+ kim trendel & michelle koenig franklin public schools the models of co-teaching monitoring...

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Kim Trendel & Michelle Koenig

Franklin Public Schools

The Models of Co-Teaching

Monitoring &

Parallel Stations

Active Partnershi

p

Differentiated Split

+Kim Trendel

Nationally Board Certified- Exceptional Needs Specialist

In my 13th year of teaching at FPMS

Cross-categorical teacher

Teach self-contained math, Math Lab and Home Base

6th year co-teaching in regular education math classrooms

+Michelle Koenig

Nationally Board Certified-EA Math

12th year of teaching

FHS & FPMS

Currently teaching 8th grade math & algebra, Core Plus, and Home Base

6th year team teaching

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+Questions

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+Forest Park in Franklin

Middle class suburban district

600 students in our school (about 300 per grade level)

Grades 7 & 8 (ran out of room for grade 6)

Organized in House system

Specialist is assigned to each House (CWD or ELL)

+Population of our Team-Teaching Hour

Students labeled with a disability (SLD, EBD, or OHI)

Math Lab students

Students that are basic or minimal on WKCE

Students that struggle in math

Students that “hate” math

+

Equal partnership in planning and implementing curriculum and assessingstudent work to best meet the needs of

all students in the same classroom. There are different models to reach this

goal based on instructional andstudent need.

K. Trendel & M. Koenig 2010

Our Definition Co-Teaching

+Are all models of co-teaching the same?

We think that there is a difference

between team teaching and co-teaching.

You will probably start team teaching,

but our goal is to get you to the co-teaching level…

this is where students will

be taken to the next level.

+What’s the Difference?

Co-Teaching:

Plan lessons together

Share instruction load

Create and grade assessments together

Both actively assess student work

*Embed specialized instruction*

Team Teaching:

Share in planning

Share instruction load

Share in creation of assessments

Provide accommodations and modifications

+Models

Team-Teaching

Monitoring

Parallel Teaching

Co-Teaching

Station Teaching

Differentiated Split Class

Active Partnership

+Monitoring

+Monitoring Teacher

This situation occurs when one teacher assumes the responsibility for instructing the entire class, while the other teacher circulates the room and monitors student understanding and behavior

Roles should shift between teachers during the class period or week

+Monitoring:

Lead teacher: takes responsibility in the delivery of instruction, planning, and leading the classroom

Support teacher: takes responsibility for classroom management, paperwork, adaptations, and support as needed, should have the same authority as the lead teacher, can quickly and quietly remove students as to not disrupt classroom learning environment, this role is an active role to improve the quality of learning.

What it is

+

Both teachers should share in the role of assessment

Teachers should check-in and make any necessary changes to lesson or management

Students remain in whole class instruction

These roles should change on a regular basis- PARITY!

This model should be used in conjunction with other co-teaching models

Monitoring:What it is

+Monitoring:

One teach, one grade

One teach, one make copies

One teach, one check email

One teach, one get caught up on paperwork

Every day regular ed teacher teach, special ed teacher support

What it is NOT

+Monitoring

There is no student benefit to using this model if the special education teacher has no role in lesson planning.

This strategy should be used only about 15 – 20% of time.

+Pros of using Monitoring

Similar to traditional teaching

Comfortable for teachers

Little to no prep time

Classroom management

Can increase instructional time

Struggling students can be identified

Both teachers can lead

Ensures that accommodations and modifications will be in place

+Cons of using Monitoring Does not work for all

students

No real “pay-off” if one teacher is always in the support role

Can lack collaboration

Teachers might feel that when they are not lead teacher they can do other work instead of working with students

May not have similar philosophies and styles for management, assessment, classroom expectations, rules

Spec ed teacher often becomes an assistant

If spec ed teacher only works with spec ed students a stigma can be created

Can turn into a reactive approach rather than a proactive approach (instead of planning individual needs into the lesson the spec ed teacher must rely on triage, pre-teaching or re-teaching)

+Monitoring

If co-teachers are merely taking turns delivering instruction, it begs the

question:

“What is substantively different about this class as compared to that of a traditionally solo taught class?”

+

EXAMPLES of

Monitoring

Correcting homework

Giving directions

Lesson recap

+Parallel Instruction

+Parallel Instruction

In this setting the class is divided into 2 large groups/smaller groups/partners and both teachers circulate and provide individualized support

+Parallel Instruction:

Both teachers are responsible for planning and delivering instruction, management, and assessment while students are working in small groups or pairs.

Dual partnership

Allows small group activities for students while getting individualized help from 2 different instructors

Students doing the same activity

What it is

+Parallel Instruction

Regular ed teacher works with regular ed students and special ed teacher works with special ed students

One teacher doing classroom management

One teacher leading and one teacher MIA

What it is NOT

+Pros of using Parallel Instruction

Students are more likely to ask questions and participate

Students are active in learning

Good integration of special ed students with their peers

Both teachers know the instructional goal

Peer partner work is an authentic way to integrate social and behavior goals for special ed students

Students complete the same activity while assignments can be tiered for differentiation

Get absent students caught up

+Cons of using Parallel Instruction Both teachers have to know and be

comfortable with the material

Noisy and distracting classroom environment

Transitions can be noisy and time consuming

+EXAMPLES

of Parallel

Instruction

Group/ partner work

+KEYS in Co-Teaching:

1. Always demonstrate parity (teachers and students) Use plural language Both should have adult furniture Spec ed students see the spec ed teacher is their

“leader” Both should have a place for supplies Sharing grading responsibility Both names should be on classroom materials Send home a classroom letter Communicate with parents as a team (conferences,

email, phone calls) Both give input at CST meetings

+KEYS in Co-Teaching:

2. Vary instructional models

Look through content to take advantage of all the models to ensure an increase in achievement

+Station Teaching

+Station Teaching

Students are divided into groups and rotate through organized stations. Both teachers are teaching at their own station.

