collaboration and co-teaching workshop

Supporting Teachers in Developing Mathematical Understanding for Students

Collaboration and Co-teaching

http://www.middlegrademath.org

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About this Webinar

• Presented by:Emily FaganEducation Development Center (EDC)

• 60 minutes

• Handout resources available at:http://middlegradesmath.org/webinar

Getting to Know the Toolkit

• Improving access to mathematics through improved collaboration and practice

• Tool name: Collaboration and Coteachinghttp://www.middlegrademath.org/Tools/CollaborationandCoteaching/

Purpose of Webinar

• Receive an overview of a specific tool on the Mathematics Improvement Toolkit

• Experience activities from the workshop

• Learn about how you might use this tool in your school or district

Getting to Know the Tool

Collaboration and Coteaching is a full-day workshop that can be facilitated by someone in your district.

Facilitation materials are free & downloadable.

A dvd must be purchased for $35.

Audience

Math and Special Education Teachers:

• middle grades mathematics

• inclusive classrooms with students with mild to moderate learning disabilities

• Co-teaching pairs

The workshop may also be appropriate for teachers who teach mathematics in self-contained classrooms, but this is not the intended audience.

Design Philosophy

Interactive PD workshop

Provide opportunities for teachers to:• Learn from one another• Discuss • Practice• Reflect • Bring their learning back to their own classroom

practice

The workshops are structured around four key elements: Information, Video, Activities, and Discussion

Workshop Goals are to:

• Deepen understanding of the benefits of collaborative teaching practices in the mathematics classroom

• Learn ways to strengthen collaboration and co-teaching between math and special educators

• Share expertise and strategies and try out collaborative planning

• Examine different models of co-teaching

• Set goals for building collaboration in your practice

What’s the Difference?

What is the difference between:

Collaboration

and

Cooperation?

Workshop Topics

Collaboration between math and special educators

Coteaching:

• Strategies for making mathematics accessible to a range of learners

• Roles for co-teachers

Coplanning for co-teaching

Improving Student Learning Requires Collaboration!

Math Educators

Knowledge of mathematics content, pedagogy, and curriculum

Special Educators Knowledge of disabilities

and experience making accommodations

Administrators Support, structures, supervision, and

professional development to foster collaboration

8© 2009, EDC

What’s the Difference?

What is the difference between:

Collaboration

and

Cooperation?

One Definition of Collaboration

A shared professional effort that requires:

• Commitment on the part of each individual

• A shared goal

• Careful attention to communication skills

• Equity in relationships and time allotments

(Source: Friend, 2000)

Two Messages About Collaboration

There are many models of collaboration.• There is no ONE best way to collaborate.

Building collaborative teaching relationships takes time, commitment and support.• For each situation, there are ways to

strengthen collaboration.

•Co-teaching requires teacher collaboration with the goal of enhancing learning for ALL students.

•A specific case of collaboration:•Instructional Strategies•Roles

Co-teaching Roles and Strategies

Background on Mathematics

• Students have been using a visual approach to solving algebraic equations using a “pan balance” model.

• Strategy emphasizes keeping the sides of the equation balanced.

• Students have worked with this model for a week.

Handout - #1

19

Video Background:Class and Teachers

©2009, EDC

Class7th grade inclusion class in an urban school with a large population of students who are ELLs

Teachers•Math Teacher and Special Educator have been working together for 3 years.•The Special Educator is in the class every day.•They do not have scheduled co-planning time.

Video: Co-teaching

Provides one example of co-teaching to spark reflection and exploration of collaboration/co-teaching.

•The video is a snapshot of two teachers on one day. •It focuses on the teachers in order to show how they work together in the classroom. •It is an example—not an exemplar.

Focus Question:

• What roles did the co-teachers take in this part of the lesson?

• What strategies did they use to support student learning in mathematics?

Video: Warm UPHandout -

#2

What Happens Next in the Workshop?

