presented by nancy lopez
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Collaboration and Effective Instructional Delivery in the Co-Taught Classroom Co-Teaching: A Professional Marriage From Dating to the Silver Anniversary. Presented by Nancy Lopez. Promoting and Establishing Effective Co-Teaching. Workshop Objectives. - PowerPoint PPT PresentationTRANSCRIPT
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Collaboration and Effective Instructional Delivery in the Co-
Taught Classroom
Co-Teaching: A Professional MarriageFrom Dating to the Silver Anniversary
Presented byNancy Lopez
![Page 2: Presented by Nancy Lopez](https://reader035.vdocuments.us/reader035/viewer/2022062410/56815cc8550346895dcad2e8/html5/thumbnails/2.jpg)
Promoting and Establishing Effective Co-Teaching
Administrative Support
Professional Development and Training
TimeRoles and Responsibilities
Instructional Delivery
Bouck, 2007: Cramer et al., 2010;Dieker & Murawski, 2003; Friend et al., 2010; Gurgur & Uzuner, 2010; Kim et al., 2006; Mastropieri et al., 2005; Murawski, 2006; Rice et al., 2007; Scruggs, et al., 2007;Smith & Leonard, 2005; Tobin, 2005; Wilson & Michaels,2006
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Workshop Objectives
1. Develop strategies to promote effective collaboration with your co-teaching partner
2. Identify barriers that impede effective co-teaching, and determine ways to address those barriers
3. Identify and implement effective instructional delivery methods to address the needs of all learners in the co-taught classroom
4. Evaluate effective instructional delivery methods to address the needs of all learners in the co-taught classroom
5. Determine future co-teaching needs
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Session I
Promoting Collaboration and a Professional Relationship
Objectives:• Develop strategies to promote effective
collaboration with your co-teaching partner• Identify barriers that impede effective co-
teaching, and determine ways to address those barriers
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AccessFrom the Classroom to the Curriculum
Federal Legislation• No Child Left Behind NCLB (2001) • IDEA (2004)
To address the needs of students and comply with the mandates of federal legislation, co-teaching has become an acceptable service delivery model to meet the needs of special education students in the inclusive setting (Friend et al.)
Bouck, 2007; Friend et al., 2010; Rice et al., 2007; Wilson & Michaels, 2006)
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(Friend et al., 2010; Smith & Leonard, 2005; Scruggs et al., 2007; Mastropieri et al., 2005)
Administrators’ Decisions Directly Impact the Effectiveness of Co-Teaching
• Support• Knowledge Base• Schedule• Evaluation• The Gift of Time
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Who Were You?
• What kind of student were you in grade school and high school?
• Did you always work hard and excel?• Or did you challenge your teaches by what
you did or didn’t do?
(Hoerr, 2011)
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Who are You Now?Personal and Professional
StrengthsAreas of Need What Can I Bring to this
Partnership?
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Establishing a Collaborative Environment with a Co-Teacher
Collaborate! We Need to Talk!
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Collaborative Partner Activity
Directions: Co-teaching partners discuss “Topics for Co-Teachers” and reach a compromising decision regarding each topic.
The relationship between co-teachers can influence the effectiveness of co-teaching (Mastropieri et al., 2005)
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Co-Teacher Roles“It’s a Balancing Act”
General Education Teacher
“The Content Specialist
Special Education Teacher
“The Strategy Specialist”
(Bouck, 2007)
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Pair/Share ActivityWhose Job is It Anyway?
Yours, Mine or Ours• Disciplinarian• Supporter• Content Specialist• Strategy Specialist• Accommodations Specialist• Collaborator• Organizer• Classroom Manager• Interior Decorator• Observer • Assistant
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Challenges in Co-Teaching
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Carousal Activity
Directions: Identify your 3 greatest challenges to co-teaching, and place a sticky note on each of the corresponding posters around the room.
• Time• Planning• Discipline• Parity• Content• Communication• Expectations• Structure• Grading• Space• Noise
Large Group Discussion: “How do we address the challenges?”
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No names, just insights
Three things I can use are…1.2.3.What I still need to know is…1.2.3.This would have been better if…1.2.3.
