co-teaching and collaboration - wikispacesand... · co-teaching and not co-teaching . co-teaching...
TRANSCRIPT
Please begin with the pink
Sorting Activity in your folder:
Work to sort the following scenarios into
two piles:
Co-Teaching and Not Co-Teaching
Co-teaching
and
Collaboration Strategies for Success
Jennifer Gondek
Instructional Specialist for Inclusive Education
TST BOCES
257-1551 x 334
Objectives: Define What Co-Teaching IS and IS NOT.
Provide a rationale, supported by philosophy, research,
and recent legislation for implementing co-teaching.
Assess individual, team, and school readiness to co-
teach.
Describe at least six different types of co-teaching
arrangements and determine when each type is most
appropriate.
Use the BASE model for unit planning support.
Explore multiple lesson planning formats for the co-
taught classroom.
Identify pragmatic issues related to co-teaching and
possible strategies for prevention and intervention.
Where are you?
This is
impossible!
We’re so
confused?!?
We think
we
understand.
We are
ready for
this
challenge!
Whip-Around
1. Name
2. Subject/Grade Level/Position
3. School
4. How familiar are you with co-teaching?
(Reference previous slide)
What is Co-teaching?
Co-teaching is an instructional delivery
model applicable to teaching students
with disabilities in least restrictive
integrated classroom settings in which
general and special education teachers
share responsibility for planning,
delivering, and evaluating instructional
practices for all students (Arguelles, Hughes, & Schumm, 2000; Villa, Thousand,& Nevin, 2008).
What Co-teaching is NOT!
One real teacher and one extra set of hands.
A pull-out special education program that is relocated to the middle of a general education classroom.
One teacher teaching one subject, then another teacher teaching a different subject.
One teacher teaches a lesson and another stands by and watches.
The assignment of someone to a room to act as a tutor.
The ideas of one person prevail for what should be taught and how it should be taught.
A synonym for collaboration, team teaching, or inclusion.
Villa, Thousand, & Nevin, (2008)
Friend (2004)
Sorting Activity:
What Co-Teaching IS: What Co-Teaching IS NOT:
A special education teacher and
a fourth grade classroom teacher
each work with a small group of
students struggling with
equivalent fractions, while the
rest of the class plays a fraction
game in partners.
A speech-language pathologist
and a kindergarten teacher plan
and deliver a vocabulary lesson
in the morning based on the
Read Aloud book for the
afternoon.
A social studies teacher and a
math teacher share a
classroom. The social studies
teacher teaches periods 1, 4, 5,
and 9. The math teacher
teaches periods 2, 3, 7, and 8.
A 7th grade science teacher gives
a brief mini-lesson on lab
procedures before beginning the
science lab for the day. The
special education teacher makes
photocopies for tomorrow’s
lesson.
A special education teacher
takes a small group of students
to the table at back of the room
to work on counting by 5’s, as
the first grade teacher works
with the rest of the students on
finding way to make $1.00.
A paraprofessional walks around
the classroom, reminding three
students with special needs to
remain on task as the fifth grade
teacher teaches a language arts
lesson.
The special education teacher
takes a group of 3 students
reading above grade level for 15
minutes, then works 1:1 with a
student for 5 minutes. The
classroom teacher takes a group
of 5 students reading below
grade level for 20 minutes. The
rest of the class works
independently at their seats.
Two fourth-grade classroom
teachers plan a math lesson on
double-digit multiplication and
teach the lesson to their
respective classes on the same
day at the same time.
Elements of Co-Teaching:
Co-teachers:
Coordinate their work to achieve at least one common, publicly agreed upon goal.
Share a belief system that supports the idea that each of the co-teachers has unique and valued expertise.
Demonstrate parity
Share traditional lone-teacher tasks and functions (jobs)
Use a cooperative process (Villa, Thousand & Nevin, 2008)
Why Co-Teach?
Individuals with Disabilities Education
Improvement Act (IDEIA) of 2004 - Students with disabilities as full participants in rigorous
academic and general education curriculum and assessment.
No Child Left Behind Act of 2001
-highly qualified teachers
Year Primary Placement in
General Education
1992 33%
2006 48.9%
2008 58%
U.S. Department of Education (2006, 2010)
Why Co-Teach?
Benefits for Teachers
1. Professional Benefits
Master of Content Master of Access
(Scruggs, Mastropieri, & McDuffie, 2007)
Why Co-Teach?
Benefits for Teachers
Two Heads are Better Than One!
Opportunities to Use Research-Based
Interventions
Increased Capacity to Problem Solve and
Individualize Learning
Empowerment
(Villa, Thousand & Nevin, 2008)
Why Co-Teach?
