3. Instruct a Teacher

Angela and I decided to coach one of our 7th Grade science teachers who was already familiar with the vocabulary linking and SIM process, Brittany Oliver.  She decided to do a CMR with her students to review prokaryotic cells.

Mrs. Hodges and I worked with our ESL teacher, Mrs. Abby Ferrell, to instruct her on the steps of the concept mastery routine. During this session, we utilized the concept mastery guidebook in addition to a PowerPoint provided to us by our SIM Professional Developer, Jocelyn Washburn. The convey concept for this routine was nonfiction reading with the overall concept being reading comprehension in various genres. Nonfiction reading is an area of weakness for all students; however, we felt Mrs. Ferrell and her students could truly benefit from having a clearer understanding of nonfiction reading.

My co-teacher and I decided to work with two other Math teachers in our building.  We wanted to make good use of our time and theirs so chose to put our upcoming new concept, INTEGERS, into a Concept Diagram. As a grade level, we all try to stay on the same track using similar activities so this just made sense.

Mrs. Robinson and I chose to work with another co-teaching team in the math department. We worked with them to implement the concept mastery routine into a Geometry lesson on Properties of Parallelograms. We worked through the process using the instructional steps in the manual.

Mrs Mundy and I chose to work with another co-teaching team in the math department. We worked with them to implement the concept mastery routine into a Geometry lesson on Properties of Parallelograms. We worked through the process using the instructional steps in the manual.

We decided to instruct two Math 6 teachers who are in our department in this routine.  They were excited about it.  One teacher was a collaborative teacher last year with me, and may be again next year.  The other teacher has never had a collaborative class, but will most likely in the future.  Also, I explained that specialized instruction is good for all kids. 

I met with two co-teachers at Page Middle School in Gloucester County.  They co- teach 6th grade civics.  We reviewed the concept diagram components and went through the book. I shared my experience in using it and seeing it used.  Then we talked about their initial impressions. Next, we discussed how they thought using it might support their students' learning.  Lastly, we determined an upcoming lesson that they would use it in and began initial planning and brainstorming. 

I had the opportunity to work with a Special Education teacher at my school. She co teaches with the English department. We worked on her preparing a draft of a Concept Diagram to use with her students on personification. The video can be found at the links below. The video is in two sections. 
Part 1: https://drive.google.com/open?id=0B3Oe-B6PSzDnQkZDYTJtZzNmSWs
Part 2: https://drive.google.com/open?id=0B3Oe-B6PSzDnekZCSGZ2ZWJWRWM

Carrie and I instructed another math co-teaching team in our building.  These teachers co-teach Algebra I.  This is their first term co-teaching together.  We started by showing them student samples for our own implementation.  We also went through the all of the steps in the handbook.  From there, we decided what topic would be best to use when introducing this to the students.  We ultimately decided on graphing linear inequalities.  From there, we assisted them with creating a key to use as a guide (we accidentally left off some of the always present characteristics when doing the definition.  However, we have since discussed the importance of these and will not miss them in future lessons).   We spoke about the general education teacher taking the lead in both planning and instruction for the content knowledge and the special education teacher taking the lead in both planning and instruction for the SDI's.  However, as a general rule at our school, both teachers share in these roles, meaning even though the general education teacher took the lead with the content, the special education teacher also contributed with the roles reversed for the SDI piece. We met three times for about about 2 hours total (March 1-3, 2017).

We did not use a power point to guide them, instead we used the books and went through each step, showing them our own examples (keys and student samples).  Carrie and I also modeled for them the process (us acting as the teachers and they the students).  We made our books available for them to use during practice and implementation.

https://drive.google.com/drive/folders/0ByuRSmdpETYKa2FHZ0hBNl9aWlU?usp=sharing

Blaire and I instructed another math co-teaching team in our building.  These teachers co-teach Algebra 1.   This is their first term co-teaching together.  We started by showing them student samples from our own implementation.  We also went through all the steps in the handbook.  From there, we decided what topic to best use when introducing this to the students.  We ultimately decided on graphing linear inequalities.  From there, we assisted them with creating a key to use as a guide (we unintentionally left off some "always present" characteristics when doing the definition.  However, we discussed the importance of these and won't miss them in future lessons.)  The other special education teacher and I reviewed the students with IEP's in their class, their accommodations and SDI's.  We identified areas of graphing linear inequalities in which students with processing and long-term memory disabilities (the 2 main disabilities in her class) would struggle and developed visual and auditory repetition games to meet their needs.  

We did not use power point to guide them, but went through each step, showing them our own examples (key and student samples).  Blaire and I modeled the process, showed them bits of our sample video, and made our books available to them.  

We met about 3 times between March 1-3 for about 2 hours total. 

https://drive.google.com/open?id=0ByuRSmdpETYKa2FHZ0hBNl9aWlU

I worked with a 6th grade Language Arts teacher to create a Concept Diagram for her Folk Tales unit.  I initially described the diagram and it's purposes and uses.  Then the 6th grade teacher chose a specific topic that she wanted to use for the diagram.  We used the step-by-step guidelines in the manual as we completed the diagram.  We discussed the definition that she wanted to complete the diagram with and used that to help guide the vocabulary for inclusion in the Always, Sometimes, and Never characteristics.  The teacher enjoyed the process and worked the use of the diagram into her weekly plans.

Coached a 7th grade Science teacher in the use of the Concept Diagram. As we worked together, we relied on the manual to guide our development of the Concept Diagram on Living Things and what are the characteristics that demonstrate life.