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Session II
Moving Beyond the Lecture: Meeting the Needs of All Learners
Objective: • Develop effective instructional delivery
methods to address the needs of all learners in the co-taught classroom
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Learning Style Inventory
Directions: Complete the inventory to determine your primary learning style
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“One Size Does Not Fit All”Barriers Exist in the Classroom
Textbooks Assessments Lectures
Lack of interest Skill Level Lack of social skills
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How to Address the Needs of All Learners
• Differing instructional presentation styles gave students more opportunities to be successful (Cramer et al., 2010)
• Varying instructional practices such as cooperative learning and peer tutoring (Dieker & Murawski, 2003)
• Differentiated instruction and assessment to meet individual student needs (Cramer et al., 2010)
• Technology offers new learning options for all students (Edyburn, 2006; Kim et al., 2006; Rice et al., 2007)
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Models of Co-Teaching
(Friend, 2003)
Co-Teaching Model Role of Teacher 1 Role of Teacher 2One Teacher, One Assist Presents content to entire
classDrifts for: proximity control, redirection,
comprehension checks and any adaptations
Alternative Teaching Presents lesson to large group of students
Pre-teaches, reteaches, or provides enrichment
activities to a small group of students
Parallel Teaching Presents same content as teacher 2 to half of the
students
Presents same content as teacher 1 to the other half
of the students
Station Teaching Presents one aspect of the lesson to half of the class
Presents a different aspect of the lesson to the other
half of the class
Team Teaching Shared instruction; coordinated activities throughout the lesson
Shared instruction; coordinated activities throughout the lesson
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Jigsaw Activity
• Divide into 5 groups• Each group is assigned one model of co-
teaching• As a group, answer the following questions:
Why might we want to use this type of co-teaching?What barriers could there possibly be?
• Present to large group
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Selecting an Approach and Instructional Strategies
• Student characteristics and needs • Teacher characteristics and needs• Content and instructional strategies• Pragmatic considerations
(Friend, 2003)
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Application Activity
• Plan and develop a sample lesson with your co-teacher which will utilize either Team Teaching, Station Teaching, Alternative Teaching, or Parallel Teaching.
• Implement this lesson in your co-taught classroom before the next session.
• Share this experience with the large group at the next session.
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Session 2 Round Up
Anticipation GuideFinal Responses
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Session III
Collaborate, Evaluate, and Celebrate Co-Teaching
Objectives: • Evaluate effective instructional delivery
methods to address the needs of all learners in the co-taught classroom
• Determine future co-teaching needs
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Reflection, Collaboration, and Celebration
• Co-Teaching teams share their experiences regarding the sample lesson they implemented.
• Group problem solving • Participants celebrate their accomplishments.
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Where Are We Now and Where Do We Want to Go?
Team Evaluation
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Needs Assessment
Determine needs
Provide opportunities
for professional
growth
Implement new
strategies
Evaluate outcomes
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References
Bouck, E.C. (2007). Co-teaching…not just a textbook term: Implications for practice. Preventing School Failure, 51(2), 46-51.Cramer, E., Liston, A., Nevin, A., & Thousand, J. (2010). Co-teaching in urban secondary school districts to meet the needs of all teachers and learners: "implications for teacher
education reform". International Journal of Whole Schooling, 6(2), 59-76. Dieker, L. A., & Murawski, W. W. (2003). Co-teaching at the secondary level: Unique issues,
current trends, and suggestions for success. High School Journal, 86(4), 1-13. Edyburn, D. L. (2006). Failure is not an option: Collecting, reviewing, and acting on evidence for using technology to enhance academic performance. Learning & Leading with Technology, 34(1), 20-23. Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An
illustration of the complexity of collaboration in special education. Journal of Educational & Psychological Consultation, 20(1), 9-27.
Friend, M. (2003). Successful co-teaching strategies: Increasing the effectiveness of your inclusive program. Bellevue, WA: Bureau of Education & Research.
Gurgur, H., & Uzuner, Y. (2010). A phenomenological analysis of the views on co- teaching applications in the inclusion classroom. Educational Sciences: Theory and Practice, 10(1), 311-331.
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References
Kim, A., Woodruff, A. L., Klein, C., & Vaughn, S. (2006). Facilitating co-teaching for literacy in general education classrooms through technology: Focus on students with learning disabilities. Reading & Writing Quarterly, 22(3), 269-291. Mastropieri, M., Scruggs, T., Graetz, J., Norland, J., Gardizi, W. & McDuffie, K. (2005). Case studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in School and Clinic, 40(5), 260-270.Murawski, W. W. (2006). Student outcomes in co-taught secondary english classes: How can we
improve? Reading & Writing Quarterly, 22(3), 227-247. Rice, N., Drame, E., Owens, L., & Frattura, E. M. (2007). Co-instructing at the secondary level:
Strategies for success. TEACHING Exceptional Children, 39(6), 12-18. Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive
classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.Smith, R. & Leonard, P. (2005). Collaboration for inclusion: Practitioner perspectives. Equity and Excellence in Education, 38(4), 269-279. Tobin, R. (2005). Co-teaching in language arts: Supporting students with learning disabilities. Canadian Journal of Education, 28(4), 784-801.Wilson, G. L., & Michaels, C. A. (2006). General and special education students' perceptions of co- teaching: Implications for secondary-level literacy instruction. Reading & Writing Quarterly, 22(3), 205-225.