Benefits to Teachers:
Reach ALL students and learning styles
More time to learn, share and use instructional strategies
Increased knowledge of content
“Reality Check” for student goals
2x the opportunity to assist students
Background information on students with disabilities is provided
Support for ALL students
Improved student behaviors
Professional growth and satisfaction
www.vcld.org
Why Co-teach?
Benefits for Students without Disabilities
1. Increased cooperation
2. Extra teacher attention
3. Social benefits
4. Academic benefits
(Scruggs, Mastropieri, & McDuffie, 2007)
(Villa, Thousand & Nevin, 2008)
Why Co-teach?
Benefits for Students With Disabilities
Exposure to peer models for appropriate
behavior
Additional attention
Better meet both academic and social
needs.
“You can’t get away with anything” (Dicker , 2001)
Why Co-Teach?
Advantages for Students:
More time spent working cooperatively, learning content, working with students with differing abilities
Emphasis on learning skills, organization, and preparedness
Diverse learning techniques
More contact time with teachers
Improved self-esteem
Opportunities for leadership/growth within LRE
Better/More meaningful grades
Less fear of failure due to successful experiences
www.vcld.org
Where are you?
This is
impossible!
We’re so
confused?!?
We think
we
understand.
We are
ready for
this
challenge!
6 Basic Co-Teaching Structures:
(Friend, 2005)
One teach, one drift
One teach, one observe
Team-teaching
Alternative teaching
Parallel teaching
Station teaching
One teach, one get coffee
One teach, one check e-mail
One Teach, One Drift
One teacher is teaching, the other
teacher is drifting throughout the
classroom, checking for understanding
or providing one-to-one instruction.
(Friend, 2005)
http://www.autismtoday.com/articles/Co-Teaching
%20Proves%20Successful%20Concept.asp?cat=1
Advantages: Disadvantages:
Re-teaching
opportunities
Unequal teaching
roles
Immediate Feedback Individual students
may feel stigmatized
Formative Assessment Distracting
Classroom
Accommodations
May cause
dependency on
support teacher
Individualized
attention.
One Teach, One Observe
One teach, one observe occurs when
one teacher teaches the whole group,
and the other teacher observes the
students. (Cook & Friend, 1995)
http://www.oregonlive.com/politics/index.ssf/2008/10/oregon_teachers_fight_me
asure.html
Advantages: Disadvantages:
Opportunity for data-
collection
Unequal teaching
roles
Allows for peer
feedback
Formative Assessment
Team Teaching
Teachers share equally in planning and
delivering all components of academic
instruction. Both teachers teach a
large group by standing side-by-side.
(Friend and Cook, 2006)
http://storytrail.com/Impact/Chapter_3/main1.htm
Advantages: Disadvantages:
Both teachers seen as
knowledgeable
Both teachers must
know content
Models collaboration
and cooperation
May not fully address
needs
Different points of
view
Could be distracting
Immediate
clarification
Requires planning
Changing focus Requires compatibility
Alternative Teaching
One teacher teaches a small group of
three to eight students while the
other teaches the whole class (Cook
& Friend, 1995)
http://chasemarch.blogspot.com
http://www.visionsforlearning.net
Advantages: Disadvantages:
Small group/1:1
instruction
Selecting same
students
Pre/Re-teaching Using same
group/same teacher
Acceleration Feeling of isolation
More talk time
Teachers can rotate
roles
Parallel Teaching
Teachers plan collaboratively and
simultaneously teach the same
academic content to two equal
student groups (Friend, 2005)
Advantages: Disadvantages:
Lower student:teacher
ratio
Both teachers must know
content
Individualization Both teachers must cover
same material and
specificity
Strategic grouping Timing
Separation of students Noise/Distraction
Talk time
Teachers as equals
Accommodates teacher
style
Station Teaching
Teachers divide responsibility for
instructional content. They divide the class
into groups with each group working on a
different activity that contributes to the
attainment of one or more learning goals
for all students. (Friend, 2005)
Advantages: Disadvantages:
Equal teacher roles Unequal teaching roles
Lower S:T ratio Careful planning and prep
Strategic grouping Noise level
Separation Timing/Pacing
Individualization Requires strong routines
and classroom
management
Differentiate instruction
Allows creativity
Active learning format
Cooperation and
Independence
Meet the Team Co-Teaching Role(s) Curriculum Area (s)
Ms. Gilpatrick First Grade Classroom
Teacher
All core areas
Ms. Hernandez Paraprofessional
Ms. Nugent Speech and Language
Therapist
Meet the Team Co-Teaching Role(s) Curriculum Area(s)
Mr. Silva Science and Math
Teacher
Science, Math,
Language Arts, and
Social Studies Ms. Spaulding Special Educator
Ms. Kurtz ELA and SS Teacher
Ms. Olvina Paraprofessional
1. Read the chosen scenario with
your partner.
