Chapter 2: Differences in Perspectives and Preferences among Co-

EducatorsBy: Emily Clark, Natalie Smith, and Karen Thomas

Individual Differences among Adults in Educational Environments• Different Perspectives and Perspectives change

occurrences in the classroom Perspectives: a mental view of facts and ideas,

and seeing the relevant data in meaningful relationships

Preference: a selection or choice to which one gives a priority

• For a better classroom, teachers co-teaching will put aside the different preferences and perspectives to create great lessons

Recognizing Differences in Professional Perspectives

• Analyzing problem-solving capacities of groups in various team endeavors: Cognitive Diversity Different types of disciplinary training Different tools and diverse understandings to the

task

General Education and Special Education• The issue of “your students” versus “my

students”

• There is a difference between Special Education and Regular Education teachers Different Curriculum Different Standards to meet Teaching and behavioral management strategies Assessment methods for grading and reporting

outcomes

• Collaboration has made both teachers prepare the lesson in a way that will help all students

General Education and Special Education• Collaboration does show the difference

between novice and tenured teachers The ability to make the right decisions in lesson

planning Novice teachers are more likely to show

enthusiasm with their first lesson of the year• Using more time to plan their first “true” lesson

Exposure to the newest:• Educational theories• Methods• Materials

Grade Levels and Curriculum Areas

• There is a need to understand the differences in standards among Elementary and Middle, then Special Education and General Education

• Different Professional Perspectives when dealing with different subjects in each grade level

• Different ways to collaborate and learning tools in Professional Development

More Differences of Perspectives• Homework: How much, often, and what kind

• Pull-out or Pull-in sessions for certain students

• Do make-up work during pull-out times

• Use test accommodations and modifications for students with disabilities

• Grading Policies

• Allowing “do-over” work for full or partial credit

• Time-out, positive and negative reinforcement, and contract contingencies

More Differences of Perspectives• Frequency and type of parent involvement in

the classroom

• Noise and activity levels within the classroom

• Appearance and activity levels of the classroom

• Being the only teacher on staff without parenting responsibilities, or vice versa

• Ways in which you co-teach and conduct classroom observations

• Use of Student portfolios

• Spending personal money on school supplies, or not doing so

Principles of Learning

• Variation in achievement among students cannot be eliminated Ways to do this:

• Speed up less able students artificially, unethical means• Slow down very able students, unethically and

preventing learning from happening

• Good teaching will increase individual differences in achievement among students Students with less ability and with disabilities will learn Students with more ability will learn even more if they are

not being held back by teaching processes

Principles of Learning

• 8 ways to successful collaboration and consultation1. Types of Learning Theory

2. Kinds of subject matter

3. Types of instructional goals

4. Orientations in time and achievement levels

5. Kinds of tests

6. Types of scores

7. Interpretations of score

8. Domains for learning and doing, with transfer of the learning

Types of Learning Theory

• Cognitive Directed to the students learning

• Behavioral Focus on observation, reinforcement conditions

for modifying behaviors, responses, prerequisite skills, instructional sequencing, and observable criteria

• Social Co-constructive process in which people interact

and negotiate to understand, apply, and problem solve

Three Kinds of Subject Matter• Essential

Subject matter is the most basic and clear-cut level within closed, fixed sphere for learning

• Developmental Specific but expansive to the extent that it either

cannot be fully mastered or it need not be fully mastered in order to continue to learn and do

• Ideational Subject matter is neither specifiable not

masterable

Annual Goals and Instructional Objectives• Goals must include

An observable student behaviors Conditions for demonstrating the behavior The minimal level of attainment expected

• Special Education curriculum must be measurable in order for IEP goals to be achieved

• General Education may need to follow IDEA in order for students with IEP’s to achieve goals

Time and Achievement Dimensions• This is a main proponent for teachers to decide

how much time for a student to have in order to achieve their IEP goals

• Special Education teachers help students to achieve goals made

• Collaborative teachers must think of ways to work towards the goal with instruction but not helping the student achieve the goal

Assessment and Evaluation Processes• Purpose of tests is to obtain scores,

interpretation of scores, and true meaning of the score obtained by students

• Teachers create flawed meanings for creating tests and grading tests: Using percentages to score nonmasterable

material Confusing percentile scores with percentages Using grade and age Equivalencies Grading on a curve Assessment adaptations for students with

disabilities

Thinking and Doing Together..

But in Different Ways

Thinking Together

• Educators do not need to think alike.

• They need to think together.

• If you value the individualism and uniqueness of students, then you should also value and respect the differences of your colleagues and co-educators.

Thinking Together

• Crucial factors of teacher preparation Ability to relate constructively to others Responding to differences with emotional

maturity

• Dialectical thinking (Madeline Hunter) Not abandoning one’s position Taking the opposing view momentarily

Tomorrow’s leaders

• Demonstrate tolerance

• Convey genuine interest in different ways of doing things

• Appreciate different ways of doing things

• Model such skills and attitudes every day in the school context

Recognizing Differences in Personality Preferences• Personality- the sum total of physical, mental,

and social characteristics of an individual

• Individuality is demonstrated by personality

• Studies of personalities Kolb cognitive style concepts The Dunn and Dunn learning style assessment Myers- Briggs Type Indicator

• Increase awareness and understanding of human preferences that influence behavior

Jungian Theory

• Every person is equipped with a broad spectrum of attributes and can use them as needed.

• Prefers to focus on one or the other at a time Example-- Prefers a red car, but could live with a

blue car

• Less preferred function contributes to productivity and self-satisfaction

• Provide balance and completeness

Self-study

• Help educators become aware of their own attributes and best qualities

• Completed at P.D.s or department meetings

• Strengths can be combined to help diverse students

• Be careful not to oversimplify or generalize results

Doing Together

• By addressing own preferences Become more insightful to student learning

styles Improve differentiation

• More willing and able to relate to colleagues’ personal preferences

• Work in different ways but build on it together

• Maximize team productivity

Using Adult Difference to Facilitate Collaboration• Some researchers focus on necessity of

common perspective, negating value of differences

• Best collaboration makes sincere effort to capitalize on differences Learn more from differing views of theory and

practice

Differences When Communicating

• Most problems occur from personality and professional differences

• Myers says, “it is human nature not to listen attentively if one has the impression that what is being said is going to be irrelevant or unimportant…”

Differences When Problem Finding and Problem Solving• Individuals differ on how they confront problems

(“meticulously” “rashly”)

• When alone, one generally looks for multiple perspectives to address all angles Collaboration sets this framework by nature

• No specific personality type is best Researchers show teams with composite

personalities outperforms a team with identical personalities

Differences When Evaluating and Reporting• Expressing views on “…assessment, grading,

and reporting results…” is best weapon against disagreements

• Recognize that differences do not intentionally aim to irritate or alienate

Using Adult Differences to Facilitate Team Interactions• Helpful elements in a team include:

Positive interdependence Individual accountability Face-to-face interaction Collaborative skills Group processing

• Use strengths to… Generate ideas for meeting need Organize and divide work Prepare evaluation procedures Follow-up with evaluation (further planning)

Ethical Issues Concerning Individual Perspectives and Preferences• To avoid issues, be ready to change minds

when evidence warrants it

• DO NOT: Become so enthused you share inappropriately Generalize unadvisedly Stereotype inadvertently Draw others out indiscriminately Take disagreement personally

• Keep it practical, appropriately personal

• “Onedownsmanship”-de-emphasis of prior knowledge in order to maintain relationships