Dr. Libby Knepper-Muller
In this installment of the Co-Teaching Lunch and Learn Dr. Knepper-Muller discusses the origin of the co-teaching pilot at CMU. The use of this pilot has been able to assist the university in placing student teachers in various locations. This has been seen as a national issue. The St. Cloud State University model for co-teaching can be tailored to different institutions and their education programs for the benefit of future teachers.
She then shares the definition of true co-teaching and shares how it is different from the traditional style of student teaching. There are several different strategies that are utilized in co-teaching, which can be explained in the videos led by Katie Rinke.
The benefits that are provided by co-teaching and co-planning are crucial to the success of the student teacher, the host teacher, and the students in the classroom.
Blank Co-Teaching Planning Sheet
Sample Elementary Planning Sheet
Sample Secondary Planning Sheet
Jennifer Quick describes her discovery of co-teaching at a conference and shares the powerful data behind the co-teaching model from St. Cloud State University. Four years of data were collected for reading and math classes in Minnesota. St. Cloud would have like to assess more subjects, but the data still stands. This technique is something that can be utilized in all courses in levels K-12. Student test scores were shown to increase by twenty percent in one year due to the use of this co-teaching style. Student teachers feel that using the co-teaching model helps them to learn better methods for classroom management and lesson planning.
In this and the following videos, Katie Rinke describes the different strategies of co-teaching. She explains that these strategies take the unseen aspects of teaching such as lesson planning and making them seen to student teachers. This video describes the strategy called "One Teach, One Observe". This will help student teachers to watch and demonstrate different aspects of teaching.
Co-Teaching Definitions and Examples
The end of “One Teach, One Observes” takes place
at the beginning of this video. The second strategy that is described is “One
Teach, One Assist”. This strategy is
very similar to “One Teach, One Observe” but allow the student teacher to be a
little more hands on and involved.
“One Teach, One Assist” also allows for signals
to take place between the student teacher and the host teacher without
interrupting class. Katie then discusses “Station Teaching” which is the third
strategy of co-teaching. It is often used in elementary classes when there are
limited materials to keep students active and receiving more one-on-one
behavior. The “Parallel Teaching” method involved the student teacher and the
host teacher “mirroring” the same lesson at the same time to help with time
management. Both teacher teach the exact same lesson.
“Supplemental Teaching” separates the students
by ability levels. The students are learning the same material, but may need an
extension or re-teach to help all students succeed. This strategy shouldn’t be
used constantly and should consist of ongoing grouping based on what the
students need at any specific time.
"Alternative/Differentiated Teaching" helps to address different learning styles. The end goal is the same mastery or project, but the path to get there is adjusted as necessary for different learners. "True Team Teaching" is the optimal goal of co-teaching. It takes a great deal of planning, but will allow the two teachers to share control of the classroom.
Dr. Libby Knepper-Muller
In the final portion of the Co-Teaching Lunch and Learn, Dr. Libby Knepper-Muller discusses the process of beginning the Co-Teaching Pilot at Central Michigan University with the challenges and steps that the department took to implement it. After describing the journey to implement Co-Teaching, Dr. Knepper-Muller shared how this process was received and the future of Co-Teaching.
Dr. Jim McDonald
In the spring semester of 2016, Dr. Jim McDonald presented a Lunch and Learn on Formative Assessment Classroom Techniques. Dr. McDonald focused on the importance of formative assessment in the classroom, multiple format options for formative assessment, and specific formative assessment techniques that he demonstrated. Formative assessment allows educators to understand where their students are, so that the material and teaching techniques can be tailored to the needs of the students. Utilizing low-risk formats can help students to feel safe when going through formative assessment.
Allowing for discussion between students and the class allows the educator to better understand where different groups of students are in regards to the material being taught. Thought Swap is another similar format where students line up in two lines facing one another and share their thoughts on a subject with the student across from them. The class then debriefs the content with the educator facilitating. More active learning/formative assessment methods that were discussed include Evidence Circles and Agreement Circles.
Formative Assessment PowerPoint
Dr. Ray Francis
Dr. Ray Francis introduces his Lunch and Learn topic called Let’s Talk Tech. In this Lunch and Learn session, Dr. Francis leads a discussion with TEPD faculty and staff to determine what kind of technology and technological techniques students need to know and be able to utilize at the undergraduate, graduate, and doctoral levels.
Two groups of faculty and staff were given time to discuss what kind of technology and skills students need to be able to use at various levels of their education. In this video, Dr. Francis facilitates the sharing of ideas between the two groups. The varied backgrounds of the faculty and staff led to many different ideas regarding what technology students should be able to use. These ideas then came together to form a detailed list that faculty and students should strive for when working on technology competency in the classroom.
Let's Talk Tech PowerPoint