Co-Teaching and Differentiation …where do I fit?

Dr. Pokey Stanford

William Carey University

April 12, 2008

Inclusion Inclusion ConfusionConfusion

Regular Education Regular Education InitiativeInitiative

MainstreamingMainstreamingInclusionInclusion

Continuum of ServicesContinuum of Services Hospital and Institutional SettingsHospital and Institutional Settings

Residential SchoolResidential School Special Day SchoolSpecial Day School

Full-Time Special ClassesFull-Time Special Classes General Education Classroom plusGeneral Education Classroom plus

Resource Room ServiceResource Room Service General Education Classroom with General Education Classroom with

Supplementary Instruction or Supplementary Instruction or TreatmentTreatment

General Education Classroom with General Education Classroom with ConsultationConsultation

General Education General Education SettingSetting

*Adapted from Exceptional Children, Vol. 28, No. 7, March, 1962, p. *Adapted from Exceptional Children, Vol. 28, No. 7, March, 1962, p. 368.368.

Structures of Co-TeachingStructures of Co-Teaching

Teach and ObserveTeach and Observe Station TeachingStation Teaching Parallel TeachingParallel Teaching Alternative TeachingAlternative Teaching TeamingTeaming

Cook and Friend, 2000

Teach and ObserveTeach and Observe

One teacher leads and another offers One teacher leads and another offers assistance and support to individual or assistance and support to individual or small groups.small groups.

The supports need to be CLEARLY The supports need to be CLEARLY defined!defined!

Cook and Friend, 2000

Station TeachingStation Teaching

Students are divided into two heterogeneous groupsStudents are divided into two heterogeneous groups Each teacher provides instruction at a station to half of Each teacher provides instruction at a station to half of

the classthe class At another time (middle of the day, next week, middle of At another time (middle of the day, next week, middle of

the class period) students switch stationsthe class period) students switch stations Stations CANNOT be hierarchical in natureStations CANNOT be hierarchical in nature Each teacher is presenting a parallel taskEach teacher is presenting a parallel task

Cook and Friend, 2000

Parallel TeachingParallel Teaching

Teachers jointly plan instruction, but the Teachers jointly plan instruction, but the content may be delivered to half the class content may be delivered to half the class in small groupsin small groups

Heterogeneous groupingHeterogeneous grouping Excellent if you are introducing a difficult Excellent if you are introducing a difficult

concept or want to divide students with concept or want to divide students with behavioral issuesbehavioral issues

Cook and Friend, 2000

Alternative TeachingAlternative Teaching

One teacher works with a small group of One teacher works with a small group of students with a specific skill need (pre-teach, re-students with a specific skill need (pre-teach, re-teach, supplement, or enrich) while the other teach, supplement, or enrich) while the other teacher works with the rest of the classteacher works with the rest of the class

Structure works well when there is planning time Structure works well when there is planning time to consider how to structure the tasksto consider how to structure the tasks

Cook and Friend, 2000

TeamingTeaming

Both teachers share planning and instruction of Both teachers share planning and instruction of students in a coordinated fashionstudents in a coordinated fashion

Structure can only be utilized if there is planning Structure can only be utilized if there is planning time, an equal level of comfort with the time, an equal level of comfort with the curriculum, and similar teaching philosophiescurriculum, and similar teaching philosophies

Model may not address the needs of students Model may not address the needs of students with disabilitieswith disabilities

Cook and Friend, 2000

Whose students are these?Whose students are these?

Who is responsible for the students in the Who is responsible for the students in the classroom? The general education teacher classroom? The general education teacher is responsible for all of the students in the is responsible for all of the students in the class, but how do these responsibilities class, but how do these responsibilities change when the special education change when the special education teacher is in the room? Who is responsible teacher is in the room? Who is responsible for the students with special needs? Under for the students with special needs? Under what conditions do these responsibilities what conditions do these responsibilities change? change?

Who gives grades? How do we Who gives grades? How do we grade?grade?

Making joint decisions about how grades will be Making joint decisions about how grades will be handled for in- class assignments, tests, and handled for in- class assignments, tests, and homework will reduce the frictions frequently homework will reduce the frictions frequently associated with grading special education associated with grading special education students in general education classrooms. students in general education classrooms. Working together, teachers can develop Working together, teachers can develop guidelines for grading to use with both students guidelines for grading to use with both students and parents. and parents.

Dieker and Barnett (1996) suggest having both Dieker and Barnett (1996) suggest having both teachers check, discuss, and then assign grades teachers check, discuss, and then assign grades for student work. This process allows teachers for student work. This process allows teachers to become familiar with each other’s standards.to become familiar with each other’s standards.

Whose classroom management Whose classroom management rules do we use?rules do we use?

