Tweet
Tweet

Slide 1

Slide 1 text

Co-Teaching: Fall, 2024 Establishing a Strong Partnership Spiro Bolos, Ryan Loris, Paul Newman & Anne Twadell

Slide 2

Slide 2 text

I) Introductions & Overview 9:00 – 9:10 am

Slide 3

Slide 3 text

II) “Co-Mentoring” 9:10 – 10:15 am

Slide 4

Slide 4 text

II) “Co-Mentoring”+ Strengths 9:10 – 10:15 am

Slide 5

Slide 5 text

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.”

Slide 6

Slide 6 text

Teaching Strengths Inventory Reflect on your strengths Reflect on their strengths Strengths within partnership

Slide 7

Slide 7 text

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.

Slide 8

Slide 8 text

No content

Slide 9

Slide 9 text

No content

Slide 10

Slide 10 text

No content

Slide 11

Slide 11 text

No content

Slide 12

Slide 12 text

III) Break 10:15 – 10:30 am

Slide 13

Slide 13 text

IV) Sharing Our Favorite Lessons 10:30 – 11:10 am

Slide 14

Slide 14 text

IV) Sharing Our Favorite Lessons 10:30 – 11:10 am

Slide 15

Slide 15 text

Thomas Moran’s Yellowstone

Slide 16

Slide 16 text

No content

Slide 17

Slide 17 text

THE PILLARS OF CREATION

Slide 18

Slide 18 text

No content

Slide 19

Slide 19 text

Thomas Moran’s Yellowstone

Slide 20

Slide 20 text

Thomas Moran & F.V. Hayden

Slide 21

Slide 21 text

No content

Slide 22

Slide 22 text

Jay Cooke

Slide 23

Slide 23 text

No content

Slide 24

Slide 24 text

No content

Slide 25

Slide 25 text

William Henry Jackson

Slide 26

Slide 26 text

No content

Slide 27

Slide 27 text

W.H. Jackson’s Yellowstone

Slide 28

Slide 28 text

No content

Slide 29

Slide 29 text

Thomas Moran’s Yellowstone

Slide 30

Slide 30 text

No content

Slide 31

Slide 31 text

Anne Twadell’s Yellowstone

Slide 32

Slide 32 text

No content

Slide 33

Slide 33 text

No content

Slide 34

Slide 34 text

COMPARE / CONTRAST

Slide 35

Slide 35 text

No content

Slide 36

Slide 36 text

No content

Slide 37

Slide 37 text

WHY?

Slide 38

Slide 38 text

“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)

Slide 39

Slide 39 text

“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.”

Slide 40

Slide 40 text

No content

Slide 41

Slide 41 text

No content

Slide 42

Slide 42 text

No content

Slide 43

Slide 43 text

No content

Slide 44

Slide 44 text

No content

Slide 45

Slide 45 text

IV) Sharing Our Favorite Lessons 10:30 – 11:10 am

Slide 46

Slide 46 text

V) Human-Centered Design Activity 11:10 – 11:30 am

Slide 47

Slide 47 text

V) Human-Centered Design Activity 11:10 – 11:30 am

Slide 48

Slide 48 text

VI) Lunch (provided) 11:30 am – 12:15 pm

Slide 49

Slide 49 text

12:15 – 1:15 pm Student Behaviors Best Instructional Practices

Slide 50

Slide 50 text

V) Summary of Six Co-Teaching Approaches 1:10 – 1:45

Slide 51

Slide 51 text

6 Best Practices in Action

Slide 52

Slide 52 text

Station Teaching

Slide 53

Slide 53 text

“Freedom Rides”

Slide 54

Slide 54 text

No content

Slide 55

Slide 55 text

STATION 1 STATION 2 STATION 3 CORE Letter Envelope Gallup Poll STATION 4 STATION 5 STATION 6 Arrest Report CORE-lator CORE-lator:STL

Slide 56

Slide 56 text

Read for Homework Station:

Slide 57

Slide 57 text

No content

Slide 58

Slide 58 text

Station: Gallup Poll

Slide 59

Slide 59 text

Gallup Poll (AIPO) [May, 1961] “Do you approve or disapprove of what the ‘Freedom Riders’ are doing?” 22% Approve 61% Disapprove 18% No opinion

