Co-Teach Part 3 Using Technology to Build Collaboration

1. Co-Teach Part 3Using Technology to Build Collaboration Laura Fisher lfisher@speed802.org

2. Agenda • Part 1 Teaching Styles • Part 2 Logistics • Getting started with Technology • Choosing a technology resource • Google docs • Wiki space

3. Co-Teach Issues for Discussion and Planning • Co-Teaching Check list for Issues and Discussion

4. HONORING DIVERSE TEACHING STYLES Edward Pajak, PhD Graduate Division of Education Johns Hopkins University epajak@jhu.edu

5. Collaborative Scheduling • Collaborative Scheduling A • Collaborative Scheduling B • Collaborative Scheduling C Walsh & Jones, 2004

6. Physical Arrangement

7. Physical Arrangement: Beginning Stage Gately & Gately, 2001 • Impression of separateness • Students with disabilities vs. general education students • Little ownership of materials or space by special educator • Delegated spaces which are rarely abandoned

8. Physical Arrangement:Beginning Stage (cont.) Gately & Gately, 2001 Invisible walls A classroom within classroom

9. Physical Arrangement:Compromising Stage Gately & Gately, 2001 More movement and shared space Sharing of materials Territoriality becomes less evident. Special educator moves more freely around the classroom but rarely takes center stage.

10. Physical Arrangement:Collaboration Stage Gately & Gately, 2001 Seating arrangements are intentionally interspersed. All students participate in cooperative grouping assignments. Teachers are more fluid in an unplanned and natural way.

11. Physical Arrangement:Collaboration Stage (cont.) Gately & Gately, 2001 Both teachers control space: Like an effective doubles team in tennis, the classroom is always “covered.” Space is truly jointly owned.

12. Familiarity With the Curriculum

13. Familiarity With the Curriculum: Beginning Stage Gately & Gately, 2001 Special educator may be unfamiliar with content or methodology used by the general educator. General educator may have limited understanding of modifying the curriculum and making appropriate accommodations. Unfamiliarity creates a lack of confidence in both teachers.

14. Familiarity With the Curriculum: CompromisingCollaborative Stages Gately & Gately, 2001 Special educator acquires a knowledge of the scope and sequence and develops a solid understanding of the content of the curriculum. Special educator gains confidence to make suggestions for modifications and accommodations.

15. Familiarity with the Curriculum: CompromisingCollaborative Stages (cont.) Gately & Gately, 2001 General educator becomes more willing to modify the curriculum, and there is increased sharing in planning and teaching. Both teachers appreciate the specific curriculum competencies that they bring to the content area.

16. Curriculum Goals and Modifications

17. Curriculum Goals and Modifications: Beginning Stage Programs are driven by textbooks and standards, and goals tend to be “test-driven.” Modifications and accommodations are generally restricted to those identified in the IEP; little interaction regarding modifications to the curriculum. Special educator’s role is seen as “helper.” Gately & Gately, 2001

18. Curriculum Goals and Modifications: Compromising Stage Gately & Gately, 2001 General educator may view modifications as “giving up” or “watering down” the curriculum.

19. Curriculum Goals andModifications: Collaborative Stage Gately & Gately, 2001 Both teachers begin to differentiate concepts that all students must know from concepts that most students should know. Modifications of content, activities, homework assignments, and tests become the norm for students who require them.

20. Instructional Presentation

21. Instructional Presentation:Beginning Stage Gately & Gately, 2001 Teachers often present separate lessons. One teacher is “boss”; one is “helper.”

22. Instructional Presentation:Compromising Stage Gately & Gately, 2001 Both teachers direct some of the activities in the classroom. Special educator offers mini-lessons or clarifies strategies that students may use.

23. Instructional Presentation:Collaborative Stage Gately & Gately, 2001 Both teachers participate in the presentation of the lesson, provide instruction, and structure the learning activities. The “chalk” passes freely. Students address questions and discuss concerns with both teachers.

24. Classroom Management

25. Classroom Management:Beginning Stage Gately & Gately, 2001 Special educator tends to assume the role of “behavior manager.”

26. Classroom Management:Compromising Stage Gately & Gately, 2001 More communication and mutual development of rules Some discussion for individual behavior management plans

27. Classroom Management:Collaborative Stage Both teachers are involved in developing a classroom management system that benefits all students. Common to observe individual behavior plans, use of contracts, tangible rewards, and reinforcers Development of community-building and relationship-building activities as a way to enhance classroom management Gately & Gately, 2001

29. Collaboration

30. Effective Co-Planning

31. Pre-Planning Murawski & Dieker, 2004; Dieker, 2002 Co-teaching requires thoughtful planning time. Administrative support is essential. Here is where the alignment of special and general education occurs Make this time as focused as possible Take turns taking the lead in planning and facilitating

34. Provide Weekly Scheduling Co-Planning Time Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996 Co-teaching teams should have a minimum of one scheduling/planning period (45–60 minutes) per week. Experienced teams should spend10 minutes to plan each lesson.

35. Effective Classroom-Level Planning Walther-Thomas, Bryant, & Land, 1996 Co-teachers should show a shared commitment and enthusiasm. Both teachers’ names should be posted on the door and in the classroom. All meetings and correspondence with families should reflect participation from both co-teachers. Skilled planners trust the professional skills of their partners.

36. Effective Classroom-Level Planning (cont.) Walther-Thomas, Bryant, & Land, 1996 Effective planners design learning environments for their students and for themselves that demand active involvement. Effective co-planners create learning and teaching environments in which each person’s contributions are valued. Effective planners develop effective routines to facilitate their planning. Planning skills improve over time.

37. Two Stages of ClassroomCo-Planning Walther-Thomas, Bryant, & Land, 1996 • Getting to know each other • Weekly co-planning

38. Getting to Know Each Other Walther-Thomas, Bryant, & Land, 1996 Ease into working with one another Deal with the “little” things first These typically become thedeal-breakers down the road, and preventing these road blocks earlycan make life easier.

41. Getting to Know Each Other (cont.) Walther-Thomas, Bryant, & Land, 1996 Important to spend time talking and getting better acquainted with eachother’s skills, interests, and educational philosophies Having a semi-structured preliminary discussion can facilitate this process. Discuss current classroom routinesand rules

43. Getting to Know Each Other (cont.) Walther-Thomas, Bryant, & Land, 1996 Consider a “pilot test” It may be necessary to plan together during the summer (i.e., prior to development days involving all staff).

44. Getting to Know Each Other (cont.) • Consider completing a teaching style inventory • Compare how each of you prefers to structure assignments, lessons,classroom schedule, etc. • Examples • http://fcrcweb.ftr.indstate.educationu/tstyles3.html • http://www.longleaf.net/teachingstyle.html

46. Weekly Co-Planning Walther-Thomas, Bryant, & Land, 1996 Effective weeklyco-planning is based on regularly scheduled meetings,rather than “fittingit in.” Important to stay focused Review content in advance of meeting

47. Weekly Co-Planning (cont.) Walther-Thomas, Bryant, & Land, 1996 • Guide the session with the following fundamental issues: • What are the content goals? • Who are the learners? • How can we teach most effectively?

48. Weekly Co-Planning (cont.) Walther-Thomas, Bryant, & Land, 1996 Shape instructional plans Establish timelines and priorities Assign preparation tasks