When 2 heads are really better than one
Co-Teaching
Emily Quade
Fulbright ETA Pre-Service
Training
August 2014

1. Goals & Expectations
2. Introductions
3. Breakout sessions
4. Icebreaker- picture on a wall/blind mans drawing
5. What is Co-teaching (schema activation)
6.Part 1 video & discussion
Lunch
7. Warmup- Animal Shapes
8. Co-teaching models Part 2
9. Co-teaching charades & Processing
10. Q & A session
11. Reflection
12. English Camp Preparation

Goals
● Share & learn from one another
● Answer & develop
Questions
● Connect
● Understand what coteaching is, what it looks like, and why it’s beneficial
Expectations
• Participate
• Be Respectful and Encouraging
(No cell phones :( )
• Keep an open mind
• Be patient with yourself and others

1. Name
2. What school you are from/ will be working with?
3. Why did you decide to become a part of this program?
4.What do you hope to get out of being a participant in the
Fulbright ETA/LET program?
5. Do you have any co-teaching experience?
6. What do you want to gain from this workshop (co-teaching)?

Who are you? What qualifies you for this?
Emily Quade -TEFL Advisor
Contact info (card)
Role
* Professional Development
* Observe & Conference
* Monitor
* Mediate & Problem Solve
* Support
Education:
• MA in TESOL & LPA from MIIS
• BA in Education & Integrated International Studies from
Knox College
• Certified k-9 teacher in IL & CA
• Credentialed Endorsements:ESL,Bilingual,Middle school,
Social science, Spanish.
Teaching:
Pre-K- Adults
ESL/Bilingual/EFL/Dual Language/Immersion
Urban-Rural
Poor-Privileged
Public-Private

Breakout session
★
Exit (Work at tables outside of the conference room)
★
Complete brainstorming graphic organizer
★
Discuss content & questions
★
Time to talk to former ETAs and ask questions
★
ETA program purpose
★
Intro-Western Workshop
Style
★
Brainstorm questions and things to share with the
ETA’s

What is the ETA program?
What are the ETA’s here to do?
Who are the ETA’s?
Why is it worth it to invest my time and attention in an ETA?
Handout

Western Style Workshops
➔
Not all lecture style, but participatory
➔
Taps into attendees knowledge and expertise. Learn from one another.
➔
Pushes attendees comfort zone
➔
Challenges your past beliefs and practices
➔
Encourages questioning

Use the graphic organizer to help you organize your ideas for when you meet with you
ETA and are discussing co-teaching. What do you want to ask them? What do you want to share with them? What would surprise them?What would they think is strange or different?

Picture on a wall/Blind mans drawing
1. Groups of 2, Sit back to back. 1 describer & 1 artist
2. The artist is blindfolded/closes eyes- draws
The describer holds the secret picture- describes it to the artist
3. The picture that looks the closest to the original (within the time limit) is the winner.
Switch Roles
Questions:
1. What was the purpose of this activity?
2. What did you learn about communication?
3. What role were you best at? Why?
4. How is language being utilized in the activity?
5. Differentiation options (information gap)?

Picture on a wall/Blind mans drawing
1. Groups of 3 (Each person has their own job)
Person 1: Describer
Person 2: Communicator
Person 3: Blind artist
2. The describer (the only member who can see the picture) tells the communicator what is in the picture. The communicator then takes the information from the describer and tells the blind artist what to draw. The artist tries to draw the same exact picture as the describer is holding.
3. The picture that looks the closest to the original is the winner.
Switch Roles
Questions:
1. What was the purpose of this activity? 2. What did you learn about communication?
3. What role were you best at? Why? 4. How is language used being utilized in the activity?

(Schema Activation & needs assessment)
1. What is co-teaching?
2. Why are you being encouraged to implement coteaching?
3. What does co-teaching look like?
4. What are possible problems that could come up when using co-teaching? Solutions?

Break http://www.online-stopwatch.com/classroom-timers/
Don’t forget to park any questions you have in the parking lot.

Co-teaching Models: Part 1
Video & Discussion
Model A:
Model B:
Model C:
Model D:
Model E:

Co-teaching Models: Part 2
Finish Video & Discussion
Handouts ( direct instruction)
All 5 models http://www.youtube.com/watch?v=6llQCG8QhBE

1. Form teams of 2
2. Choose a card with a co-teaching model
3. Discuss and practice how you will act out the model
4. Act out the model for 3-5 min for the group
5. The Group guesses the model
6. The group provides feedback on the model lesson
(Great stuff & Things to consider)
Teaching context:
3rd graders/ EFL/ topic= numbers
Activity Reflection:
1. What was the purpose of this activity?
2. What did you learn?
3. How could this game be used in your future classroom?

Break http://www.online-stopwatch.com/classroom-timers/
Don’t forget to park any questions you have in the parking lot.

Q & A: LETs & ETAs
1. ETA & LETs from the same school sit together
2. Discuss any questions you might have about your future teaching situations, working together, expectations…. (ETAs & LET’s use brainstorming form)

(Assessment)
1. What is co-teaching?
2. Why are you being encouraged to implement coteaching?
3. What does co-teaching look like?
4. What are possible problems that could come up when using co-teaching? Solutions?

Closure 3-2-1
3
Big ideas I heard in this session (write these down)
2
Ideas I will use in my future teaching (Think- Pair- Share“Tell a partner”)
1
Big “Aha” moment I had. (Share with the group)

Name/Date/ Session
•
1. Take away/ ideas to steal
•
2. Something new you learned
•
3. Suggestions for improvement
•
4. Final thoughts/questions & commentary

Differentiation options? How is language being used?
4 skills
2 Truths and a Lie Activity: Team building/icebreaker/ assessment