6.2 – Preparing to co-teach

• Due Jul 10, 2018 by 11:59pm
• Points 0
• Submitting a website url
• Available until Jul 17, 2018 at 11:59pm

This assignment was locked Jul 17, 2018 at 11:59pm.

As you know, your focus in this module will be to work with your peer group to develop a 60-minute synchronous lesson that you’ll collaboratively teach online to students at the University of Toledo. You’ll use the Learning Plan Template introduced in Module 1 of the course in collaboration with your peer group to design and teach this lesson. Please read the information below very carefully!

Important planning information for your co-teaching lesson In this program, you have created (or are currently working on) two micro-teaching learning experiences: one asynchronous and the other synchronous. Some of you have asked if you will be able to use those lessons for the co-teaching with the students from the University of Toledo. The answer isn’t just yes or no because you will be working with your group to co-create and co-teach the 60-minute lesson. If the group chooses to tackle the same can-do statements (learning targets) that you developed in your micro-teaching, then you may be able to use some or all of your lesson. But it’s also possible that the group will go in a different direction.On that note, given how much modeling students need of each new word or phrase and how much processing time it takes for learners to really “own” new vocabulary and structures when we teach them, many of you may find that even for a 60-minute lesson, you only need one or two learning targets. The difference is that you and your group will include more examples and models and also build in many more ways for students to interact with that information and check their own understanding. I recommend that  as you plan with your group, you aim for each person in the group being the “lead” instructor for 10 minutes. The reason for that is that lessons inevitably take longer than anticipated, particularly if you include an increased number of models and examples and also more checks for understanding. By aiming for 10 minutes, you have plenty of time to avoid feeling rushed when you present your content and also for the students to fully respond to the checks for understanding you have prepared.Here is the link to the document listing your group assignments for July 11 and 12 (Links to an external site.) so that you can start reaching out to your teaching team to plan this lesson. 
Please note that you do not have commenting or editing permissions on this document. Please reach out to me or your language specialist if you have any questions,

How should the lesson be structured?

Your lesson will demonstrate application of  TELL domains and criteria–P6a and P6c, LE2b and LE2c, and LE4a and LE4b. Remember that the TELL domains and criteria are available on the Course Resources page. You and your group are encouraged to revisit the activities, documents, lessons and experiences of modules 1-5 to assist you in

• developing a lesson that exemplifies the principles of backwards design,
• ensuring all teaching and learning activities are purposefully selected to develop the skills called for in the learning target(s) your group will have selected
• communicating your learning target(s) to your learners
• providing your learners with  opportunities to acquire language in meaningful contexts in the target language
• engaging learners in a variety of carefully designed and sequenced checks for understanding in order gauge their success with the learning target(s) and to allow learners to monitor their own achievement

To facilitate your collaboration, you have three tools available to you (and your team may choose to use other tools as well).

• A blank Learning Plan Template in Google Docs:
  • one member of your peer group should add this document to his or her Google Drive (you will be prompted to “make a copy”)
  • share that copy with the rest of the peer group, being sure to give everyone in the group “editing” privileges. Your team MUST use this to document to plan your lesson and one member of the group must turn it in (once module 6 officially opens). If you need help sharing Google Docs, please click here (Links to an external site.).
  • When your group has completed the Learning Plan, submit your Learning Plan here as a shared link with “commenting” permissions. 
• A discussion thread for each group here in Canvas that you can use if you desire. This is an optional resource, but it can be helpful for having a threaded conversation housed in the same place for everyone and easy to find and refer to later as each of you is planning and preparing. The discussion threads for each group are posted below this item in Module 6 of Canvas. Remember that when replying to a discussion thread, you can attach files or insert links to content on the Internet. You have access to these rooms now. The discussion threads are named after your Adobe Connect room assignents.  Here are your room assignments.
  • July 11 Olive Group thread
  • July 11 Cedar Group thread
  • July 11 Gingko Group thread
  • July 11 Cypress Group thread
  • July 12 Olive Group thread
  • July 12 Cedar Group thread
  • July 12 Gingko Group thread
  • July 12 Cypress Group thread