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Co-Teaching for Gap Closure
High Yield Math Instructional Strategies
Co-Teaching For Gap Closure
CT4GC Math Strategies Agenda
I.
Review of Continuous Classroom Improvement
II. Connect Co-teaching strategies to math instruction scenarios
III. High yield instructional strategies and activities for your math
classroom
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Co-Teaching For Gap Closure
10 High Yield Math
Strategies
• Identifying Similarities
and Differences
• Summarizing and Note
Taking
• Reinforcing Effort and
Providing Recognition
• Homework and Practice
• Nonlinguistic
Representations
• Cooperative Learning
• Setting Objectives and
Providing Feedback
• Generating and Testing
Hypotheses
• Questions, Cues, and
Advance Organizers
• Development of
Academic Vocabulary
Classroom Mission
Learning Targets
SMART Goals
30/60/90
Data Walls
Data Centers
Student Data
Notebooks
PDSA/30/60/90
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Co-Teaching For Gap Closure
Housekeeping
1. Introductions
2. Rule of 2 Feet
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Co-Teaching For Gap Closure
Activity Key
Solo Task
Table Task or
Whole Group
Partner Task
6
Co-Teaching For Gap Closure
Learning Targets
 Review the steps in Continuous Classroom Instruction and
identify the step that involves High Yield Strategies
 Identify math instructional scenarios by their co-teaching strategies.
 Gain a set of high yield instructional strategies and activities to
implement in your own math classroom
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Co-Teaching For Gap Closure
I.
Setting and Communicating Clear Direction
Step 1: Clarify & Communicate the Learning Requirements
Step 2: Publish and post a class learning goal
Step 3: Chart and analyze class learning results
Step 4: Write and use a class, course, or program mission statement
II.
Engage Students in Regular and Frequent Evaluation
and Improvement of Classroom Learning Processes
Step 5:Plan for frequent cycles of learning by setting short-term learning targets.
Step 6: Determine what the teacher and students need to do to ensure that
everyone learns the target; what high-yield strategies will be used.
Step 7: Study the results of strategies used for the learning cycle
Step 8: Action plan and make adjustments for the next cycle of learning.`
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Co-Teaching For Gap Closure
II. Engage Students in Regular and Frequent
Evaluation and Improvement of Classroom
Learning Processes
Step 5:Plan for frequent cycles of learning by setting short-term
learning targets.
Step 6: Determine what the teacher and students need to do to ensure that
everyone learns the target; what high-yield strategies will be used.
Step 7: Study the results of strategies used for the learning cycle
Step 8: Action plan and make adjustments for the next cycle of learning.`
9
Co-Teaching For Gap Closure
Learning Targets
 Review the steps in Continuous Classroom Instruction and identify the
step that involves High Yield Strategies
Identify math instructional scenarios by their coteaching strategies.
 Gain a set of high yield instructional strategies and activities to
implement in your own math classroom
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Co-Teaching For Gap Closure
Co-Teaching Models
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Co-Teaching For Gap Closure
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Co-Teaching For Gap Closure
Does your co-taught classroom look
d¿fferent than your other
math classes?
Co-Teaching For Gap Closure
Lead & Support
One teacher leads and the
other offers assistance to
individuals or small groups
or carries out other
managerial tasks.
www.youtube.com
14
Co-Teaching For Gap Closure
Station Teaching
Established centers, students rotate. One teacher may lead a center
to give specific feedback while other monitors other centers.
blog.lib.umn.edu
15
Co-Teaching For Gap Closure
Parallel Teaching
Students are divided into two heterogeneous groups. Then, each
teacher provides instruction to students using a different teaching
style to reach students of different learning preferences. One teacher
may lead hands-on activity while other offers more linear approach.
Students choose based on preference.
aspirail.org
16
Co-Teaching For Gap Closure
Alternative Teaching
One teacher works with a small
group or provides individual
conferences while the other
teacher works with the rest of the
class.
www.vbschools.com
17
Co-Teaching For Gap Closure
Team Teaching
Both teachers share the
planning and instruction
of students
in a coordinated fashion.
agsasman3yk.wordpress.com
18
Co-Teaching For Gap Closure
Activity Time
Partner Task:
Read the scenarios on the following
slides. Consult with your partner to
determine which co-teaching model is
described. Hold up the appropriate coteaching model card.
