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Effective Co-Teaching: Engaging All
Students
Tracy Amerman, Ed.D.
Christopher Shamburg, Ed.D.New Jersey City [email protected]
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UNDERSTANDING ENGAGEMENT
THINK BIG, START SMALL
PLAN FOR ALL STUDENTS: UNIVERSAL DESIGN FOR
LEARNING
KIDS WORK HARDER, TEACHERS WORK SMARTER:
STATION TEACHING
Four Principles for Engagement
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UNDERSTANDING ENGAGEMENT
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Engagement Rubric Deep Engagement: Students take full ownership of learning activities,
displaying high levels of energy, a willingness to ask questions, pursue answers,
consider alternatives, and take risks in pursuit of quality.
Engagement: Students begin taking ownership of learning activities. Theirinvolvement shows concentration and effort to understand and complete the task.
They do not simply follow directions but actively work to improve the quality of
their performance.
Active Compliance: Students participate in learning activities and stay ontask without teacher intervention. However, their work has a routine or rote
quality and significant thought or commitment to quality is not evident.
Passive Compliance: Students follow directions in a rote or routine manner.Attention may be mildly distracted and they may need some added teacher
attention or direction to remain on task.
Periodic Compliance: Students attention and participation fluctuates.
Harvey F. Silver & Matthew J. Perini
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An idea that can be used as a lens to look at the
world for the rest of your life (Papert)
A concept, theme or issue that gives meaning
and connection to discrete facts and skills
(Wiggins and McTighe)
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Universal Design
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UDL isA set of research-based guidelines for curriculum development.
Guidelines that focus on:
Multiple means of representation to give learners various waysof acquiring information and knowledge
Multiple means of expression to provide learners alternatives fordemonstrating what they know.
Multiple means of engagementto tap into learners' interests,challenge them appropriately, and motivate them to learn.
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UDL Guidelines
from www.udlcenter.org
Multiple Means of
Representation
Multiple Means for Action
and Expression
Multiple Means of Engagement
1. Options for Perception
2. Options for Language,
Expression and Symbols
3. Options for
Comprehension
4. Options for Physical Action
5. Options for Expression and
Communication.
6. Options for Executive
Function
7. Options for Recruiting Interest
8. Options for Sustaining Effort
and Persistence
9. Options for Self-Regulation
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Continuum of Collaborative Support
2 teachers co-teach same class, every day
2 teachers co-teach for the same class on aschedule (e.g. M-T-F)
1 teacher consults with another teacher inside
and/or outside of the classroom
Paraprofessionals/Assistants can be a part of any
of these.
For NJ Code provisions see: N.J.A.C. 6A:14-4.3 (general education classroomwith supplementary supports and services); N.J.A.C. 4.6(i) (in-class
resource support); N.J.A.C. 6A:14-4.5(e), 4.6(e)(consultative services). 9
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10
Station Teaching
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Stations are spots in
the classroom where
small groups ofstudents can work on
various tasks
simultaneously andthen rotate.
Station Teaching
Station 2
Station 3
Station 4
Station 5
Station 1
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Can be teacher-led or student-directed,
independent, or collaborative.
Stations can work at a station for 8 minutes or
a full class period
Stations can focus on the same topic in
different ways or different parts of a larger
topic.
Station Options
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Short readings
Small group discussions
Paper-and-pencil tasks
Hands-on activities
Small projects
Independent or partner reading
Cartoons
Graphic Organizers
Smart Board ActivitiesTechnology (Kindles, Ipods,
Video-streaming, Garageband)
Listening Activities
Limitless Possibilities for Activities
Art or drama exercises
Puzzles
Interpersonal reflection
Mini-lessonsGames
Chalkboard work
Brainstorming
Video or DVD viewing
Observations or examinations of
processes or materials
Models
Friend & Cook, 2003
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Students need training in on strategies for station and groupwork:
-Remind students to read directions
-Go over strategies for staying on track during stations
-Consider providing incentives for station completion
Simple Tips for Management
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You cannot do something sequential as there is no order to thestations (e.g. you cannot have kids brainstorm, draft, revise, etc,)
Judiciously group the students. Heterogeneous in literacy skills
Personalities that mesh (common interests?) Pay attention to students whointeract well together; placement of outcasts and bullies?
Retain right to change groups if misbehavior interferes with activity
Consider making a station outside of the classroomthe gym, anempty room, outside, the auditorium (if you have the supervision orco-teacher)
Developing Stations: Considerations
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UNDERSTANDING ENGAGEMENT
THINK BIG, START SMALL
PLAN FOR ALL STUDENTS: UNIVERSAL DESIGN FOR
LEARNING
KIDS WORK HARDER, TEACHERS WORK SMARTER:
STATION TEACHING
Four Principles for Engagement
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The End
Effective Co-Teaching: Engaging AllStudents
Tracy Amerman, Ed.D.Christopher Shamburg, Ed.D.
New Jersey City University
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