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 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.
Successes-both teachers were very open to using this in their classroom and felt it was a useful tool.
Challenges-deciding which topic to use, especially since we are halfway through the term. It would have been easier to introduce this earlier in the term.
Problem Solving-this will naturally resolve itself as these two teachers can use this from the beginning of the term next time.
Adjustments-no adjustments were made. It was more of an observation that students would be more receptive and benefit more when introduced earlier.
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 instructed the team to present the model as we did, using the team teaching model.
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.
Successes-both teachers were very open to using this in their classroom and felt it was a useful tool.
Challenges-deciding which topic to use, especially since we are halfway through the term. It would have been easier to introduce this earlier in the term.
Problem Solving-this will naturally resolve itself as these two teachers can use this from the beginning of the term next time.
Adjustments-no adjustments were made. It was more of an observation that students would be more receptive and benefit more when introduced earlier.
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 instructed the team to present the model as we did, using the team teaching model.