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INSTANT PDF DOWNLOAD – Study resource for D188 The Collaborative Leader. Covers Tasks 1, 2, and 3 with structured guidance to help you understand requirements, organize responses, and prepare for successful submission. Clear, concise, and aligned with course competencies for efficient review. D188 task 1 help, D188 task 2 guide, D188 task 3 example, WGU D188 tasks, collaborative leader WGU, D188 performance assessment, WGU leadership course tasks, D188 study guide PDF, WGU education leadership tasks, D188 assignment help, WGU teacher program assessments, D188 course notes, D188 task walkthrough, WGU leadership assessment tasks, D188 assessment tips, WGU collaborative leadership course
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Collaborating with Team Members to Improve
Teaching and Learning
students when teaching mathematics. Students will have a tailored learning experience to meet the needs of our diverse students. Differentiated instruction ensures that each student is able to experience mathematical content at their level. Struggling learners can focus on mastering counting 1 to 10 while the above grade level students can work on composing and decomposing numbers to prepare them for addition and subtraction units. By differentiating instruction, students tend to be less overwhelmed while still being challenged. Before teaching the unit, students are given a pre- assessment provided by our curriculum (Reveal Math). Students are placed in ability-based groups based off of pre-assessment scores, progress monitoring, and teacher discretion. Math workshop model provides students with the opportunity to experience 4, 15 minute stations daily. These include Math with a teacher, Math with someone, Math by myself, and Math with technology. These stations are intentionally planned to provide additional differentiated instruction (Differentiate Elementary Math Instruction to Increase Engagement and Flexibility: Build Your Toolbox, 2024). Math with Someone: Students play a differentiated math game with a partner during this time. Students may complete a roll and cover activity. Some groups may roll and cover the number they roll, while some student groupings may roll and
add one more or one less depending on academic ability. Students are assigned animal groupings with folders to allow for ease of access to materials. Students in the fish group know to grab from the fish folder for this station daily. Math by Myself: Students complete differentiated math independent practice activities. This may include working on number formation or completing an assignment from our curriculum. A parapro is available to assist students during this time. Math with Technology: Students complete assignments on SplashLearn that are assigned based off mastery of skills shown. Students can follow learning paths that make instruction easier or more challenging based off of students showing mastery or lack of mastery. SplashLearn provides students with hints and explanations if extra assistance is needed. b. Hands-on Active Learning: We will use hands-on manipulatives when teaching students in mathematics. Students will use tools such as counting blocks, counters, toy objects, and tens frames to help students understand numbers and counting to 20. Manipulatives in math allow students to explore mathematics in tactile and concrete ways. This can strengthen students’ understanding of the content being taught. “Math is full of abstract
Hands-on Learning: A challenge that we expect to see is distraction. When using concrete objects like manipulatives it is common to see students off task and playing with the manipulatives. It can be a challenge to keep students on task and using the manipulatives (counters, connecting cubes, etc.). To combat this we start by allowing students a minute or two to explore the manipulatives how they see fit. Students are then explicitly taught the way to use manipulatives in math workshop, and it is expected that students will follow the rules. Students who become off task or distracted are often offered a nonpreferred activity or tool to use instead (tens frame, drawings, etc). This has helped combat students being off task or distracted while focusing on the learning target for the day. b. Student Questions: Differentiated Instruction: Students may ask what station they go to first. Students will be explicitly taught how to follow the math center rotation slides displayed on the smart board. The rotation slides will depict which station students are at with a picture. The slides will also include a timer that will let students know when to rotate. When the slides rotate it will move students to the next group. Students are responsible for finding their name on the chart and then going to that station. Students will be taught procedures for when they can come up to my small group table. For example,
students have a hand signal to notify me that they have the use the bathroom. Each week 2 “teacher assistants” are chosen. Teacher assistants wear construction vests during math workshop. Students know to ask teacher assistants before asking me. These explicit strategies taught to students eliminate the need for questions and interruptions during the workshop. Hands-on Learning: Students may ask about where to get materials and manipulatives for the lesson. For the math with a teacher station, I will provide the manipulatives needed. For math with someone and math by myself the manipulatives and tools needed are depicted with a picture on our center rotation chart. The materials are then placed in a bin on the math shelf in the classroom. Students are explicitly taught where and how to retrieve materials needed for math workshop. All extra supplies are kept on our math shelf. Students are allowed full access to this shelf during math workshop. This fosters independence while eliminating the need for disruptions during the workshop. c. Student Strengths: Differentiated Instruction: I anticipate that student data and assessment scores on our addition and subtraction unit will increase compared to years past. Math workshop with differentiated instruction will allow students to make exponential gains in mathematics. Students would not receive the same differentiated
planning for the upcoming week. At these meetings we discuss curriculum pacing and needs in our classrooms. We modify instruction and curriculum for the following week based on data from the week prior. All 4 teachers are offered opportunities to provide insight into their classroom happenings. We discussed what we noticed that went well during the week and what could have gone better with the curriculum. Teacher A is our grade level chair. Teacher A hosts the meetings in her classroom. Teacher A also brings our district provided pacing guides to meetings. Teacher B is our math representative. Teacher B sits our math curriculum board for the district and updates us on math curriculum for the upcoming week. Teacher C is our writing and reading representative. Teacher C sits on our writing and reading curriculum board for the district and updates us on ELA curriculums for the upcoming week. Teacher D is our phonics representative. Teacher D sits on our phonics board for the district and updates us on our phonics curriculum for the upcoming week. Each teacher on our team provides insight to curriculum and pacing. Each teacher has a curriculum they are responsible for being an “expert” in and answering questions/concerns and bringing feedback to the board for. Teachers are paired together for co-teaching in math workshop. Teachers rotate pairings year to year. Teacher B will provide math curriculum pacing and guides to all teachers. Teachers A, C and D will work together with their assigned co-teacher for how they will implement math workshop. All teachers decided they will take turns hosting math workshop in their
rooms based off of units. For example. Unit 1 is held in teacher 1’s room and unit 2 is in teacher 2’s room. Teachers will prep materials and share them for each unit. One teacher will prep a math workshop station per unit. They will share materials with all other kindergarten teachers. Teachers will rotate which station they plan for each unit to ensure equality.
