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A Collaborative Model For Inclusion Classes

A Collaborative Model For Inclusion Classes

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A Collaborative Model For Inclusion Classes

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  1. A Collaborative Model For Inclusion Classes

  2. On an index card – Rate your knowledge of co-teaching as a 1 for novice, 2 for proficient, or 3 for expert. Write down your questions regarding co-teaching and/or differentiation. Have the person with the shortest first name collect the cards and bring them to Lynn (the presenter with the shortest first name!) At Your Table

  3. Session Objective: • Participants will be able to recognize and identify the characteristics of a true co-teaching partnership.

  4. Reflection/Exit Card Out On an index card – please respond to one of the following stems. • The most significant thing we discussed was … • A co-teaching environment benefits all learners … • Above all, co-teachers must remember to …

  5. Strategies used in today’s session • The use of ranking knowledge/questioning to access prior knowledge and gather pre-assessment data. • The use of and choices of stems during reflection. • Reflection as a form of formative assessment. • Graphic organizer (modified Frayer model) • Co-teaching approaches – Lead and support, tag teaching or true co-teaching.