Rarely is there disagreement between teachers Rarely is there disagreement between teachers about the more extreme behaviors. The subtle about the more extreme behaviors. The subtle classroom management difficulties that are part classroom management difficulties that are part of the ongoing routines of running a classroom, of the ongoing routines of running a classroom, however, can cause concerns for teaches. however, can cause concerns for teaches. Often, the special education teacher is unsure Often, the special education teacher is unsure about when he or she should step in and assist about when he or she should step in and assist with classroom management. Teachers should with classroom management. Teachers should discuss their classroom management styles and discuss their classroom management styles and the roles they expect of each other in the roles they expect of each other in maintaining a smoothly running classroom. maintaining a smoothly running classroom.

What space do I get?What space do I get?

When special education teachers spend part of When special education teachers spend part of their day instructing in general education their day instructing in general education classrooms, it is extremely useful to have a classrooms, it is extremely useful to have a designated area for them to keep their materials. designated area for them to keep their materials. A desk and chair that are used only by special A desk and chair that are used only by special education teachers provide them with a "base" education teachers provide them with a "base" from which to work and contribute to their from which to work and contribute to their position of authority.position of authority.

Numerous sources state that both teachers Numerous sources state that both teachers should move into a different classroom rather should move into a different classroom rather than one teacher moving into the other’s space.than one teacher moving into the other’s space.

What do we tell the students?What do we tell the students?

The students should be informed that they The students should be informed that they have two teachers and that both teachers have two teachers and that both teachers have the same authority. We think it is a have the same authority. We think it is a good idea to introduce the special good idea to introduce the special education teacher as a "learning abilities" education teacher as a "learning abilities" specialist who will be working with all of specialist who will be working with all of the students from time to time. Generally the students from time to time. Generally students willingly accept the idea of having students willingly accept the idea of having two teachers and like it very much. two teachers and like it very much.

What do we tell the parents?What do we tell the parents?

Parents are part of the process from the Parents are part of the process from the beginning and are able to influence the beginning and are able to influence the development of the program. development of the program.

How can we get time to co-plan?How can we get time to co-plan?

Teachers report that planning often comes on their own Teachers report that planning often comes on their own time. Even when a designated period is established for co- time. Even when a designated period is established for co- planning, teachers report that this time gets taken away to planning, teachers report that this time gets taken away to be used for meetings and other school management be used for meetings and other school management activities. Teachers need a minimum of 45 minutes of activities. Teachers need a minimum of 45 minutes of uninterrupted planning time each uninterrupted planning time each weekweek if they are likely to if they are likely to have a successful co- teaching experience. have a successful co- teaching experience.

Designate a day or a half- day every 6- 8 weeks when Designate a day or a half- day every 6- 8 weeks when teachers can meet extensively to plan and discuss the teachers can meet extensively to plan and discuss the progress of students, as well as changes in their progress of students, as well as changes in their instructional practices. instructional practices.

Asking community volunteers or university students who are Asking community volunteers or university students who are majoring in education to direct certain classroom activities.majoring in education to direct certain classroom activities.

PlanningPlanning

If you don’t co-plan you can’t co-teachIf you don’t co-plan you can’t co-teach

QuickTime™ and aH.263 decompressor

are needed to see this picture.

Brain BreakBrain Break

What will be my obstacles in co-teaching?What will be my obstacles in co-teaching? What strengths will I bring to co-teaching?What strengths will I bring to co-teaching? How will I evaluate my co-teaching How will I evaluate my co-teaching

relationships?relationships?

How do I create community in How do I create community in my classroom?my classroom?

Communities of learners VS Classrooms of kidsCommunities of learners VS Classrooms of kids Communication with parentsCommunication with parents Communication with administratorsCommunication with administrators Communication with learnersCommunication with learners Communication with co-teachers and/or support Communication with co-teachers and/or support

staffstaff

Connection to Connection to Community Community

Meaningful ConnectionsMeaningful Connections Respectful dialogueRespectful dialogue

• Tell me about your child letters homeTell me about your child letters home• On-going/open communicationOn-going/open communication

From Engaging Children to Engaging From Engaging Children to Engaging Families.Families.

• Assumptions about ourselves as teachersAssumptions about ourselves as teachers• Assumptions about familiesAssumptions about families• Assumptions about childrenAssumptions about children

Create “family-based” homework projects

Make “family literacy” valid and important in your classroom

Share information with other teachers

Creative CommunicationCreative Communicationfor Communityfor Community

Consistent and efficient communication with Consistent and efficient communication with parents (newsletters, websites, email, etc.)parents (newsletters, websites, email, etc.)

Get-to-know activities or socials…open Get-to-know activities or socials…open classrooms…open doorsclassrooms…open doors

Parent/teacher/learner conferences, everyone Parent/teacher/learner conferences, everyone on the same teamon the same team

Name your classroomName your classroom Print t-shirts, logos, be a team togetherPrint t-shirts, logos, be a team together

Community Means…Community Means…

A Problem Shared is A Problem Shared is 1/2ed1/2ed

Joy Shared is Joy Shared is doubled doubled

Stop

Write

Think

How can I Create

Community ?

