Improving access to general curriculum for all students through co teaching
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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 http://www.k8accesscenter.org.

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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

http://www.k8accesscenter.org


Improving access to general curriculum for all students through co teaching

“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

Discussion

Reflection

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

    IN PETOSKEY HIGH SCHOOL

    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!!!


References

References

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


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