Collaborate, Consult, and Co-Teach
Helen King's Semester Final Project
Beginning the semester with a Communication Profile made a whole new mind set for how I knew myself as a communicator. By learning at the beginning of the semester that I am a campaigner it helped me grow and know how to work with other students especially my co-teaching partner.
Peanut Butter Jelly Test
Making peanut butter and jelly may sound easy to some but when you have a mind that takes everything literally it might not be so easy. By having the class create a step by step direction of how to make the sandwich. By making us take everything literally like some students with disabilities would make it so that we would be better teachers by knowing exactly how they think and process everything that is taught to them. It made it so that when making lesson plans we would keep this in mind.
By having us work on the opposing viewpoints was a beyond smart idea. I know that it was hard for us both to find something to agree on but we finally found a happy medium about homeschooling that we both thought would work. With both of us not being totally close minded to topics it made this assignment a little difficult but we worked our way through it. When Ally and I got placed together we had never met before and I feel as though it helped us greatly by giving us open minds.
When looking for topics to teach we had a clean slate and wanted to do something fun for a grade level that we both wanted to teach. So we chose 3rd grade and the food chain. When working on our co-teaching project we didn’t do them solely based in person. With busy class and work schedules we worked a lot through google docs and emails. The project opened up so many different learning things not only for the students but also me personally as a teacher/student. There were 3 different teaching styles that we used in our project that I truly fell in love with. It makes the day fun but it also gets as much teaching done as possible in a short amount of time.
The first one used was a team teaching. By using this teaching we made it possible to keep teaching and engaging the students while also writing down answers they gave on the board. We asked them what they had for breakfast and then followed up to have them separate them into different categories of producers and consumers. We then gave them definitions of producers, consumers, herbivores, carnivores, omnivores, and decomposers. We gave them a final food chain explanation to make it a little easier for them.
Probably my favorite type of teaching was the station teaching. By station teaching each student learned the same thing but faster then they would of without the stations. By putting them in stations it was easier to work with the students and make sure they were learning and listening. At one station we played a card game and made sure that they knew what order food chains went in and what would happen if we were to break one of the links in the food chain. The other station was a video to explain the food chain in actual wildlife habitats.
One Assist, One Teach
For our last one we used one assist and one teach. This was just for a little worksheet we had them make and finish. By having one teacher at the front of the room presenting it made it possible for the whole group to follow along while having one around the room made it possible for those that needed help to ask questions.
By watching other fellow students co-teach made it so that we learned from others experiences. By watching them do something that was beyond great or something that needed fixed was not only helpful to those students for their future classroom but everyone else as well