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Improving Access to General Curriculum for All Students Through Co-Teaching. Some Information from The Access Center: Improving Outcomes for All Students US Department of Education

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improving access to general curriculum for all students through co teaching

Improving Access to General Curriculum for All Students Through Co-Teaching

Some Information from The Access Center: Improving Outcomes for All Students

US Department of Education

“One doesn’t uncover new lands without consenting to lose sight of the shore for a long time.” Andre Gide
change from mde
Change from MDE
  • Impact of high school reform
  • High school credits & primary teaching
  • Change in MTTC credit
  • District steps
  • Co-teaching
agenda for the day
Agenda for the Day

Morning LunchAfternoon

Welcome Specific Planning

PowerPoint Reflection

Information Next Meeting



General Planning

objectives for session 1
Objectives for Session #1

We will:

  • Explore common approaches to co-teaching.
  • Identify and demonstrate effective teaming practices.
  • Plan practical strategies for learning.
  • Plan future co-teaching ventures.
  • Celebrate our successes.
defining co teaching
Defining Co-Teaching
  • 2 or more professional teachers
  • Meaningful instruction
  • Set curriculum & assessments
  • Diverse/blended group of students
  • Single classroom


GE Teacher SE Teacher

see handout 1 co teachers
See Handout #1: Co-Teachers

Our Temperature:

Cool = 1

Moderate = 2

Hot = 3

major co teaching approaches
Major Co-Teaching Approaches
  • One Teaching, One Drifting
  • Parallel Teaching
  • Station Teaching
  • Alternative Teaching
  • Team Teaching

Friend & Cook, 2003

one teaching one drifting approach
One Teaching, One Drifting Approach
  • One teacher- plans & instructs
  • Other teacher- provides adaptations & support
  • Joint planning- little
  • Research indicates- use sparingly

Friend & Cook, 2003

parallel teaching approach
Parallel Teaching Approach
  • Both teachers- share responsibility for planning & instruction
  • Both teachers- proficient in content
  • Each teaches- ½ of class in heterogeneous groups
  • Content- same
  • Methods- may differ slightly

Friend & Cook, 2003

station teaching approach
Station Teaching Approach
  • Divide responsibility- planning & instruction
  • Students- divided into groups & rotate
  • Teacher- repeats instruction to each group
  • Each teacher- instructs every group
  • Delivery- may vary
  • Content- somewhat similar

Friend & Cook, 2003

alternative teaching
Alternative Teaching
  • Teachers- divide planning & instruction
  • Student majority- large group setting
  • Small group(s)- individualized preteaching, enrichment, reteaching, etc.
  • Groups- should not always be the same
  • Strength- individualized instruction

Friend & Cook, 2003

team teaching approach
Team Teaching Approach
  • Both teachers- plan & instruct together
  • Team work- responsible for teaching & learning
  • Requires- communication, time, trust, respect, & meshing teaching styles
  • High potential- for student achievement

Friend & Cook, 2003

see handout 2a 2b
See Handout #2A & 2B.
  • What percent of our time is spent on each co-teaching approach?
  • Draw your present co-teaching pie chart.
  • Draw your future co-teaching pie chart.
  • Document ideas to reach your future goals.
  • What resources will you need to reach those goals?
begin by building bridges
Begin by Building Bridges
  • See Handout #3, “Myth Busters.”
team collaboration needs
Team Collaboration Needs
  • Student-driven reasons
  • Structure & purpose
  • Resources
  • Time together
  • Open communication
  • Support services
  • Others?

Where are you strongest? Weakest?

celebrate successes
Celebrate Successes!
  • Secret Doodle
  • Shared Doodle
common difficulties
Common Difficulties

General Educators Special Educators

Curriculum first Assessment first

Assessment-what learnedInstruction- repair gaps

Where are you and your

team member?

facets of co teaching
Facets of Co-Teaching
  • Co-teaching approaches & physical space
  • Familiarity with curriculum (SE & GE)
  • Curriculum objectives/GLCEs & modifications
  • Instructional presentation
  • Classroom management
  • Assessments

Is your team clear about these?

Gately & Gately, 2001

co teacher s self assessment
Co-Teacher’s Self Assessment

Discuss and fill out Handout #12 together.

“If you want them to HEAR it, you talk. If you want them to LEARN it, they talk.” (Sharon Bowman)

thoughtful planning
Thoughtful Planning
  • Align GE and SE concepts. (Handout #4)
  • Schedule & focus time.
  • Post both names on the door.
  • Know student needs. (Handout #5)
  • Correspondence & meetings reflect participation of both teachers.
  • Prepare respectful learning environment.
  • Create & teach effective routines.

(Walther-Thomas, Bryant, & Land, 1996)

instructional tips
Instructional Tips
  • Develop signals- each other & students
  • Instructional approaches- varied
  • Agenda & objectives- displayed clearly in classroom
  • Teacher roles- show equality & cooperation of team
  • Respect- each other & students
  • Learning styles- honored

Murawski & Dieker, 2004

get to know one another
Get to Know One Another

Deal with the “little” things first.

  • Do Handout #6 solo. Then discuss and come to an agreement on “bottom-line” answers.
get to know one another1
Get to Know One Another

Do Handout #7 solo.

Share with your partner.

Where do you agree/disagree?

Where do you/do you not need to agree?

Where do you need to compromise?

Grand Conversation to follow

in 10 minutes.

weekly co planning
Weekly Co-Planning
  • Schedule a meeting time.
  • Cover your bases. (Handout #8)
  • Stay focused on task(s).
  • Review content before meeting.
  • Keep it simple:
    • Instructional plans/objectives/GLCEs
    • Modifications/adaptations
    • Timelines & priorities
    • Formative assessments
    • Tasks for each teaching partner
your general plans for next week
Your General Plans for Next Week
  • Work on Handouts #10 & #11A or 11B as a generalized structure for next week.
  • Which co-teaching approach will you be using each day/lesson?
time for more detailed plans
Time for More Detailed Plans
  • Take a future lesson or unit and plan it together!
  • Remember your target GLCEs!
  • Experts to support and guide are

among us!!!


Available from The Access Center

American Institutes for Research

1000 Thomas Jefferson Street, NW

Washington, DC 20007

Differentiating Instruction for Mixed-Ability Classrooms, ASCD

Tools for High-Quality Differentiated Instruction, ASCD

S. Bowman, Preventing Death by Lecture, 2005

S. Bowman, How to Give It So They Get It, 2005

L. Slanec, 2007