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Workshops Available

Introduction

Regional Professional Development Center (RPDC) consultants across Missouri provide annual workshops to Missouri’s educators on various instructional practices and delivery models. These workshops are designed to assist the educator in knowing the readiness, interests, and learning styles of the students in their classrooms. Teachers will learn to develop a learning environment that allows for differences, thus helping the students “make sense” of instruction within the classroom. In addition, teachers will learn about various delivery models for providing instruction and the benefits of those models to both teachers and students. For more information, contact your local RPDC consultant.

Co-Teaching Workshop

The co-teaching service delivery model is implemented when a general educator and a special educator co-teach a subject in the general education classroom setting. This creates a shared classroom with purposeful instruction that includes joint accountability and varied responsibilities for both teachers.

Co-Teaching Resources

November 2010

MELL Conference Presenters:Anne Sewell and Allyson Hile, ESL Resource Teachers, Kansas City, Missouri School District

Abstract: This presentation reviews the basic co-teaching models, road blocks to co-teaching and how to get around them, plan time maximization, and developing a co-teaching action plan.

March 2008

Dr. Marilyn Friend

Abstract: This PDF defines the characteristics of co-teaching, including what it should look like across elementary, middle, and high school settings. In addition, the presentation is intended to highlight factors that contribute to co-teaching’s success and sustainability. The goal is to emphasize how shared understandings are essential for creating learning environments that meet the increasingly diverse needs of today’s students while at the same time addressing practical issues that are faced by school professionals, particularly those that occur after the enthusiasm of start-up is past.

 

Differentiated Instruction Workshop

Differentiated instruction is an instructional practice that promotes varied and adapted approaches to teaching based on the individual student versus the classroom as a whole (Tomlinson, 2001). Though DI, teachers modify their curriculum for their students versus the students having to change to fit the curriculum. The Office of Special Education promotes this instructional strategy in an effort to allow all children throughout Missouri access to a quality education.

DI Resources

The Center on Instruction (COI) is one of five national content centers, part of the Comprehensive Center network, that is funded by the Office of Elementary and Secondary Education and the Office of Special Education Programs at the U.S. Department of Education. The center page above lists special education resources regarding DI and data-based decision making.

January 2011

Tracey Hall, Ph.D., Senior Research Scientist, NCAC

Abstract: Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum.

ERIC—the Education Resources Information Center, sponsored by the Institute of Education Sciences (IES) and the U.S. Department of Education, is an online digital library of education research and information that provides ready access to education literature to support the use of educational research and information to improve practice in learning, teaching, educational decision-making, and research. The center page above lists links to available DI resources.

February 2011

U.S. Department of Education Office of Planning, Evaluation and Policy Development

Abstract: This report describes an exploratory substudy on teachers’ thinking about data conducted in conjunction with the larger Study of Education Data Systems and Decision Making data collection and the implications of the substudy findings for teacher preparation and support.

Sources: Tomlinson, C. A., (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Alexandria, VA: ASCD.