Co-Teaching Floating Assignment

Jami Shlensky Phase 2

Overall, I really enjoyed the co-teaching process with Ms. Pinikidas. We started to plan the lessons together by realizing that Ms. P was knowledgeable about the content while I knew more about the delivery. We sat down one day for about an hour and a half to come up with plans for the lessons. We didnt assume specific roles but rather took the approach of both tackling things together. However, I handled more of a management role while Ms. P would introduce content. When it came to splitting up into groups, we both assumed the same roles as teachers. The model we used was a combination of parallel teaching and differentiated and supplemental teaching, based upon groupings. In terms of implementation of the lessons, we followed, fairly closely, to what we had planned. Obviously, as with any lesson, things had to be changed and modified depending on what we were able to accomplish, which students were present, and time constraints. We would re-group before and after each session to evaluate student progress together, reflect on what occurred during the current lesson, and plan for the next one. In the future in terms of implementation it might be helpful for my co-teacher and I to print out the plans to have in front of us. Ms. P and I performed the lessons from recall, which lead to some confusion. Also, if we had more time to plan I would have liked to have Ms. P teach me some of the content so that I could also introduce the subject matter. However, I think that overall in terms of implementation the qualities of our lessons were high and we were able to carry them out as we planned. Because of our ability to break into groups and manage the classroom at the same time, Ms. P and I were able to have the students reach our goals for each of the lessons.

When assessing the students through formative assessments, exit slips, and finally the chapter quest, students were able to apply their skills that we had instructed them upon. As a result that in terms of student outcomes Ms. P and my plans were successful. In terms of our co-teaching relationship, I believe that Ms. P and I worked well together. We each understood that our knowledge bases were from different perspectives. We used that understanding to move forward and collaborate by instructing each other upon content or presentation. I loved working with Ms. P because she was genuinely interested in learning about the Special Ed world of differentiation, multiple means of engagement, and multiple forms of representation. Overall I enjoyed the co-teaching process because Ms. P and I worked well together. We each brought different perspectives to the table and were able to collaborate and accomplish goals together.

Algebra II Chapter 6: More Logarithms Ms. P, Ms. S, Both

Wed. 4/10 & Thurs 4/11: 6.2.1 Using Logarithms to Solve Exponential
Goal: Students will develop the Property of Logs and develop an efficient method to solve exponential equations in ax=b form. Wednesday (Ms. P Out): Students get settled Introduction from Mr. Hopkins Students will start to work on packet of problems that surround the ax=b form Students will work through packet, encouraged to ask peers around them for help instead of teachers, teachers will float through the room to provide support/assistance. Thursday: Students Get Settled o Instructed to get a calculator, sit in the same seat as yesterday, take out something to write with, and the packet we were working on. Introduction/Refresher o There will be a quick refresher on what we were working on yesterday, a basic problem will be modeled for students Students finish Packet o Students will be given time to complete the packet that we started Wednesday

Students will work through packet, encouraged to ask peers around them for help instead of teacher, teachers will float through room to provide support/assistance. Core problems: 6-88 through 6-93 o Students will be given time to complete these problems with their partner o Teaches will float around the room providing assistance Formative Assessment Delivered o Hand Out Assessment o Students take assessment independently o Collect Assessments
o

Friday 4/12: 6.2.2 Investigating the Properties of Logarithms

Goal: Students will learn the Product and Quotient Properties of logs and how to rewrite equations with different bases

Students Get Settled o Students will be prompted to get a calculator on their way in, sit where their name tags are, take out something to write with o Students are seated in pairs within teams Each team will be managed by one specific teacher o Students complete warm up o Distribute resource pages when bell rings Core Problems 6-104 through 6-108 o Ask resource managers for each group to get books for their group

Provide verbal support to students who need content read to them

Exit Slip, Formative Assessment

Monday 4/15: 6.2.3 Writing Equations of Exponential Functions

Goal:Students will develop strategies for finding the equations of an exponential function given two points and an asymptote

Students Get Settled o Students will be prompted to get a calculator on their way in, sit where their name tags are, take out something to write with o Distribute resource pages when bell rings Graphic Organizer o Introduce graphic organizer to students with a reminder of what we are focusing on o Students complete graphic organizer o Provide verbal support to students who need content read to them Practice Problems with Properties o Students complete these practice problems in partners o Teachers float around room providing assistance as necessary

Tuesday 4/16: 6.2.4 An Application of Logarithms (Ms. Shlensky Sick)

Goal: Students will apply their knowledge of exponential functions to a formative assessment

Students Get Settled o Students will be prompted to get a calculator on their way in, sit where their name tags are, take out something to write with Formative Assessment

Wednesday 4/17: Case of The Cooling Corpse Goal: Students will apply their knowledge of exponential functions to solve a murder mystery Students Get Settled o Students will be prompted to get a calculator on their way in, sit where their name tags are, take out something to write with o Distribute Case of Cooling Corpse when bell rings

Case of Cooling Corpse o Whole group instruction Read out loud as whole group Highlight key facts Help students synthesize o Break up into groups Students work within groups on murder mystery Teachers facilitate students who need help

Thursday 4/18: Closure Goal: Students will review skills that are necessary for the Quest

Students Get Settled o Students will be prompted to get a calculator on their way in, sit where their name tags are, take out something to write with o Distribute review packet Ms. S assigns groups Students work in groups to complete review packet o Teachers each take a group

Friday 4/19: Ch 6 Quest