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Co-Teaching For Gap Closure
Station A—Teacher led; Students solve word problems surrounding
projectile motion
Station B—Teacher led; Students find the vertex of a graph of a quadratic
equation with the Quadratic Formula (no calculator)
Station C—Independent; Students do a Carousel Card Sort matching
graphs of parabolas to quadratic equation word problems
Station D—Independent; Students use graphing calculators to explore the
effect of different variables in a quadratic equation written in various forms.
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Co-Teaching For Gap Closure
 When working through a proof, one teacher provides the statement and
the other teacher provides the reason
 One introduces vocabulary while the other gives examples on the board
 As one teacher presents material, the other completes a graphic
organizer
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Co-Teaching For Gap Closure
 One teacher works on multiplication of
polynomials using the Box Method.
 While the other teacher works on multiplication
of polynomials using Algebra Tiles.
Co-Teaching For Gap Closure
 One teacher monitors the majority of the students, the other is
specifically monitoring two groups with some students who require
consistent cueing to work on task.
 After reviewing the exit slips from yesterday’s class it was noted that 6
students are not understanding place value. So one teacher will be
making observational notes on how those 6 students answer/solve
problems
 One introduces factoring using the “a-c” method; the other helps some
students take notes and cues others to remain on task.
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Co-Teaching For Gap Closure
 While the larger group is working on timed ACT-like problems, the
smaller group is having direct instruction in the uses of a graphing
calculator on the ACT.
 After a test on solving equations, one teacher works with the larger group
on an enrichment activity while the other teacher works with the smaller
group to pre-teach vocabulary about linear functions.
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Co-Teaching For Gap Closure
Learning Targets
 Review the steps in Continuous Classroom Instruction and identify the
step that involves High Yield Strategies
 Identify math instructional scenarios by their co-teaching strategies.
 Gain a set of high yield instructional strategies and
activities to implement in your own math classroom
27
Co-Teaching For Gap Closure
High Yield Instructional Strategies
Mathematics
28
Co-Teaching For Gap Closure
Activity Time
Table Task:
Talk with your table to define what highyield instructional strategies means.
Use your mini-whiteboard for your
definition and examples.
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High Yield Instructional Strategies
Co-Teaching For Gap Closure
45%
Identifying Similarities and Differences
34%
Summarizing and Note Taking
29%
Reinforcing Effort and Providing Recognition
28%
Homework and Practice
27%
Linguistic and Nonlinguistic Representations
27%
Cooperative Learning
23%
Setting Objectives and Providing Feedback
23%
Generating and Testing Hypotheses
22%
Questions, Cues, and Advance Organizers
?%
Development of Academic Language
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Co-Teaching For Gap Closure
High Yield Instructional Strategies
Dr. Marzano
http://www.youtube.com/watch?v=T5XlkyPf950
Anticipation Guide:
• What does Dr. Marzano say about these10 strategies?
• Are they the only strategies that work?
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Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy
Identifying
Similarities and
Differences
Research Says
Examples
Students should compare,
classify, and create
metaphors, analogies and
graphic representations
T-charts, Venn diagrams,
classifying, analogies, cause
and effect links, compare and
contrast organizers, QAR,
sketch to stretch, affinity,
Frayer model, etc.
Yields
45%
Increase!
32
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy
Research Says
Examples
Development of
Academic
Vocabulary
Teachers should intentionally
develop word knowledge that
makes it possible for students
to engage with, produce, and
talk about texts that are
valued in school.
Interactive Students Notebooks,
word walls, A.C.E (Answer-CiteEvidence-Expand/Explain your
answer), “word storm”
organizer, word puzzles, word
lists, content area journaling
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Vocabulary Word Sort
Sort the words into at least three groups.
When finished, find another way to sort the words.
Modifications:
 open sort vs. closed sort
 number of categories
 Supply one category and have them pick another
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy
Summarizing and
Note Taking
Research Says
Examples
Students should learn to
delete unnecessary
information, substitute some
information, keep important
information, write / rewrite,
and analyze information.
Teacher models summarization
techniques, identify key
concepts, bullets, outlines,
clusters, narrative organizers,
journal summaries, break down
assignments, create simple
reports, quick writes, graphic
organizers, column notes,
affinity, etc.
Yields
34%
Increase!