How do I differentiate?How do I differentiate?

ContentContentProcessProcessProductProductManipulation of Manipulation of

environment/learning styleenvironment/learning style

ExampleExample

Students may be grouped by interest but also have activities set at different levels of complexity (questioning levels/abstract thinking processes) resulting in varying products from differing learning modalities.

Thus content is being differentiated by interest, the process is being differentiated by readiness and the product is being differentiated by student learning modality preference.

Notes:Notes:

All differentiation of learning begins with All differentiation of learning begins with student assessmentstudent assessment

Differentiating required a considerable Differentiating required a considerable degree of self direction…must focus on degree of self direction…must focus on developing intrinsic motivationdeveloping intrinsic motivation

It is necessary to clarify the concept of It is necessary to clarify the concept of fairness (definition of fairness: everyone fairness (definition of fairness: everyone getting what is needed)getting what is needed)

Make-up BoardMake-up Policy – Any assignment that is late willbe reduced by 10% for each week it is late. Yo umay not turn in any missing assignment 1 weekprior to the end of the quarter.Cynthia

Zoobee

Gwenetta

Joshua

Samuel

Toby

Jose

Universal Desires for All ChildrenUniversal Desires for All Children AutonomyAutonomy

Relationship with othersRelationship with others InterdependenceInterdependence Safety and TrustSafety and Trust

Self-esteem and belongingSelf-esteem and belonging Self-RegulationSelf-Regulation

Accomplishment and PurposeAccomplishment and Purpose

The opportunity to be generous, to give and The opportunity to be generous, to give and not always receivenot always receive CommunicationCommunication

Pleasure and joyPleasure and joy

Brain-Based IdeasBrain-Based Ideas

Students can pay attention to only one Students can pay attention to only one thing at a timething at a time

Irrelevant or uninteresting information Irrelevant or uninteresting information does not stay with studentsdoes not stay with students

15/515/5 Brain Breaks are metacognitive activitiesBrain Breaks are metacognitive activities

Brain-friendly classroomsBrain-friendly classrooms

Hydration of learnersHydration of learners Connections to real-life Connections to real-life Talk has powerTalk has power Background is criticalBackground is critical Technology may hold some keysTechnology may hold some keys

Brain BreakBrain Break

Think, Pair, ShareThink, Pair, Share

How do we define How do we define differentiate instruction?differentiate instruction?

• Know your learners!!Know your learners!!• Multiple Intelligence strengthsMultiple Intelligence strengths• Assessment strengths/areas of needAssessment strengths/areas of need• Metacognative reflectionsMetacognative reflections• Adjustable assignmentsAdjustable assignments• Curriculum CompactingCurriculum Compacting• Grouping Grouping • CentersCenters• Projects and problem-based learning!Projects and problem-based learning!

Instructional OptionsInstructional Options

Role PlayingRole Playing Guest SpeakersGuest Speakers Cooperative GroupsCooperative Groups ArtifactsArtifacts Independent WorkIndependent Work Multiple IntelligencesMultiple Intelligences Assessment VariationsAssessment Variations

Why Differentiate?Why Differentiate? Attending to teacher-student relationships contributes to

student energy for learning… Attending to the learning environment builds a context for

learning… Attending to students’ backgrounds and needs builds

bridges that connect learners and important content Attending to student readiness allows for academic

growth… Attending to student interest enlists student motivation… Attending to student learning profiles enables efficiency of

learning…

How can I differentiate?How can I differentiate? Find ways to get to know students more intentionally and

regularly Incorporate small-group teaching into daily or weekly

teaching routines Learn to teach to the high end Offer more ways to explore and express learning Regularly use informal assessments to monitor student

understanding Teach in multiple ways Use basic reading strategies throughout the curriculum Allow working alone or with peers Use clear rubrics that coach for quality Cultivate a taste for diversity

MythsMyths

Self-correcting Self-correcting workbooksworkbooks

End-all for EducationEnd-all for Education Teacher does not Teacher does not

take instructional leadtake instructional lead Incompatible with Incompatible with

high-stakes high-stakes assessmentassessment

Only for a special Only for a special education populationeducation population

Differentiation occurs Differentiation occurs mainly through mainly through levelingleveling

Peer tutoring will be Peer tutoring will be overusedoverused

FULL inclusionFULL inclusion FREE!!FREE!! Islands will provide Islands will provide

refugerefuge

Values of Differentiated Values of Differentiated InstructionInstruction

The value of choiceThe value of

learning how to learn

The value of both ritual and variety

The value of variety in assessments

The value of collegiality

The value of open-endedness

The value of multiple learning modes

The value of connection

The value of different teaching styles

The value of student talk

The StarfishThe Starfish