• After watching the video teachers discuss their observations in small groups

• Then, they look more carefully at the strategies and roles & apply the ideas to their own teaching situation.

Handout - #3

Finding Roles That Work

Co-teachers need roles that allow them to:

• Meet students’ needs

• Use their own expertise

• Learn from each other’s expertise

• Feel valued as a professional

• Share perspectives

Models

Matching Models to Situations

Co-teaching Models

Models of Co-Teaching

• Teach & Support

• Teach & Observe

• Team Teaching

• Parallel Teaching

• Stations

• Alternative TeachingHandout -

#4

Parallel Teaching

• Students are split into two heterogeneous groups with each teacher teaching one group.

• Math goals and content are the same for each group.

• Instructional methods, styles and contexts may vary.

Stations

Students rotate through stations working to complete a variety of tasks.

Each teacher works at a designated station.

Students work independently at some of the stations.

Stations Example

Station 1: (co-teacher) Explore an algebra tool from NCTM Illuminations website.

Station 3:(co-teacher)Complete a mini-lesson from primary curriculum materials.

Station 2: (independent)Write an “I’m thinking of a number” problem. Solve 2 written by classmates.

Station 4: (independent, individualized)Skills practice

Alternative Teaching

• Small Group and Large Group

• Different Instruction

• Students assigned to groups or given a choice

• Students not always in the same group

Alternative Teaching Example

Large Group Extension activity from current unit

Large Group Practice with a skill or concept

EXAMPLE ONE:Small Group Review of skills for an upcoming unit

EXAMPLE TWO: Small Group Apply skill or concept to new situation

Matching Models to Needs and Situation

• Teachers work in small groups to consider:

• What are the benefits of the model?

• What is required to use the model?

• When would you use the model?Handout -

#5

•Effective co-teaching requires some co-planning.

•Requirements for co-planning depend upon the model.

•Common planning time should be consistent, focused and protected.

Topic 3: Co-Planning

33

Process for Planning in a Co-Teaching Model

StudentsStrengthsDifficulties

LessonMath GoalsDemands

Barriers/Difficulties

Co-TeachingPlanning Accessibility

Determining RolesAssessment

33© 2009, EDC

Handout - #6

Messages About Co-Teaching

Relationships need time, continuity and support to evolve.

• One teach, one support or One teach, one observe are good starting places.

• Set goals to move beyond these models.

Messages About Co-Teaching

• As teachers get to know one another, they can move to other models, even with minimal planning time.

• Communication is key!

• Planning is important

• Keep focus on students’ needs.

In the next section, you’ll learn more about the facilitation support

materials and explore how you might conduct a workshop from the

toolkit in your school or district.

Workshop Facilitation

What you need to get started:

Visit the Mathematics Improvement Toolkit website:

• try sample activities and view video

• download Facilitator’s Guide and PowerPoint

Purchase DVD

Who Will Facilitate?

• Experienced math or special education teacher leaders or curriculum specialists

• Co-facilitation with representation of mathematics and special education departments is recommended.

Facilitator’s Guides

• Before the WorkshopPlanning, logistics, agendas, handouts, facilitation tips

• During the WorkshopSlide notes guide with talking points; pacing guides and suggestions

• Workshop Follow-Up OptionsIdeas for sustaining the learning

Questions?

• For more information on implementation, visit the Mathematics Improvement Toolkit website:http://middlegrademath.org/

Thank you

• This concludes the webinar presentation.

• A recording of this webinar will be posted at:http://middlegrademath.org/webinars

Improving Accessibility in Middle Grades Mathematics: Collaboration and Co-Teaching was developed at Education

Development Center, Inc (EDC) in Newton, MA. This tool is part of the Mathematics Improvement Toolkit, a project of the National Forum to Accelerate Middle Grades Reform, and was supported by The U.S. Department of Education's Comprehensive School

Reform Quality Initiative, grant # S332B060005. Opinions expressed are those of the authors and not necessarily those of

the Department.

42© 2009, EDC