Behaviors Best Instructional Practices
50. V) Summary of Six Co-Teaching Approaches 1:10 – 1:45
51. 6 Best Practices in Action
52. Station Teaching
53. “Freedom Rides”
55. STATION 1 STATION 2 STATION 3 CORE Letter Envelope Gallup Poll STATION 4 STATION 5 STATION 6 Arrest Report CORE-lator CORE-lator:STL
56. Read for Homework Station:
58. Station: Gallup Poll
59. Gallup Poll (AIPO) [May, 1961] “Do you approve or disapprove of what the ‘Freedom Riders’ are doing?” 22% Approve 61% Disapprove 18% No opinion
61. Station: Arrest Report
64. Station: Envelope
67. Read for Homework
71. Type a one-page(minimum) response to John Luther Dolan’s father as if you were that Freedom Rider. Make sure you date your letter, “January 2nd, 1962”, the day his jail sentence was to end.
72. One Teach, One Assist
73. One Teach, One Assist
74. One Teach, One Assist
75. Name _____________________________ Class Notes Narrative Element Description/Examples One Teach, One Assist
76. One Teach, One Assist
77. One Teach, One Observe
78. One Teach, One Observe One Teach, One Observe
79. One Teach, One Observe 4/17 4/21 4/22 //// //// / //// //// / //// //// //// / //// //// // //// //// / // //// //// //
80. Parallel Teaching 1. IDENTICAL
81. Parallel Teaching 1. IDENTICAL (Wendy Parks & Josh Sollie) Two break-out rooms for activities, guided practice, individual practice. Used pear deck, kahoot, online resources. (Jess Reineck & Kris Kelsh) Direct instruction as group, then break into two rooms to work through problems
82. Parallel Teaching Trish Randall & Rachel Hess
84. Parallel Teaching 2. PERSPECTIVE
85. Parallel Teaching Frederick Douglass vs. George Fitzhugh TOPIC: How were enslaved people treated?
86. Parallel Teaching Narrative of the Life of Frederick Douglass “Sociology for the South” by George Fitzhugh
87. This selection, from Fitzhugh’s Cannibals All! or Slaves Without Masters, is a justification and defense of slavery. In other portions of his radical book, Fitzhugh argued that (as his title implies) work relations made cannibals of everyone and that, ideally, liberty was meant only for a few—that “some were born with saddles on their backs, and others booted and spurred to ride them—and the riding does them good.” George Fitzhugh, "The Blessings of Slavery" (1857) “The negro slaves of the South are the happiest, and in some sense, the freest people in the world. The children and the aged and infirm work not at all, and yet have all the comforts and necessaries of life provided for them. They enjoy liberty, because they are oppressed neither by care or labor. The women do little hard work, and are protected from the despotism of their husbands by their masters. The negro men and stout boys work, on the average, in good weather, no more than nine hours a day. The balance of their time is spent in perfect abandon. Besides, they have their Sabbaths and holidays. White men, with som muh [sic] of license and abandon, would die of ennui; but negroes luxuriate in corporeal and mental repose. With their faces upturned to the sun, they can sleep at any hour; and quiet sleep is the gretest [sic] of human enjoyments. "Blessed be the man who invented sleep." 'Tis happiness in itself­and results from contentment in the present, and confident assurance of the future. We do not know whether free laborers ever sleep. They are fools to do so; for, whilst they sleep, the wily and watchful capitalist is devising means to ensnare and exploit them. The free laborer must work or starve. He is more of a slave than the negro, because he works longer and harder for less allowance than the slave, and has no holiday, because the cares of life with him begin when its labors end. He has no liberty and not a single right. . . .” VOCAB QUESTIONS TO CONSIDER aged According to Fitzhugh, What are the advantages of having African(­Americans) be enslaved? infirm oppressed despotism “in perfect abandon” “Sabbaths and holidays” What is a “free laborer” and how is he different (worse) than a slave (again, according to Fitzhugh)? “license and abandon” ennui “corporeal and mental repose” capitalist
88. Narrative of the Life of Frederick Douglass “Sociology for the South” by George Fitzhugh “The negro slaves of the South are the happiest, and, in some sense, the freest people in the world. The children and the aged and infirm work not at all, and yet have all the comforts and necessaries of life provided for them. They enjoy liberty, because they are oppressed neither by care nor labor. The women do little hard work and are protected from the despotism of their husbands by their masters.”
89. Narrative of the Life of Frederick Douglass “Sociology for the South” by George Fitzhugh “Slaves sing most when they are most unhappy. The songs of the slave represent the sorrows of his heart; and he is relieved by them, only as an aching heart is relieved by its tears.”
90. “See, Think, Wonder”
91. Alternative Teaching
92. Alternative Teaching
93. Teaming THE SPANISH-AMERICAN WAR: Should the USA annex the Philippines?
94. THE SPANISH-AMERICAN WAR: Should the USA annex the Philippines?
95. Twain Aguinaldo Beveridge Roosevelt Mason
96. Twain Aguinaldo Beveridge Roosevelt Mason 3 3 3 3 3
97. Twain Aguinaldo Beveridge Roosevelt Mason 3 3 3 3 3
98. Twain Aguinaldo Beveridge Roosevelt Mason 3 3 3 3 3
99. Twain Aguinaldo Beveridge Roosevelt Mason 3 3 3 3 3 W.H. Page 3
100. Twain Aguinaldo Beveridge Roosevelt Mason 3 3 3 3 3 W.H. Page 3
101. W.H. 3
102. W.H. 3
103. W.H. 3 Twain Aguinaldo Beveridge Roosevelt Mason Twain Aguinaldo Beveridge Roosevelt Mason Twain Aguinaldo Beveridge Roosevelt Mason
104. Teaming
105. Teaming
106. Algebra I Julie Bar and Ron Simon
108. VIII) Curricular Planning 1:15 – 3:00 pm
109. VIII) Feedback 3:00 – 3:30 pm