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Collaboration and Co­teaching Webinar Activity #1:
Pan Balance Model
A Model for Solving Algebraic Equations

Solve the equation by using a Pan Balance:   3v  + 10 = 6v +  1

The following example is provided to show how the Pan Balance model works.

Step 1.  Draw Pan Balance to represent the equation. Variables are represented with bags
labeled v; constants with small boxes.
v  v

v v v v v v v

______________________________________________________________________________________________

Step 2.  Systematically remove bags and blocks from each side to keep pan balanced.

v v

v v v v
v v v

____________________________________________________________________________________________

Step 3.  Simplify and solve.

v v v

______________________________________________________________________________________________________________

Since 3 bags balances with 9 blocks, there must be 3 blocks in each bag.
v = 3

©2010, EDC     Getting to Know the Mathematics Improvement Toolkit: A Webinar Series

Webinar Activity #2
Video Clip The Warm­Up

What roles did the co‐teachers take?  What actions did they take to support student
learning?

Special Education Teacher   Regular Education Teacher
(white shirt)  (striped shirt)

ROLES:  ROLES:

STRATEGIES:  STRATEGIES:

©2010, EDC     Getting to Know the Mathematics Improvement Toolkit: A Webinar Series

Webinar Activity #3: Sample Workshop Activity

Possible Roles for Co‐Teachers
1. Read the first column and pick 2 actions to focus on.
2. Brainstorm possible roles for the other teacher and add them to the second column.
3. Reflect on your own practices.
Check () roles that you use frequently. Star (*) roles that you would like to try or use more often.
()  One teacher’s actions:  What might the other  How will these actions
(*)  teacher do?  of help the students?
a. Provide directions to whole
class
b. Teach math concept to whole
class
c. Teach a strategy, such as self‐
questioning
d. Demonstrate how to use
manipulatives, calculators, or
other tools
e. Lead a whole class discussion

f. Facilitate student
presentations to whole class

g. Write on board or overhead

h. Read aloud to whole class

i. Review homework or
assessment
j. Work with individual
students

k. Work with pairs or groups of
students

m. Informally assess individual
students

n. Provide remediation

o. Provide enrichment

©2010, EDC     Getting to Know the Mathematics Improvement Toolkit: A Webinar Series

Webinar Activity #4:  Sample Handout

Six Models of Co‐Teaching

1. One Teach, One Support
One teacher leads the lesson while the other teacher moves through the room
helping individuals as needed.

2. One Teach, One Observe
One teacher leads the lesson while the other teacher observes students.  In advance
of the lesson, the teachers agree on what observational information they are seeking.
After the lesson, they analyze the information together.

3. Alternative Teaching
The class is divided into a large group and a small group. The small group receives
different instruction and the goals for each group may differ. Students may be
assigned to groups or given a choice. Students should not always be in the same
group. This method works well for providing additional instruction or extension.

4. Parallel Teaching
Students are split in two heterogeneous groups with each teacher teaching one group
• Lesson goals are the same for both groups
• They may teach the same lesson or vary the instructional methods, styles
and/or contexts.

5. Stations
Students rotate through stations working with a co‐teacher to complete the task in a
designated amount of time.  Teachers can vary delivery to address individual student
needs. Students may work independently at some of the stations.

6. Team Teaching
Two teachers deliver instruction at the same time and share leadership in the
classroom. It might not be clear to an observer who is the “math” teacher and who is
the “special education” teacher.  This is considered by many to be the most
sophisticated form of co‐teaching.

Based on the work of Marilyn Friend, www.marilynfriend.com

©2010, EDC     Getting to Know the Mathematics Improvement Toolkit: A Webinar Series

Webinar Activity #5         Handout: Matching Models to Needs

What do you see as  What do you think is required to  When would you use
Model  benefits to students and  use this model?  this model in your co­
teachers?  (content proficiency, co­planning,  teaching?
experience of co­teachers, etc.)
Parallel Teaching
Students are split in two
heterogeneous groups with each
teacher teaching one group
• Lesson goals are the same for
both groups
• They may teach the same
lesson or vary the
instructional methods, styles
and/or contexts.
Stations
Students rotate through stations
working with a co‐teacher to
work independently at some
stations.
Alternative Teaching
Class is divided into a large group
and a small group. The small group
instruction. Students are assigned
to groups or given a choice.
Students should not always be in
the same group.

©2010, EDC     Getting to Know the Mathematics Improvement Toolkit: A Webinar Series

Webinar Activity #6
Handout:  Co‐Teaching Lesson Planner for ____________________   Date ______________
Math Goals and Priorities: List the math and other learning goals.   How will we assess student learning of the math?
Put a star next to the most important goals.

Part of  Demands/Barriers  Strategies
Lesson:  What does this lesson ask students to  What can you do to help   Role of Co­Teacher 1  Role of Co­Teacher 2
do? What will be difficult? Why?  students meet the demands?

Beginning

Middle

End

Preparation:  What materials/preparation is needed?  Who will do what?