2. Create a chart that
summarizes the following:
•Grade Level
•Members of Co-Teaching Lesson
•Co-Teaching Model Used
•Brief Overview of the Lesson
•Positives/Advantages to this Co-Taught Lesson
•Possible Modifications or Changes
•Questions ???
http://inclusiveed.wikispaces.com
Visit the website listed below. Click on the link to
the Google Document that lists videos of various
co-teaching scenarios.
•Observe 4-5 of your choice.
•Fill out the reflection sheet for each “classroom”
you visit.
Where are you?
This is
impossible!
We’re so
confused?!?
We think
we
understand.
We are
ready for
this
challenge!
GETTING STARTED
Okay, now what…..
Where to Begin: Building Bridges
Walking across the bridge, leaving the familiar
ground of working alone, is the first act of
collaboration. All parties are in neutral territory,
with the security of knowing they can return to
land better, stronger, and changed. And perhaps
they will return to the same side of the bridge
even though they started from opposite sides.
Steele, Bell, & George, 2005
School Factors
Teacher
Factors
Student
Factors
Co-teaching
Implementation
School Factors Teacher Factors Student Factors
Commitment Commitment Population
Common Vision Incentives Disability
Support (Admin,
Faculty, Staff)
Vision Diversity
School Structure and
Scheduling
Attitudes Present Levels of
Performance
Class Size Teaching Philosophy and Style I.E.P. Goals
Curriculum Standards Professional Development Accommodations
Resources Teaching Experience Learning Styles
Incentives Content Knowledge Current Placement
Action Plan Skills to adapt curriculum and
instruction
Transition Goals
Other Initiatives Professional Relationships Parental Support
Interpersonal/Communication Skills Behavioral Needs
Roles and Responsibilities Social Skills
Time Demands
What are some roadblocks or
concerns you have about
crossing this bridge?
Considerations
Teachers need to volunteer and agree to co-teach.
Co-teaching should be implemented gradually.
Attention needs to be given to individualized education plan (IEP) setting changes that an inclusive classroom may invoke.
Goals and support services need to reflect the new learning experiences that students will receive in general education classes.
Murawski & Dieker, 2004
www.specialconnections.ku.edu
Preparing to Co-Teach
Preparing to Co-Teach:
Murawski, W.W., & Dieker, L.A. (2004). Tips and Strategies for co-teaching at the secondary
level. Teaching Exceptional Children, 36 (5), 52-58.
Where are you?
This is
impossible!
I’m so
confused?!?
I think I
understand.
We are
ready for
this
challenge!
Obstacles and Helpful Hints:
“Collaboration would be a
lot easier if it weren’t for all
those collaborators.”
50 Ways to Keep
Your Co-Teacher
Read your section of the article.
Write down the main points of each
section.
Be ready to share out.
B.A.S.E. Big Ideas
Analyzing areas of difficulty
Strategies and Supports
Evaluating the Process
-60-90 minutes of co-planning
-45-60 minutes of delegated tasks for each 3-4
week unit
-did not include daily lessons, grading, etc. (Hawbaker, Balong, Buckwalter, & Runyon, 2001)
What ALL Students will
Learn
What Most Students will
Learn
What Some Students will
Learn
(Schumm, Vaughn, & Harris, 1997)
•Observations
•Present Levels of Performance
•Warm-Up Activities/Exit Slips
•Pre-Test
•Homework
•Data Tracking (checklists, anecdotal
records, running records, conference
record forms, standards mastery)
CCLS [RF 1.3a]
Know and apply grade level phonics and
word analysis skills in decoding words.
•Determine which format of Co-Teaching you
will use and why.
• Keep in mind classroom accommodations and
any curriculum modifications.
•Determine ahead of time which co-teacher will
be responsible for accommodations if not pre-
determined at the unit level.
•What is the criteria for mastery?
•How will students show mastery?
•How can this be differentiated for students?
•How will we record and share this information?
•What will our next steps be? (Re-teaching,
extension activities, homework assignments, pre-
teach new material, instructional strategy/skill
groups, 1:1 conferencing)
•How will this learning target continue to be
monitored in the future?
Evaluating Effectiveness
Ensure that the co-teaching service is the best it can be.
Use curriculum-based and other measure to document
educational progress of all students in co-taught classes.
Gather other data (behavioral, discipline)
Track student progress across time and over grade levels
Keep in mind all the factors. Specify what made the
successes and problems. Make adjustments based on data.
Friend & Hurley-Chamberlain
http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=7504&CAT=none
Where are you?
This is
impossible!
We’re so
confused?!?
We think
we
understand.
We are
ready for
this
challenge!
“And when you walk into a classroom and you’re
struggling with that concept of how to reach all
these learners, you have to sometimes take it one
student at time. If you try to reach everybody all
at once, that can lead to frustration.”
Interview with Michelle Shearer, 2011 National Teacher of the Year