35
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy
Research Says
Examples
Questions,
Cues, and
Advance
Organizers
Teachers should use cues and
questions that focus on what is
important (rather than unusual),
use ample wait time before
accepting responses, eliciting
inference and analysis. Advance
organizers should focus on what
is important and are more useful
with information that is not well
organized.
Graphic organizers, provide
guiding questions before each
lesson, think alouds, inferencing,
predicting, drawing conclusions,
skim chapters to identify key
vocabulary, concepts and skills,
A.C.E. anticipation guide,
annotating the text, etc.
Yields
22%
Increase!
36
Graphic Organizer
Uncle Fred always answers a question with
another question or riddle. He has a farm
and raises chickens and cows. I asked him
how many chickens and how many cows
did he have and he replied, “I have 21
heads and 66 legs.” How many chickens
and how many cows does he have?
Graphic Organizer
Spider Webs
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Spider Webs
compare
different types
fractions
percents
RATIO
rates
scale drawings
part to whole
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy
Reinforcing Effort
and Providing
Recognition
Research Says
Examples
Teachers should reward
based on standards of
performance; use symbolic
recognition rather than just
tangible rewards.
Hold high expectations, display
finished products, praise
students’ effort, encourage
students to share ideas and
express their thoughts, honor
individual learning styles,
conference individually with
students, authentic portfolios,
stress-free environment etc.
Yields
29%
Increase!
41
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy
Research Says
Examples
Homework and
Practice
Teachers should vary the
amount of homework based
on student grade level (less
at the elementary level, more
at the secondary level), keep
parent involvement in
homework to a minimum,
state purpose, and, if
assigned, should be
debriefed.
Retell, recite and review
learning for the day at home,
reflective journals, parents are
informed of the goals and
objectives, interdisciplinary
teams plan together for
homework distribution, etc
Yields
28%
Increase!
42
Math Practice
Game Board
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Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy
Research Says
Examples
Nonlinguistic
Representations
Students should create
graphic representations,
models, mental pictures,
drawings, pictographs, and
participate in kinesthetic
activity in order to assimilate
knowledge.
Visual tools and manipulatives,
problem-solution organizers,
spider webs, diagrams, concept
maps, drawings, maps, sketch
to stretch, K.I.M., etc.
Yields
27%
Increase!
44
Build It!
Draw It!
Write It!
Creating Geometric Figures
and Shapes
Building Equations
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Flowchart
Co-Teaching For Gap Closure
High Yield Instructional Strategies
50
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy Research Says
Cooperative
Learning
Teachers should limit use of
ability groups, keep groups
small, apply strategy
consistently and
systematically but not
overuse.
Examples
Integrate content and language
through group engagement, reader’s
theatre, pass the pencil, circle of
friends, cube it, radio reading, shared
reading and writing, plays, science
projects, debates, jigsaw, group
reports, choral reading, affinity, etc.
Yields
23%
Increase!
51
Formative Assessment Lessons
• map.mathshell.org
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Integer Capture
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy
Research Says
Examples
Setting Objectives
and Providing
Feedback
Teachers should create
specific but flexible goals,
allowing some student
choice. Teacher feedback
should be corrective, timely,
and specific to a criterion.
Articulating and displaying
learning goals, KWL, contract
learning goals, etc.
Yields
23%
Increase!
54
Open Questions and
Parallel Tasks
Open Questions
Parallel Tasks
• Broad-based questions that
invite meaningful responses
from all learning levels.
• Two or more related tasks
that explore the same big
idea, but are designed to suit
the needs of different
learning levels.
Graduated Difficulty
Co-Teaching For Gap Closure
High Yield Instructional Strategies
High Yield Strategy
Research Says
Examples
Generating and
Testing Hypothesis
Students should generate,
explain, test and defend
hypotheses using both
inductive and deductive
strategies through problem
solving, history investigation,
invention, experimental
inquiry, and decision making.
Thinking processes,
constructivist practices,
investigate, explore, social
construction of knowledge, use
of inductive and deductive
reasoning, questioning the
author, etc.
Yields
23%
Increase!
57
Surprising Squares
Stage 1
Stage 2
Stage 3
Co-Teaching For Gap Closure
Learning Targets
 Review the steps in Continuous Classroom Instruction and
identify the step that involves High Yield Strategies
 Identify math instructional scenarios by their co-teaching
strategies.
 Gain a set of high yield instructional strategies and activities to
implement in your own math classroom
59