Teacher’2’’(T2) Rachel’Kurtz ’ ’l Special’Education’Teacher’ General ... · 2015....
Transcript of Teacher’2’’(T2) Rachel’Kurtz ’ ’l Special’Education’Teacher’ General ... · 2015....
Station
Teaching
Model
Teacher 1 (T1 is Lead) Rachel Kurtz Special Education Teacher
Teacher 2 (T2) Maria Leonardi
General Education Teacher
• Teachers discuss which students should be switched from their current groupings • Teachers discuss the content to be taught in the daily lesson • Teachers together discuss what remediation will need to be done and for which groups; as well as
what extension can be done and for which groups o Teachers decide if Meerkats would benefit more from remediation or extension that day
• Teachers discuss how lesson went the previous day and review most recent assessment data • T1 makes materials for daily lesson • T1 thinks through and plans for differentiated
lessons according to the needs of each group o T1 finds or makes hands-‐on materials for
the Lemurs o T1 thinks through possible higher-‐level
solutions Hyenas might come up with and notes specific times in the lesson for rich group discussions
o T1 thinks through the needs of the Meerkats for that day: support more or push more?
• T2 thinks through the needs of the different groups and plans lessons to support or push them
• T2 gathers materials designed to support the Lemurs and push the Hyenas, and uses a combination of the two for the Meerkats
• T2 ensures she has hands-‐on manipulatives on hand for Lemurs (and Meerkats if needed)
• After designing the three different groups’ lessons, T1 and T2 share what they have planned with each other in order to anticipate and build off of the other’s teaching
• T1 and T2 discuss what links they will make to the other’s lesson, either pre-‐teaching or reinforcing, depending on the group and the order of the rotation
Before the lesson
During the Lesson
• T1 monitors timing • T1 leads transitions between stations (and
clean up at the end)
• T2 monitors students at desks (independent practice and ST math)
• T2 supports all students not with T1 so that T1 can focus on daily lesson with her group
After the Lesson
• T1 checks independent practice from daily lesson o Writes feedback on student papers and
takes notes • T1 meets with T2 to discuss today’s outcomes • T1 passes independent practice out for
students to use as reference for homework that night
• T1 decides next steps: o A: She will remediate certain areas from
today’s lesson tomorrow o B: She will ask T2 to remediate certain
areas from today’s lesson at the “Worthy Task” station tomorrow
o C: No need for further remediation
• T2 checks independent or guided practice from her “Worthy Task” station o Writes feedback on student papers and
takes notes • T2 meets with T1 to discuss today’s outcomes • T2 works with T1 to decide on “Worthy Task”
for tomorrow: o A: Remediation from today’s lesson if T1
suggests o B: Continue with work from today’s
“Worthy Task” station o C: New topic of remediation/extension
T1 teaches the daily lesson
T2 supports students on independent practice and ST math
T2 teaches “Worthy Task” (remediation/extension)
Rotation 4 only: T1 supports Lemurs in independent practice