1 melissa a. hughes, ph.d. paul a. alberto, ph.d. rebecca m. wilson, ph.d. rebecca e. waugh, m.ed....
TRANSCRIPT
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Melissa A. Hughes, Ph.D.Paul A. Alberto, Ph.D.
Rebecca M. Wilson, Ph.D.Rebecca E. Waugh, M.Ed.
The Center for Collaborative EducationGeorgia State University
Effective Co-Teaching:
Co-Planning for the Co-Taught Classroom
Tina Anderson, Ph.D.Holly Ward, Ph.D.
Anderson and Ward Educational Services
Lynne Morris, Ph.D.LRE Project
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Effective Co-Teaching: Co-Planning for the Co-Taught Classroom
How do co-teachers plan for effective and efficient student
learning?
Level I:Planning Prior to
Beginning Co-Teaching “Must-have”
Conversations
Level II:Planning GPS Units: The Foundation of
Effective Co-Teaching
Level III:Weekly
“Touch Base”Planning
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How to plan effectively in the co-taught classroom.
Level I: Planning Prior to Beginning Co-Teaching
• To build a foundation for collaboration, co-teaching, and supportive instruction, teachers, paraprofessionals, interpreters and other providers begin with “must-have” conversations.
• As the relationships build, “must-have” conversations can be used to sustain the team.
• Time needed: a half day or multiple sessions
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How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Parity/Equality: How will you introduce yourselves on the first day? What about “Open House” and “Back to School Night”? Both teachers must be on time and stay for the entire teaching period. Both teachers review IEPs together. Both teachers lead the class and work with all students.
Space: Where do I put my things? Furniture, closet space, bookshelf Both teachers need to know where the supplies are kept.
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How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Professional Behavior
On time Eating/drinking in class Cell phone use Personal business Out of class Lack of preparation Inappropriate behavior with students
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How to plan effectively in the co-taught classroom
Level 1:
“Must-have” Conversations
Instructional Routines Warm up activities
Vocabulary development
Lecture/discussions
Hands-on lab activities
Writing activities
Textbook reading
Review lessons
Testing
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How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Organizational Routines Entering the classroom
Roll call
Being prepared
Pencil sharpening
Leaving during class
Homework
Makeup work
Trash, nose blowing, other bodily functions
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How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Behavior Management Ask Mom, if no, ask Dad!!!!
BE VERY CONSISTENT
Follow Behavior Intervention Plan (BIP)
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How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Accommodations Any change to the curriculum that does not result in a change to the GPS
Modifications Any change to the curriculum that requires less of the student than the minimum GPS.
Support vs. Enable
“Support” is the key to accessing the general education curriculum.
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How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Review of the IEP Note present levels of performance, goals and objectives, and accommodations and modifications for testing
Student Learning Profile Examine the student with disability from all aspects of the learning profile (learning style, gender, cultural aspects, etc.)
Examine information about the specific processing systems which may affect the student with disability (often found in the psychological evaluation)
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How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Grading / Testing Follow the IEP
Adapt scale
Adapt tests / Retake tests
Consider Effort
Parental Involvement Both teachers contact parents
Have clear understanding of requirements, accommodations, modifications, and grading
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How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Confidentiality If the student is in the general ed class, general ed teachers have access to all records
Do not discuss the student or their identified disability with anyone not related directly to the provision of services to that student
Pet Peeves Share your feelings
Feedback What worked, what did not work?
“Must have”
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Level II:
Planning GPS Units
How to plan effectively in the co-taught classroom
Planning GPS Unit:
The Foundation of Effective Co-teaching
Showing up and asking, “What are we doing today?” is not considered an effective strategy for co-teaching.
It is suggested that planning starts with long range curriculum outcomes, then proceeds to unit outcomes and then daily lesson planning.
Couple of hours/once per month or six weeks.
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Level II: Planning GPS Unitsusing Understanding by Designby Wiggins and McTighe (2005)
What the general education teacher
brings to the planning table
What the special education teacher
brings to the planning table
Co-teaching Team
Curriculum Map
Unit Essential Questions
Unit Understandings
Unit Knowledge
Unit Skills
Instructional Activities
Class-wide Behavior Management
IEPs
Accommodations
Modifications
Learning Profile
Individual Behavior Plans
Data Collection
Specialized Instruction
Differentiate Content
Unit Assessment
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How to plan effectively in the co-taught classroom
Level II:
Unit Planning
Unit Title
Essential Question
Topic 1 Topic 2 Topic 3
Concepts ConceptsConcepts
Vocabulary Vocabulary Vocabulary
Application
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Level II: Unit PlanningBased on GPS Units using Understanding by Design
What the general education teacher
brings to the planning table
Curriculum Map
Unit Essential Questions
Unit Understanding
Unit Knowledge
Unit Skills
Instructional Activities
Class-wide Behavior Management
Co-teaching Team
What the special education teacher
brings to the planning table
IEPs
Accommodations
Modifications
Learning Profiles
Individual Behavior Plans
Data Collection
Specialized InstructionDifferentiate Content
Differentiate Assessment
Differentiate Instruction, Materials, and Learning Activities
Determine Grouping and Co-Teaching Approaches to be used
Unit Assessment
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Use of co-teaching approaches across a unit:
One Teach, One Observe 10-15%
One Teach, One Drift no more than 20%
Station Teaching 30-40%
Parallel Teaching 30-40%
Alternative Teaching 30%
Team Teaching 20-30%
How to plan effectively in the co-taught classroom
Level II:
Unit Planning
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Level II: Unit PlanningBased on GPS Units using Understanding by Design
What the general education teacher
brings to the planning table
Curriculum Map
Unit Essential Questions
Unit Understanding
Unit Knowledge
Unit Skills
Instructional Activities
Class-wide Behavior Management
Co-teaching Team
What the special education teacher
brings to the planning table
IEPs
Accommodations
Modifications
Learning Profile
Specialized Instruction
Individual Behavior Plans
Data Collection
Differentiate Content
Differentiate Assessment
Differentiate Instruction, Materials, and Learning Activities
Determine Grouping and Co-Teaching Approaches to be used
Determine Roles and Responsibilities of Co-Teachers
Unit Assessments
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Revise lesson plans
Reflect on what worked and what did not!!
Monitor behavior plans/ IEP Goals and Objectives
Check on “who’s getting it” and what do we need to do differently
How to plan effectively in the co-taught classroom
Level III:
Weekly “Touch Base” Planning
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ReferencesFriend, M. (2005). Successful co-teaching strategies: Increasing the
effectiveness of your inclusive program (grades 1-12). Bureau of Education
and Research. Bellevue, WA. www.ber.org
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Ward, H., & Anderson, T. (2006). How to differentiate instruction in the co-
taught classroom. Student Achievement in the Least Restrictive
Environment (SA/LRE) Project. Georgia Department of Education.
Thompson, M. Learning Focused School. www.learningfocused.com
Wiggins, G. P., & McTighe, J. (2005). Understanding by Design (2nd Edition) Association for Supervision and Curriculum.
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Acknowledgment:The authors wish to acknowledge the support of the following:
Kathy Cox, State Superintendent of Schools
Marlene Bryar, Associate Superintendent, Innovative Instruction
The Georgia Department of Education
Janet Peeler, Associate Superintendent
of Special Student Services
Carol Seay, Director of Special Student Services
Dr. Cheryl Hungerford, Director of Professional Learning
Pat Jackson, Professional Learning: Special Student Services
Cobb County School System