Flip-Flop WORKS!!! Montie Fyfe and Sarah Luther did a Flip-Flop co-teaching approach in American History at Grand Island Senior High today. The concept was "The Progressive Era" and "Theodore Roosevelt." Even though Mrs. Luther is not a History Teacher, she is able, as the specialist, to take the content and chunk it into more digestible pieces. She starts with the students that need it broken down a little more, while Mr. Fyfe provides a bigger picture of the content. Then they "flip-flop." The students that started with the big picture and Mr. Fyfe, now get to have some good conversation with Mrs. Luther about smaller chunks of the content, while Mrs. Luther's first group is more prepared to go hear the big picture of The Progressive Era with Mr. Fyfe.
As you watch the video, you will observe that it is feasible to do this structure within the same classroom and with a group of social high school students. The first video shows the students getting into the 2 small groups for instruction (at the prompting of Mrs. Luther). And the second video shows that in spite of being in the same classroom, students were attentive and on target, paying attention to only the teacher that they were grouped with.
Liz Boyle and Angi Wiegert at Walnut Middle School put together a great Trivial Pursuit review game for their Co-taught 8th Grade Language Arts classes. The review activity covered concepts that would appear on the next day's assessment. Additionally, you will see in the video that students created a T-Chart and would record concepts for their own notes as they would appear on the Trivial Pursuit Review. This allowed them to have concepts to take and study with them on their own, as well.
What a creative partnership these 2 are! And they share the instructional responsibilities so well!
The theme of 6th grade Co-taught Language Arts at Westridge recently was "Fishing." Sharon Klanecky and Megan Eberle were using the metaphor of "hook-line-sinker" as a comparison to an "intro-body-conclusion" as students prepared for a descriptive writing essay. When they planned this lesson, the teachers took into consideration what the needs of their students were for each section of an essay (intro, body, and conclusion). Then, they planned for stations where the students would work on skills pertaining to each section at different stations. Below you will see some of the artifacts that they used. They each took a station and then there was a station that was independent. At the independent station, students would pull topics out of a tackle box and do a round table brainstorming activity - diving into feelings, emotions, and descriptive details retlative to the topic. This helped students continue to work on that skill.
Enjoy the pictures of artifacts and videos below!!!
Deb Vahle and Trish Paul demonstrated an engaging and effective structure in their Co-taught Algebra 3 class yesterday. Students had taken a quiz and students that had done well on the quiz were selected as "experts" for various problems from the quiz. Mrs. Vahle was the "expert" for a concept, as well. Mrs. Paul would monitor and assist with expert instruction, as well. Students were handed back their quizzes and then allowed the opportunity to work in small groups with peer and teacher experts where they revisited mistakes made on the quiz as a way to reinforce concepts that were missed.
Watch the videos. The engagement of this structure was great and there was some really positive small group learning occuring!!!