2. Collaboration Model: Co-Teaching a. Reasoning: Co-teaching is a great model to assist in achieving our instructional goal. Co-teaching fosters a collaborative environment between classroom teachers. By implementing the use of hands-on learning and differentiated instruction in the math workshop along with co-teaching students diverse needs are able to be met (Inclusive Schools Network, 2015). “Younger elementary students are learning basic skills that of course will build forward in the students’ educational career. Elementary school is the perfect time to have as many professionals with direct hands-on coverage as is possible. It has been well documented that younger students benefit greatly with as much one-on-one and small group activity as they can get” (W. Stephen Parker, 2022, para. 11). Co-teaching is implemented between two separate partnerships of teachers with one another. In our math workshop model with co-teaching, each student is able to be seen daily for differentiated instruction with like-ability peers.
counting objects (to 10 and 20). Once students have shown mastery of these skills, we will move onto our addition and subtraction units. Our goal is to be able to spend less time on our addition and subtraction units than we have in past years due to having to reteach foundational math skills. If students show mastery of foundational math skills, then there will not be a need to reteach these during the addition and subtraction units.
C. Collaboration Plan Reflection: The instructional goal was achieved by students reaching a higher competency in foundational math skills to be applied in the upcoming addition and subtraction units. Data can be reviewed in the Success of Collaboration section below.
1. Collaborator Feedback: Positives: All teachers agreed that this plan implements all teachers and teamwork. Teachers each have tasks assigned and know their duties to contribute to the success of the math workshop. Teachers feel less overwhelmed than when they were trying to plan for a workshop model in the past independently. Specific feedback is below. Teacher A noted that their students verbalized being excited about math more than they have heard in the past. Students stated they liked math workshop and seemed eager to attend.
Teacher B noted that the consistency of the math workshop kept them on track to teach intentional lessons daily. Teacher C noted that their class liked the opportunities to explore technology tools. Teacher D noted that their class enjoyed using manipulatives and playing the games planned for the units in the math with someone station.
Negatives: All teachers agreed that finding a time of day to co-teach in math is difficult. We suggested to the administration that kindergarten have similar prep/special times. The administration agreed that if they decide to co-teach again, they could ensure our special times are similar so there are not as many scheduling conflicts. Specific feedback is below.
Teacher A noted that her classroom needed to attempt math workshop prior to co-teaching next year. This would allow for her class to understand rotations and expectations before mixing students and classrooms. Teacher B noted that each of the first 5 math units needed an additional 3-5 school days in order to ensure there is time to teach the additional foundational math skills. Teacher B also noted that when planning units the
model needed for all teachers to be flexible and accommodating when choosing a math workshop time. By doing this, students are receiving intentional math interventions to benefit student success.
Teacher C noted that students liked being able to explore technology in math workshops. Teachers researched engaging and interactive math tools for students to use. Teachers worked together and compromised to decide on a digital tool to explore (SplashLearn).
Teacher D noted that students liked the manipulatives and games planned for students in the math with someone station. Students’ progress monitoring scores for classes A-D can be seen below. Before Co-Teaching Method
Skill Number Identification to 10
Number Identification to 20
Counting Objects to 10
Counting Objects to 20 Score Average
After Co-Teaching Method
Skill Number Identification to 10 Number Identification to 20 Counting Objects to 10 Counting Objects to 20 Average^ Score^ 86%^ 47%^ 91%^ 32%
Overall student growth is shown by looking at data. We believe as a team this has to do with our ability to be flexible and accommodating to try new things and attempt co-teaching. The co-teaching model requires teachers to work together and collaborate. Our team would like to continue to implement this to benefit student success and foster collaboration in our school.
3. Adjustments: Our team agreed that we would like to complete team- building exercises to bond and grow stronger as a team. Our HR representatives and administration team are on board and will provide opportunities for us to engage in monthly team-building exercises during our data meetings. Specific feedback is below. Teacher A noted that
Teacher B noted that the team was not all following the curriculum pacing guide. While there is room for adjustments to be made, the team should be teaching similar lessons weekly within reason.
Sources
Differentiate Elementary Math Instruction to Increase Engagement and Flexibility: Build
Your Toolbox - edWeb. (2024, April 12). EdWeb.
Inclusive Schools Network. (2015, August 27). 7 Benefits of Collaborative Teaching.
The Power of Elementary Math Manipulatives | Continental. (2022, January 17).
Continental Educational Publisher.
W. Stephen Parker. (2022, December 27). The Benefits of Co-Teaching. Graduate
Programs for Educators.
Contributing to The Professional Development of Colleagues
