Please follow the requirement below. Read the textbook and answer the questions. Due in 3 days. APA format. 250—300 words for each question. Use properly citation.
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Name:
Date:
Reading Reaction #3
Assigned Reading: Boundless Learning Co-Teaching, Chapters 1-3, pages 1-41
Directions:
1. Answer the question with the asterisk (*). This question is required. Be prepared to share your response during SET-Up with the Learning Community.
2. Select 4 additional questions of interest from the menu below and respond.
3. Use the Reading Reaction template to write your responses in a Microsoft Word document. Each response should be between 250- 300 words.
Menu:
|
*What do you consider the biggest impact on students when learning in a co-teaching setting and why is it important?
|
Analyze the different definitions of co-teaching. How is Boundless Learning Co-Teaching the same and different from the other definitions?
|
Examine the co-teaching models that are used in classrooms today. Explain which one you think is the most beneficial for teachers to use and which one is the least impactful for students.
|
|
Why is the UNITED Protocol so important for co-teachers to complete?
|
Provide an example of how unveiling beliefs, vision, and mission during the first step of the UNITED Protocol makes the co-teaching partnership stronger.
|
Explain the importance of the six High Performance Teaming Principles used in a co-teaching classroom.
|
|
Describe how the Boundless Learning Team-Based Cycle of Instruction addresses active engagement by the teachers and students.
|
Design a Learning Together task that follows the pillars of productive group work. Use middle school students working in the subject of math for your task.
|
Identify 2-3 ways that SET-Up and WRAP-Up within the Team-Based Cycle of Instruction can facilitate active engagement, individual accountability, and peer support.
|
Name:
Date:
Reading Reaction Template
Question:
Response:
Question:
Response:
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Response:
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Response:
Reading Reaction Rubric
Needs Improvement (0)
Developing (1)
Sufficient (2)
Clarity of Response
The reading response is not well-defined. Central ideas from the readings are not evident to support the response. The response does not demonstrate an understanding of the critical concepts from the reading.
The reading response is partially defined. Central ideas from the readings are somewhat evident to support the response. The response indicates an initial understanding of the critical concepts from the reading.
The reading response is clearly defined. Central ideas from the readings are evident to support the response. The response indicates an understanding of the critical concepts from the reading.
Name:
Date:
Reading
Reaction
#3
Assigned
Reading
:
Boundless
Learning
Co-Teaching,
Chapters
1-3,
pages
1-41
Directions:
1.
Answer
the
question
with
the
asterisk
(*).
This
question
is
required.
Be
prepared
to
share
your
response
during
SET-Up
with
the
Learning
Community.
2.
Select
4
additional
questions
of
interest
from
the
menu
below
and
respond.
3.
Use
the
Reading
Reaction
template
to
write
your
responses
in
a
Microsoft
Word
document.
Each
response
should
be
between
250-
300
words.
Menu:
*What
do
you
consider
the
biggest
impact
on
students
when
learning
in
a
co-teaching
setting
and
why
is
it
important?
Analyze
the
different
definitions
of
co-teaching.
How
is
Boundless
Learning
Co-
Teaching
the
same
and
different
from
the
other
definitions?
Examine
the
co-teaching
models
that
are
used
in
classrooms
today.
Explain
which
one
you
think
is
the
most
beneficial
for
teachers
to
use
and
which
one
is
the
least
impactful
for
students.
Why
is
the
UNITED
Protocol
so
important
for
co-teachers
to
complete?
Provide
an
example
of
how
unveiling
beliefs,
vision,
and
mission
during
the
first
step
of
the
UNITED
Protocol
makes
the
co-teaching
partnership
stronger.
Explain
the
importance
of
the
six
High
Performance
Teaming
Principles
used
in
a
co-teaching
classroom.
Describe
how
the
Boundless
Learning
Team-Based
Cycle
of
Instruction
addresses
active
engagement
by
the
teachers
and
students.
Design
a
Learning
Together
task
that
follows
the
pillars
of
productive
group
work.
Use
middle
school
students
working
in
the
subject
of
math
for
your
task.
Identify
2-3
ways
that
SET-Up
and
WRAP-Up
within
the
Team-Based
Cycle
of
Instruction
can
facilitate
active
engagement,
individual
accountability,
and
peer
support.
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