Co teaching
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Co-Teaching . An Effective Way to Reach ALL Struggling Learners. Co-Teaching Debate. Benefits. Frustrations. Lack of common planning time. Co-teaching pairs not appropriately placed. Co-teacher placed in subject area not conducive to background. Lack of shared responsibility.

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Co-Teaching

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Co teaching

Co-Teaching

An Effective Way to Reach ALL Struggling Learners


Co teaching debate

Co-Teaching Debate

Benefits

Frustrations

Lack of common planning time.

Co-teaching pairs not appropriately placed.

Co-teacher placed in subject area not conducive to background.

Lack of shared responsibility.

  • Two teachers in the classroom.

  • Opportunities for concepts to be re-taught

  • Improvement of instruction/reflection

  • Increased opportunity for UDL and differentiated instruction to take place


Most common turn offs

Most Common Turn Offs

  • Lack of common planning time

  • Lack of consistent co-teaching partnerships (i.e. same person throughout the day)

  • Lack of co-teacher background/comfort with content. (i.e. different subjects each term)

  • Lack of relationship in partnership.


What co teaching is

What Co-Teaching Is

  • Delivery method for instruction

  • Equally qualified individuals

  • Shared and equal responsibility

  • Accountability is shared

  • Focusing on all

  • Differentiated Instruction


What co teaching is not

What Co-Teaching Is Not

  • One teaches and one helps

  • Pull out method

  • Targeting certain students

  • Isolating responsibilities

  • Following a lead

  • Lack of collaboration


Who benefits

Who Benefits?

  • Just as in differentiated instruction and Universal Lesson Design (UDL), the purpose to help all learners succeed.

  • Those that benefit the most are struggling learners.


How can it benefit struggling learners

How Can It Benefit Struggling Learners?

  • Increased observation of student success and struggle.

  • Re-teaching

  • Strategy instruction

  • Modeling alternative formats

  • Increased opportunity for teacher/student relationship.

  • Decrease inappropriate student behaviors and model appropriate social skills (McDuffie, Landrum, & Gelman, 2007)

  • On-task reminders and cues

  • Differentiated instruction


Greatest factor to making co teaching work

Greatest Factor to Making Co-Teaching Work

  • Team work and collaboration

  • Handout: “Steps in Effective Collaboration”

  • Break- 10 minutes. When we come back we will be looking at specific models of co-teaching and how to plan for co-teaching.


Six models of co teaching

Six Models of Co-Teaching

  • One teach, one observe

  • Station teaching

  • Parallel teaching

  • Alternative teaching

  • Teaming

  • Assist


One teach one observe

One Teach, One Observe

  • One teaches one observes pre-determined components (i.e. who is struggling, taking notes, etc.)

  • Teachers take turns teaching and observing.

  • Teachers analyze data together.

  • Video: http://www.youtube.com/watch?v=TCn4qDyuZVE&feature=fvw


Teaming

Teaming

  • Both teachers teach same content to the entire class.

  • The time is shared equally between teachers.

  • Most difficult approach, but often most effective. This approach takes time.

  • Video: http://www.youtube.com/watch?v=TCn4qDyuZVE&feature=fvw


Station teaching

Station Teaching

  • Teachers divide the content in half and divide the class in half.

  • One teacher works with one group while the other works with the other.

  • Groups alternate at equal time intervals.

  • http://www.youtube.com/watch?v=_BKCur0DvRo


Parallel teaching

Parallel Teaching

  • Like station teaching, but both teachers teach the SAME content simultaneously.

  • This could benefit students that need more one on one focus or opportunities to participate.

  • Could be distracting in small spaces.

  • Video: http://www.youtube.com/watch?v=YyxLvaScI0Q


Alternative teaching

Alternative Teaching

  • One teaches larger group and one works with smaller groups.

  • Great for remedial instruction, catching students up, etc.

  • Video:

    http://www.youtube.com/watch?v=Q-xEPmd72RI


Assist

Assist

  • This is the stereotypical model of co-teaching where one rotates the room and quietly assists students while the other teaches.

  • Use sparingly.


Discussion

Discussion

  • Which models of co-teaching seem most conducive to the science classroom? Why?


Planning for co teaching

Planning for Co-Teaching

  • Should be done on a consistent basis

  • Completed in a tiered fashion in what the team wants all students to learn, the majority of students to learn, and what they want a few students to learn (Schumm, Vaughn, & Leavell, 1994).


Planning for co teaching1

Planning for Co-Teaching

  • Roles- who teaches what?

  • Specific tasks and material creation

  • How will learning be assessed?

  • Who needs follow up? Who will address this?


Co teaching

Sample Planning FormTaken from: Vaughn, S., Schumm, J.S, & Arguelles, M.E. (1997). The ABCDEs of Co-Teaching. Teaching Exceptional Children, 30(2), 4-10.


Wrap up

Wrap Up

  • There are six models of co-teaching: observe, teaming, alternative, stations, parallel, and assist.

  • Collaboration and planning are vital to co-teaching success.

  • Tiered approach is best practice when planning for all learners.

  • Discussion and questions


References and resources

References and Resources

McDuffie, K., Landrum, T.,& Gelman, J. 2007) Co-Teaching and Students With Emotional and Behavioral Disorders. Beyond Behavior. Fall, pg. 11-16

Schumm, J. S., Vaughn, S., & Leavell, A. (1994). Planning Pyramid: A framework for planning for

diverse student needs during content area instruction. The Reading Teacher. 47(8), 608-615.

Vaughn, S., Schumm, J.S., & Arguelles, M.E. (1997). The ACBDEs of co-teaching. Teaching Exceptional Children, 30(2), 4-10.

http://www.youtube.com/watch?v=TCn4qDyuZVE&feature=fvw

http://www.youtube.com/watch?v=_BKCur0DvRo

http://www.youtube.com/watch?v=YyxLvaScI0Q

http://www.youtube.com/watch?v=Q-xEPmd72RI


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