Teachers in every subject and type of classroom can tailor Common Core instruction to individual student needs using the Universal Design for Learning strategies, says instructional coach Elizabeth Stein, who provides a wealth of helpful resources.
Category: Two Teachers in the Room
Whether connected educators are collaborating online or in person, says Elizabeth Stein, “they are constantly on a mission to provide deep, powerful learning for their students through multiple means of accessing the rich content of the Common Core.”
Elizabeth Stein believes Jim Knight’s instructional partnership approach to coaching can also benefit co-teachers as they build a relationship. Stein describes how Knight’s seven core principles point the way to a dynamic co-taught learning community.
Elizabeth Stein is now an instructional coach, working with many educators in co-teaching situations. She reflects on the characteristics of effective partnerships, including some that require us to leave comfort zones.
This summer Elizabeth Stein provided PD support to colleagues during a successful “camp” that helped struggling students develop a growth mindset & more academic confidence. Reflecting back, she draws 3 connections between mindfulness & co-teaching.
Co-teaching? Take a moment to reflect about on the year just past. What action steps did you take to amplify learning for you and your students? Elizabeth Stein recalls her action steps and shares 5 questions to help co-teachers do summer planning.
Our Two Teachers in the Room blogger shares her expertise for an upcoming online course. How can teachers create and maintain a successful co-teaching relationship? Elizabeth Stein answers questions from learning consultant Barbara Flanagan.
Elizabeth Stein constantly searches for professional development opportunities to strengthen co-teaching. Her district offers excellent PD, and she values virtual colleagues she’s found online. Lately her favorite PD comes with her own hashtag: #coteachat.
When special ed teacher Elizabeth Stein worked with her science co-teacher on their first flipped lesson, one student’s response clinched the concept for them: “I just wish we had more time to be the teachers in class—I like taking charge of my own learning.”
“William had a meltdown last week,” writes Elizabeth Stein. Right in the middle of class. How do we help students like this develop a growth mindset in an inflexible system? Elizabeth is having success with some students, including William.