谁在教室里？与课堂专家合作

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谁在教室里？与课堂专家合作

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在课堂上花几分钟时间与所有课堂专家进行交流，分享对活动的期望以及他们如何为您和学生提供支持。

学

All of the adults’ names and their roles in the classroom.

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为课堂专业人士提供领导力的时刻，以塑造或领导一个小组。

In ICT classrooms there are two teachers—a General Education Teacher and a Special Education Teacher. There also may be Paraprofessionals for individual students, small groups, or for the entire class. There’s also a chance a Related Service Provider or two may “push in” or “pull out” during your class.

Here are some basic definitions of educator roles. Note that these roles may vary from school to school and even between classrooms in the same school:

通识教育老师： 负责课堂内容和房间的整体基调。
特殊教育老师： Responsible for the accommodations and modifications to meet students’ Individualized Education Program (IEP) goals.
- 笔记： In some classrooms, both the General Education and Special Education Teachers share responsibilities for developing class content and establishing the overall content, tone, accommodations, and modifications for seamless instruction.

辅助专业 or Teaching Assistant: A trained assistant/aide working alongside teachers. A student might have a Paraprofessional for the following reasons: 1:1 Behavior Support, 1:1 Academic/Instructional Support, 1:1 Physical or Medical Support, or there may be a Paraprofessional assigned to the entire class. They are often referred to as Paras.
Related Service Provider (RSP): Speech Therapists, Occupational Therapists (OT), or Physical Therapists (PT) who work with individual students either in the classrooms (push in) or by pulling students out for 1:1 sessions.
Classroom Professional: The term given to all of the adults working together to support the students in the classroom: teachers, Paras, RSPs, etc.
教学艺术家（TA）： 访问教育家，在课堂上短期专注于提供艺术课程（或艺术教育经验）。

远程教学提示：

在数字平台上工作时，您还可能会遇到额外的支持和照顾者。让您的支持团队参与数字平台可能需要额外的准备和策略。要了解更多信息，请查看我们的资源 Who Is in the Virtual Classroom? Online Collaboration With Classroom Professionals.

协作（Co）教学目标

For working together on adapting materials and generating accommodations, use 通用学习设计 (UDL) 原则作为指南。

专注于 住所： changing how students are learning,
不是
修改： changing what 他们在学习。

共同决定合作教学的模式和目标，让所有课堂专家都能发挥自己的优势，最终让课堂上的每个学生都参与进来。

在与您的课堂专家会面后，您可能想要讨论哪种联合教学模式最有效。
并非所有教学模式都适用于所有课程计划。可能需要一些时间来确定哪些可能适用于您的新团队以及您的整个课程。您甚至可以在整个课程中使用各种模型。
在每节课开始之前，回顾一下房间里每个成年人将扮演的角色。

Diagram of Play 1 Set-Up. Students at five tables, teachers and TA together in front of tables, Paraprofessionals behind.

图片来源：阿德里亚娜·古兹曼

玩 #1

This model is recommended for a team that is excited to facilitate with you, but has 不是 reviewed your lesson closely.

在此模型中，两位老师都会与您一起为您的课程提供便利。如果您发现自己的教师表现出有兴趣参与您的居住前规划会议，那么这是一个理想的模式。

您仍然承担课程的大部分内容共享、演示和教学部分。
Then invite specific Teachers to take the lead at different moments, by demonstrating as models, clarifying or translating, writing directions on chart paper or a board, distributing materials, grouping students, documenting, leading cleanup, etc.
Paraprofessionals with individual students can focus on supporting them with the lesson, and the Classroom Paraprofessional can float between students who need support.
The Teachers can bounce off of you and add additional guidance. You all work the room and address potential student needs that may arise.

Diagram of Play 2 Set-up. Students in two equal groups, one teacher and paraprofessional with each group. TA and classroom paraprofessional in center of room.

图片来源：阿德里亚娜·古兹曼

玩 #2

建议团队使用此模型已是时候提前复习课程计划了。

In this model, you deliver enough of the lesson to get started, then one Teacher works with half the class and the second Teacher works with the other half, using the same lesson for each group.

您将扮演漂浮者的角色，并在需要时提供支持，或者观察、记录或满足任何其他需求。
Then continue to deliver instructions or check in with the entire class during particular periods of the lesson.
Paraprofessionals with individual students can focus on supporting them within their groups, and the Classroom Paraprofessional can float alongside you.

Diagram of Play 3 set-up. Students spread out, TA at front of room, teachers and paraprofessionals behind student tables.

图片来源：阿德里亚娜·古兹曼

玩 #3

此模型推荐给拥有不是 had much time to review the lesson plan beforehand and is less enthusiastic about participating.

In this model, you will be the lead educator; Teachers will take on the roles of assisting or observing.

作为领队，您将介绍和促进课程。
One Teacher will be your assistant, supporting you in transmitting information and instructions, and answering any questions that may arise.
第二位老师将作为观察员，在讨论期间做笔记，或拍摄课程，并观察学生的参与程度并在需要时提供支持。
Paraprofessionals with individual students can focus on supporting them with the lesson, and the Classroom Paraprofessional can float among individual students who need assistance as well as support the Teaching Artist.

Diagram of Play 4 set-up. Students in two groups. TA and one teacher with larger group, second teacher and paraprofessionals with smaller group.

图片来源：阿德里亚娜·古兹曼

玩 #4

此模型推荐给拥有不是 had much time to review the lesson plan beforehand.

In this model, after you introduce the lesson, the Special Ed Teacher will add specific strategies for some students to work on the lesson, and then focus on working with those students.

你的角色是与其余的学生一起工作。
通识教育老师将协助您，并可以为可能需要的学生提供扩展活动。
Paraprofessionals with individual students can focus on supporting them with the lesson, and the Classroom Paraprofessional can float among individual students who need assistance.

Diagram of Play 5 set-up. Students at three tables; teachers, TAs, and paraprofessionals split between the tables.

图片来源：阿德里亚娜·古兹曼

玩 #5

建议团队使用此模型已 time to review the lesson plan beforehand, and is hands-on with their students and your art form, or a class that would benefit from small-group work.

In this model, you and the Classroom Professionals work with your own small groups.

由于课堂教师熟悉他们的学生，他们将房间分成三或四组，并为每组分配一名教育者。
Each Educator delivers the lesson to their group and is responsible for the lesson and the group for the duration of the session. In these groups, students may complete an entire lesson, or could rotate between Educators. You may want to provide written instructions for each Educator to follow. Alternatively, you could first go over the directions as a full group before breaking into small groups.
The Classroom Paraprofessional can float among all three groups or lead a fourth group.
有个别学生的辅助专业人员可以专注于在他们的小组课程中为他们提供支持。

谁在教室里？与课堂专家合作

谁在教室里？与课堂专家合作

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