Planning for co-teaching in an ILE (innovated learning environment)

Yesterday I worked with one of our learning mentors and the learners in one of the habitats using Define Maps. We reviewed their learning so far and then the SOLO terminology and symbols. We chalked up a define map on floor and used post-its for students to 'record' their ideas. I unpacked with the learners relevant and not relevant, they records and verbally shared their ideas around their concept. The learning mentor and I discussed teachable moments that arose of the understanding between questions and statements (3 students want to add 'wonders' or questions to the define map). We thought that the students' questions could be added to the wonderings wall as to value their contributions and understanding of how to use a define map, and the differences between statements and facts. 

We discussed the where to next - teacher modelling writing definition, that our define map was multistructural, the writing up could become relational if using the word 'because', and then writing definitions (their first definition from their question they had generated).  We discussed the possibilities of using the non-relevant part of the define map as one way to unpack any science misconceptions.

I left the learning mentor to then model writing definition with our class example and then for students to complete with their own questions - creating define maps and definitions.  This would collate students current prior knowledge, identify next learning steps and learning experiences - formative. At mid way point the learners, after their learning experiences, could then add to their initial define map (in a different colour) and then write a new definition incorporating their new understandings, enabling again to identify next learning steps and learning experiences - formative. Finally towards the end of the term students would repeat the process; adding to their map (in a third colour) and rereading/writing/rewriting their third definition - summative.

Note - 'writing' could be drawing a picture and talking to it (teacher as scribe), iMovie with photos/videos, or a more 'traditional' approach e.g. writing implement and paper or typing!

On reflection of the above learning I made a connection to Paul Cooper's Sabbatical 'Primary School Leadership in Modern Learning Environments' and the different models of co-teaching.  Our session was 'complimentary teaching' - I was sharing my experiences and knowledge of using SOLO Taxonomy and define maps with both the teacher and the students.  As part of my DATS Leadership role at Shotover Primary it could be beneficial to use the different models of co-teaching when working in the habitats alongside learning mentors and learners. Most important is to plan as a team when and where to use the different models of co-teaching to enhance the learning.  Modelling co-teaching could then be extended into all learning areas and teachers could collaborate with each other sharing our strengths and weaknesses enabling us to 'de-privatisation our practice’ "...in an open and supportive environment” (Osborne, 2013a, p.5).

My next steps is to read the OECD 'The Nature of Learning Using Research to Inspire Practice' and reflect further on learning and teaching in innovative learning environments.

Different models of co-teaching:

• Supportive teaching: where one takes the lead in teaching and the other floats in support
• Parallel teaching: when two or more work with different groups of students at the same time in different parts of the room 
• Complimentary teaching: when co-teachers do something to enhance the teaching of their colleague
• Team teaching: when two or more teachers take equal share of responsibility, leadership and accountability in all the aspects of teaching and support tasks