Alternative Teaching
Things to consider:
• What are the advantages/limitations of the model?
• What would need to happen amongst the adults to make this model successful?
• What might be most difficult for you in this model (i.e. students expectations/your area of expertise)?
• What do you find most exciting about this model?
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Allows for more direct instruction of skills to individual students.
ReplyDeletePlanning should happen together to effectively use time for preteaching, teaching and or enrichment-need good communication
Limitations- want to be careful not to always group the same students together
Partners need to have similar content knowledge
Can allow for more classroom mangement by providing more individualized instruction
I like this model alot. I feel it can meet the individual needs of students.
Allows for more direct instruction for a specific group of students
ReplyDeleteWorries me that two different teachers would be teaching would interupt each other - I feel like you would need a seperate room for the small group
Although it may improve classroom management - I have found that it is often the students who need reteaching are the students who are disruptive - therefore stations would work better.
This model can be very useful and productive but I think we need to be cognizant of the student groupings especially. Partners need to be honest with their roles and assessment of what is being taught. This can help with classroom management and assuring that students with special needs are being helped to be successful.
ReplyDeleteAdvantages of Alternative Teaching:
ReplyDelete-meets a wide range of needs/learning styles
-supports the RTI model well
-can improve classroom behaviors
-supports the students who cannot work independently
-students can self select if they need extra support - an important skill to learn to do
Limitations:
-if there is a lack of classroom space, this model (as with some of the others) can be difficult
-both teachers need strong knowledge of curriculum and if there is lack of planning, that may be difficult
The students needs are addressed in a more efficient and effective manner in the implementation of this model. It is successful in teaching very specific skills to students within a large group.
ReplyDeleteIt is important to vary the grouping.
With self-selection,I feel better about the stigmatization trap that anyone could easily fall into when the same set of kids come up with gaps over and over again. I like the possibility of sometimes taking the usual suspects or sometimes taking the kids who are yakking in the back or reading a book under the desk because they've already got it, and sometimes mixing it up as needed: The rubber band concept.
ReplyDeleteI like the way that this model addresses specific needs, and I agree that varying student groupings would be imperative. It may difficult to provide this model without the risk of students missing new instruction.
ReplyDeleteCan help a smaller groups of students to make sure they know what is going on - just have to make sure that the same students aren't going into the small group each time. I think this can be a great help for those students.
ReplyDeleteI also believe that timing is important here - you don't want to do it when there are key concepts, content, or ideas being presented to the wohle class - but if the timing is right it would work.
I cannot get past the way a small group of students are "identified" without any explanation of why and then they are taught in the same room, in a "special place" while the rest of the class gets key instruction. I can't figure out how these students are ever going to get the initial instruction they missed during their "special help."
ReplyDeleteIn my mind, this could work during "quiet work time," with some students meeting with one of the teachers for a specific reason while the other teacher continues to circulate and provide general supervision of the class. Again, how the groups are formed and whether or not they are flexible is really key.
Megan, your comment about being thoughtful in terms of timing makes a lot of sense. I think this is what I was reacting to in the dvd. I thought the timing was inappropriate.
ReplyDeleteIn the example we just saw, it appeared that the students actually did miss some class work. This is a method many of us already use, sometimes for remediation, sometimes to catch up students who have been absent. I think we would have to be very careful with grouping. Additionally I would have trouble trying to learn in the close quarters of that classroom, especially if I needed clarification or diversification. Too distracting.
ReplyDeleteI can see how this method would allow students to receive additional enhancement of content material. I find the extra "noise" in the classroom to be a distraction and can see how partners could almost be in competition. I would use this method but not on a regular basis, only when we needed to spend additional time on a topic or activity.
ReplyDeleteI was disturbed by the teachers' timing to pull students for additional (supplemental) support. Like Barry, I noticed that these few kids in the group 'missed' some of the direct instruction which perhaps was important for the context of the lesson to be understood. I also found it annoying that the teacher working with the small group chose to have them meet up front...close to the large group. Like we all discussed, some important things to remember are that if using this model - always vary the grouping;don't call the same kids all the time; plan carefully just WHEN a group will be pulled...making sure that those students pulled don't miss important direction instruction; and collaboration should be transparent/explicit.
ReplyDelete