Slide 60

Slide 60 text

No content

Slide 61

Slide 61 text

Station: Arrest Report

Slide 62

Slide 62 text

No content

Slide 63

Slide 63 text

No content

Slide 64

Slide 64 text

Station: Envelope

Slide 65

Slide 65 text

No content

Slide 66

Slide 66 text

No content

Slide 67

Slide 67 text

Read for Homework

Slide 68

Slide 68 text

No content

Slide 69

Slide 69 text

No content

Slide 70

Slide 70 text

No content

Slide 71

Slide 71 text

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.

Slide 72

Slide 72 text

One Teach, One Assist

Slide 73

Slide 73 text

One Teach, One Assist

Slide 74

Slide 74 text

One Teach, One Assist

Slide 75

Slide 75 text

Name _____________________________ Class Notes Narrative Element Description/Examples One Teach, One Assist

Slide 76

Slide 76 text

One Teach, One Assist

Slide 77

Slide 77 text

One Teach, One Observe

Slide 78

Slide 78 text

One Teach, One Observe One Teach, One Observe

Slide 79

Slide 79 text

One Teach, One Observe 4/17 4/21 4/22 //// //// / //// //// / //// //// //// / //// //// // //// //// / // //// //// //

Slide 80

Slide 80 text

Parallel Teaching 1. IDENTICAL

Slide 81

Slide 81 text

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

Slide 82

Slide 82 text

Parallel Teaching Trish Randall & Rachel Hess

Slide 83

Slide 83 text

No content

Slide 84

Slide 84 text

Parallel Teaching 2. PERSPECTIVE

Slide 85

Slide 85 text

Parallel Teaching Frederick Douglass vs. George Fitzhugh TOPIC: How were enslaved people treated?

Slide 86

Slide 86 text

Parallel Teaching Narrative of the Life of Frederick Douglass “Sociology for the South” by George Fitzhugh

Slide 87

Slide 87 text

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

Slide 88

Slide 88 text

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.”

Slide 89

Slide 89 text

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.”

Slide 90

Slide 90 text

“See, Think, Wonder”

Slide 91

Slide 91 text

Alternative Teaching

Slide 92

Slide 92 text

Alternative Teaching

Slide 93

Slide 93 text

Teaming THE SPANISH-AMERICAN WAR: Should the USA annex the Philippines?

Slide 94

Slide 94 text

THE SPANISH-AMERICAN WAR: Should the USA annex the Philippines?

Slide 95

Slide 95 text

Twain Aguinaldo Beveridge Roosevelt Mason

Slide 96

Slide 96 text

Twain Aguinaldo Beveridge Roosevelt Mason 3 3 3 3 3

Slide 97

Slide 97 text

Twain Aguinaldo Beveridge Roosevelt Mason 3 3 3 3 3

Slide 98

Slide 98 text

Twain Aguinaldo Beveridge Roosevelt Mason 3 3 3 3 3

Slide 99

Slide 99 text

Twain Aguinaldo Beveridge Roosevelt Mason 3 3 3 3 3 W.H. Page 3

Slide 100

Slide 100 text

Twain Aguinaldo Beveridge Roosevelt Mason 3 3 3 3 3 W.H. Page 3

Slide 101

Slide 101 text

W.H. 3

Slide 102

Slide 102 text

W.H. 3

Slide 103

Slide 103 text

W.H. 3 Twain Aguinaldo Beveridge Roosevelt Mason Twain Aguinaldo Beveridge Roosevelt Mason Twain Aguinaldo Beveridge Roosevelt Mason

Slide 104

Slide 104 text

Teaming

Slide 105

Slide 105 text

Teaming

Slide 106

Slide 106 text

Algebra I Julie Bar and Ron Simon

Slide 107

Slide 107 text

No content

Slide 108

Slide 108 text

VIII) Curricular Planning 1:15 – 3:00 pm

Slide 109

Slide 109 text

VIII) Feedback 3:00 – 3:30 pm