Volume 4: October 3rd-October 16th, 2018 Visit Website E-mail NASCENT

Co-planning and co-teaching

As early as October (if not before), mentor and teacher candidate partners can begin engaging in the practices of co-planning and co-teaching, strategically sharing responsibility for both planning and enacting instruction. This newsletter focuses on these practices, describing different arrangements they may take and how you might get started with an upcoming lesson.

Mentors & TCs: Planning and teaching together
Co-planning with feedback and co-teaching are both practices in which you intentionally work together to design and enact instruction. Co-teaching in particular enables TCs to start experimenting with aspects of teaching, and two adults working together in the classroom benefits students as well.

Click each button below to learn more about co-planning and co-teaching approaches you might take as partners. Watch the videos together and think about what might work best for you and when.

Explore co-planning resources

Watch the video about co-teaching

Mentors & TCs: Co-plan and co-teach an upcoming lesson
Consider which upcoming lesson might provide a good opportunity for partnering in planning and teaching. The tips here can get you started:

Together, identify a "whole" segment of a lesson that could be co-designed or modified. For example, a whole segment might include framing the main activity for the day, circulating and interacting while students are working, and facilitating a sense-making discussion about the activity.
We offer a conversation tool (link below) to help with the co-planning process. Feel free to try it out! Feedback from the mentor is important in this planning process.
You may want to have the TC teach the co-designed segment, or alternate who takes the lead between periods. Decide on a co-teaching arrangement that works for both of you in advance!

Try this co-planning conversation tool

TCs: Getting to know your students as learners

Coming to know your students as learners builds on your work of getting to know them as individuals, and is key to designing differentiated instruction that is both meaningful and accessible. The link takes you to a guide and tool for making structured reflections!

Do some structured reflections

Trajectory column: What to focus on now

1. Getting to know students and the school ecosystem

- TCs, focus on getting to know your students as learners.

2. Planning
- Mentors and TCs, select an upcoming lesson (or part) to co-plan.

3. Teaching

- Mentors and TCs, discuss your preferences for giving and receiving feedback on teaching (if you have not already!).
- Mentors and TCs, co-teach the lesson (or part) you co-planned!

4. Assessment
- TCs, consider which methods of formative assessment you're learning about that you might want to try in your placement.

See October-November trajectory

TEP Announcements

What's happening in math methods? TCs are learning how to design unit and lesson plans that use the mathematics instructional model of launch, explore, summarize and build on work done in the spring on Ethnomathematics. They are also using CCSS to structure which big ideas and math practices get incorporated in the unit.

What's happening in science methods? TCs are learning how to design units of instruction that build explanations for complex phenomena (anchoring events) and how to use students' ideas and experiences as resources. They are also using NGSS to structure which big ideas and science practices get incorporated in the unit.

What's happening in assessment? TCs are practicing writing clear learning (as opposed to doing) objectives. They are also practicing how to use these learning objectives to frame success criteria and clear task directions, as well as learning about authentic vs. traditional assessment.

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