Inclusion and Teaching in Chicago

Yesterday, I saw a nice use of parallel instruction in Ms. L and Ms. K's co-taught second grade math class. They chose to use the parallel teaching model because they were introducing the metric system and had two meter sticks. Sometimes in teaching, decisions can be made for simple and practical reasons. Two meter sticks. Two teachers. Parallel instruction. Boom, let's go! Below you can see Ms. L's group on the front rug and Ms. K's at the side rug.     Ms. L used visual supports in her group. Check out the white board.   Ms. K's style was more kinesthetic. She asked students to stand up based on what their measurement estimation was. For example, "Stand if you estimated that the rug is 2 meters long." "Okay, sit down. Now stand if you estimated that the rug is 3 meters long.

Yesterday was great because... 1) It was pajama day! 2) I was able to take pictures of the amazing kindergarten and first grade teams using station teaching to instruct all students during reading time. Many co-teachers will tell you that having other adults in the room can be wonderful but it also can be tricky. How do you utilize every general education teacher, learning specialist, paraprofessional, speech therapist, social worker, and occupational therapist that comes in to provide supports?  Here are some great examples from our kindergarten and first grade teams. Some professionals are working in small groups, some are working individually with students, some are teaching and some are managing more independent centers. Whatever the focus, it's clear that every adult in both of these classrooms has a role, knows their role, and is able to support students in meaningful ways.   Take a look at how each professional is working with a group of student...