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satela [25.4K]
3 years ago
8

Teaching Scenario Josie is a student in a fifth-grade inclusion class. She has a specific learning disability in mathematics and

has particular difficulty solving word problems. As soon as she finishes reading a problem, she begins doing computations; additionally, she seems to think that all problems have whole-number answers. One of the annual goals in her IEP is related to learning the process of solving word problems: "Josie will be able to solve grade-appropriate word problems independently 85 percent of the time, using a systematic and logical process." Identify THREE different strategies that would enable the teachers in a coteaching environment to develop and maintain a successful collaboration. Explain briefly how each strategy could contribute to a successful collaboration.
Social Studies
1 answer:
xz_007 [3.2K]3 years ago
7 0

Answer:

Three co-teaching strategies;

1) one-teach, one-observe.

2) one-teach, one-assist.

3) station teaching.

Explanation:

Co-teaching is when two educators work together to plan, organize, instruct and make assessments on the same group of students, sharing the same classroom.

Brief explanation of how each strategy could contribute to a successful collaboration;

1) one-teach, one-assist: This strategy means one teacher has primary responsibility while the other gathers specific observational information on students or the instructing teacher. The key to this strategy is to have a focus for observation.

2) one-teach, one-assist: This strategy means one teacher has primary instructional responsibility, while the other assists students with their work, monitors behaviors, or corrects assignments. This strategy is an extension of one-teach, one-assist.

3) station teaching: This strategy means the co-teachers divides the instructional content into parts and the student into groups. Groups spend designated time at each station with each teacher.

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For years, the state of Georgia has been in desperate need of water. Droughts and water rationing today are commonplace, and Georgia may have a legitimate claim to a section of real estate in Tennessee that would give the state partial rights to the waters of the Tennessee River. That will be for the attorneys to hammer out and for Congress to ultimately decide. But what I find even more thought-provoking is what would happen to the potentially hundreds of thousands of Tennessee residents who would wake up one morning to find they are now Georgians, without having moved one inch.

Back in 1796, the common border of Tennessee and Georgia was determined by the United States Congress. It was to be drawn along the 35th parallel of north latitude. In 1818, two surveyors were charged with mapping this out: one from Tennessee and the other from Georgia. Due to human error, antiquated equipment, or just haphazard surveying of the treacherous terrain, the border was actually mapped one mile south of where it was intended. In 1826, James Camack, a Georgia mathematician who was one of the original surveyors, admitted the error. Three attempts were made to move the border, but none succeeded. That one-mile error may seem insignificant after nearly 190 years of relative acceptance on both sides, but it has now become very significant and critical to the state of Georgia in general, and to the City of Atlanta in particular.

Atlanta is one of the few cities on the continent that’s not built on a water source capable of sustaining it. One of the region’s main reservoirs, Lake Lanier, now stands at 15 feet below normal levels. Given the urban sprawl of the city, the commodity of water has become very precious. Today that one-mile difference would provide the state of Georgia with ownership rights to a small portion of the Tennessee River, and the water so badly needed. Tennessee officials call the move absurd, even musing about dusting off the muskets, but to Georgia legislators it is desperately serious, and they will go to court to correct the error.

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