Two ways to accomplish this task: 1) Same material is taught but teacher stations address different learning styles or 2) different material related to the same concept is taught in both teacher stations.

+Station Teaching:

Both teachers plan a lesson in which students rotate through stations that are lead by a teacher or independent work stations.

There can be between 2 and 4 (or more stations) occupied by students at any given time.

Stations are created to “chunk” information.

Teachers will need to plan for which students start in particular stations and how the stations will be rotated

What it is

+Station Teaching:

Students should rotate through all stations

Both teachers create student groups and determine how to rotate them

Students will need to be taught how to rotate between stations and how to behave in independent work stations

Both teachers lead stations and/or monitor independent stations

Station groups should change occasionally

What it is

+Station Teaching:

For lessons that are linear in which one skill depends on a previous skill

Should not be used to divide students only on ability

Tracking groups

What it is NOT

+Pros of using Station Teaching

Smaller student-teacher ratios

Smaller groups provide for safer environment for students to ask questions or participate

Allows for movement breaks

Helps students focus on one task

Share materials- especially useful if a whole-class set isn’t available

Allows teachers to teach the topic they feel most comfortable

Allows teachers to become an expert at their station because teachers will teach it several times

Can be a time to provide intensive interventions

+Cons of using Station Teaching Teachers might be tempted to always group

by ability

Can be noisy, transitions can be difficult

Students may have a difficult time putting together the “chunks” or making connections

Teachers may need to manage more than one station

+

EXAMPLES of

Station Teaching

Activities Direct instruction Independent work Multi-media- video clips Reading textbooks,

articles, newspaper Cooperative learning

activity Project work- group or

independent

+Differentiated Split

+Differentiated Split Class

This type of teaching involves dividing the class into smaller groups according to learning needs.

Each educator provides the respective group with the instruction required to meet their learning needs.

This could be remedial or enrichment instruction.

+Differentiated Split:

Both teachers share in lesson planning and instruction by breaking the class into groups and instructs their group with the added benefit of smaller student-teacher ratio. Both teachers need to feel comfortable with the material for this model to be successful.

What it is

+Differentiated Split:

There are 3 different ways to use this model Teach the same material in the same way Teach the same material in a different way

Take into account students likes/dislikes, learning styles, readiness levels, differentiate material and tier assignments

Teach different material Students won’t switch groups and repeat

instruction

What it is

+Differentiated Split:

Teachers face each other, students face away from each other to help minimize noise and help keep students focused on their lesson

Both teachers make modifications and accommodations as necessary.

What it is

+Differentiated Split:

“Separate but equal” approach

Yours and mine

Special ed students always in the same group

Tracking

Pull-out program

What it is NOT

+Pros of using Differentiated Split

Both teachers are actively involved in the lesson

Both teachers are lead teachers

Smaller student-teacher ratio

Flexibility in that students may work with one teacher or both teachers

Teachers can be creative when grouping students

Encourages teachers to be more creative and teach to different learning styles

Allows teachers to “chunk” information in to smaller manageable pieces

Teachers can plan their own group which is less time than planning with co-teacher

+Cons of using Differentiated Split Teachers may feel the

need to do their own thing rather than collaborating with co-teacher

Teachers may feel uncomfortable with the material

Room space, noise and board-space can be an issue

All activities must be the same amount of time

Not all topics can be divided into differentiated split groups

Some may be encouraged/inclined to always group the special ed students together in the same group

The assumption is that the special ed teacher always works with remedial group and/or special ed students

+EXAMPLES

of Differentiated

Split

Flexible grouping Fractions Graphing linear

equations with tables

+Active Partnership

+Active Partnership:

The teachers actively share the instruction of content and skills to all students

Examples: One teaches while one constructs concept map Dialog between teachers is exchanging and

discussing ideas in front of learners

+Active Partnership:

Teachers share in the lesson planning to deliver to a whole class as teachers work as a team to deliver instruction, work on building skills, clarify information, and facilitate learning and classroom management

Teachers much trust and respect each other so they can share the stage

What it is

+Active Partnership:

Teachers much be able to go back and forth as each are teaching, sharing information, asking questions, clarifying for each other, take notes, model, role play, and/or debate.

Allows for students to see different view points or strategies and for students to realize there is many different ways to get the correct answer

Both teachers can share their strengths and learning styles with students

It is worthwhile discussion that adds to instruction

What it is

+Active Partnership:

For teachers that haven’t developed trust and respect for each other

For teachers that don’t feel comfortable sharing more than one “right” way to complete something

For teachers who don’t feel comfortable “jumping in” on a lesson

For teachers that don’t feel confident with the material

What it is NOT

+Pros of using Active Partnership

Helps to demonstrate parity among teachers

Both teachers have ownership because they are integral to this approach

Takes full use of two teachers with strategies that cannot be done with one teacher alone

Students get multiple paths to information and can choose which works best for them

Students see teachers cooperate and work together

+Cons of using Active Partnership Multiple strategies for everything could confuse

students and slow down instructional pace

Can be difficult if trust and respect hasn’t been established

Will take planning time, co-teachers have to give up a little control

Teachers need to be open minded

+EXAMPLES

of Active

Partnership

Drawing 3-D models Calculating surface area and

volume Exponents

+Contact Information

Kim Trendel, Special Education Teacher

Kimberly.Trendel@franklin.k12.wi.us

Michelle Koenig, Regular Education Math Teacher

Michelle.Koenig@franklin.k12.wi.us

+Thank you for your feedback!

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Please provide specific comments: What did you learn? How will you implement what you learned today?

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