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CO-TEACHING PRINCIPLES AND PRACTICES, Part 1 . 1. 1. Presented by: Cindy Hartman and Diana McCauley 11/14/11. LEARNING TARGETS. Identify the 3 requirements for true co-teaching Become familiar with the 5 common classroom approaches to co-teaching and how/when to use them

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co teaching principles and practices part 1

CO-TEACHING PRINCIPLES AND PRACTICES, Part 1

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Presented by:

Cindy Hartman and Diana McCauley

11/14/11

learning targets
LEARNING TARGETS
  • Identify the 3 requirements for true co-teaching
  • Become familiar with the 5 common classroom approaches to co-teaching and how/when to use them
  • Practice some tools and techniques which encourage student engagement and motivation
5 components of a co teaching system
5 COMPONENTS of a CO-TEACHING SYSTEM:

Philosophy/

Beliefs

Individual Prerequisites

Personal/

Characteristics

Context/

Administrative Roles

Classroom

Practice/

Delivery Systems

Collaboration

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co teaching a way to meet the diverse needs of students
Co-Teaching: A way to meet the diverse needs of students
  • 2 or more professionals
  • Working collaboratively
  • With a heterogeneous (blended) group of students
  • Both delivering substantive instruction
  • In the same physical space
  • Sharing responsibility for success of ALL students

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true co teaching
True Co-Teaching

How is what we are doing together substantively better for kids than what one of us could do alone?

3 Requirements for True Co-Teaching

It’s not truly co-teaching unless you and your partner…

  • Co-plan
  • Co-instruct
  • Co-assess

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3 part activity consensogram parity independent writing
3 Part Activity-Consensogram, Parity, Independent Writing

Station 1: Consensogram

Station 2: Parity handout 5 and pen

Station 3:Independent Reading at your seat

Silently read DOs and DON’Ts of Co-Teaching handout 6

In the left and right hand margins, make notations using Punctuation Comprehension (see poster)

Order of stations: 1,2,3; 2,3,1; 3,1,2

using holcomb data questions to analyze consensogram data
Using HOLCOMB DATA QUESTIONS to Analyze CONSENSOGRAM Data

1 What question were we trying to answer?

2 What do the data tell us?

3 What don’t the data tell us? What else might we like to know?

4 What good news is suggested by the data?

5 What opportunities for improvement are suggested by the data?

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collaboration
Collaboration

6 Conditions for Collaboration

  • Is a voluntary relationship
  • Is based on mutual goals
  • Includes shared responsibility for participation and decision making
  • Requires shared responsibility for outcomes
  • Requires that participants share their resources
  • Requires parity among participants

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5 common co teaching classroom approaches
5 COMMON CO-TEACHING CLASSROOM APPROACHES
  • Station Teaching
  • Parallel Teaching
  • Alternative Teaching
  • Team Teaching
  • One Lead, One Support, Assist, Observe

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co teaching delivery system
Co-Teaching Delivery System
  • Station Teaching

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station teaching
Station Teaching
  • Teachers divide content and students
  • Students (or teachers) rotate among stations
  • Each teacher repeats instruction 3 (or more) times and each student visits both teachers and the independent station(s)
  • The independent station(s) could be set up for students to work in pairs or groups. Stations could be student-led.

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station teaching1
Station Teaching

When to Use:

  • When content is complex
  • In lessons in which part of planned instruction is review
  • When several topics comprise instruction
  • To implement differentiation
  • To hold conferences with small groups

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co teaching delivery system1
Co-Teaching Delivery System
  • Parallel Teaching

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parallel teaching
Parallel Teaching

Class divided into two groups more or less the same size

Could be taught same content same way at the same time

Could be taught same content different ways at the same time

Could be taught different content and then switch to repeat OR students share their different learnings with one another

parallel teaching1
Parallel Teaching

When to use:

  • When you need a lower teacher-student ratio for effective instruction
  • When you want to increase student participation
  • When you want to multiply the impact of instruction for strategic purposes, e.g. review, differentiation, re-teaching, pre-teaching, enrichment, etc.

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co teaching delivery system2
Co-Teaching Delivery System
  • Alternative Teaching

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alternative teaching
Alternative Teaching
  • Consists of large group and small group instruction
  • Small group can be used for skill mastery or enrichment
  • Purpose for the small group and its membership needs to vary

e.g., large group checks homework, small group

is pre-taught vocabulary for the

day’s lesson

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alternative teaching1
ALTERNATIVE TEACHING

When to Use:

  • Groups vary based on readiness, interest, and learning profile
  • High levels of mastery are expected for all students
  • Pre-teaching, Re-teaching, Enrichment

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activity stand up conference
Activity: Stand Up Conference

9/18/2014

Think: What have we studied so far today?

Work w 3 o’clock appt. Decide who is A, B

A begins. Talk until timer sounds. B listens SILENTLY.

Switch. B shares but does not repeat.

Multiple cycles possible.

Coaching is crucial.

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co teaching delivery system3
Co-Teaching Delivery System
  • Team Teaching

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team teaching
TEAM TEACHING

Both teachers are responsible for teaching the lesson.

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team teaching1
TEAM TEACHING

When to Use:

  • Teacher experience is comparable or complimentary
  • Teachers are comfortable and compatible
  • Dialogue between teachers enhances instruction
  • To demonstrate procedures to students

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co teaching delivery system4
Co-Teaching Delivery System

One Teach,

One Support, Assist, Observe

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speak and help or observe
Speak and Help or Observe

When to use:

With lessons stressing a process in which students’ work needs close monitoring

To gather information or data when questions arise about students (e.g., check student progress, behavior).

Both teachers share the data collection responsibility and each has the opportunity to lead the teaching of the lesson

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speak and chart
Speak and Chart

When to use:

When one partner feels unsure about the content

With paraprofessionals or with students as the charting partner

To model note-taking, concept maps, graphic organizers

To model steps by working problems on the board

Recording student responses for all to see

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speak and add
Speak and Add

When to use:

For clarification and emphasis of key points

To make connections to past and future learning

Gives both teachers an opportunity to monitor student responses as the partner teacher presents

The “add partner” may have the same subject matter expertise, but it is not essential

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dance freeze frame
Dance, Freeze, Frame
  • 1st frame: something you remember about the 5 approaches
  • 2nd frame: something you remember about parity
  • 3rd frame: one engagement tool you would like to try
part 1 wrap up
Part 1 Wrap up
  • Review 3 requirements for true co-teaching and 5 classroom approaches
  • Identify approaches modeled by co-presenters
  • Review engagement tools and techniques
  • Issue Bin items
  • Exit slip completion
  • Plus Delta Evaluation-add post its toposter when leaving
when co teaching is successful
WHEN CO-TEACHING IS SUCCESSFUL….

It occurs in a single setting in which shared ownership of a classroom encourages shared responsibilities, ideas, time and planning.

Commitment, respect, and support foster the success of all students.

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co teaching
Co-Teaching

Getting together is beginning.

Staying together is progress.

Working together is success.

contact information
Contact Information

91_dmccauley@seovec.org

740-856-9186

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