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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 lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

Morning LunchAfternoon

Welcome Specific Planning

PowerPoint Reflection

Information Next Meeting

Discussion

Reflection

General Planning


Objectives for session 1
Objectives for Session #1 lose sight of the shore for a long time.”

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 lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

Our Temperature:

Cool = 1

Moderate = 2

Hot = 3


Major co teaching approaches
Major Co-Teaching Approaches lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

  • 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. lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

  • See Handout #3, “Myth Busters.”


Team collaboration needs
Team Collaboration Needs lose sight of the shore for a long time.”

  • Student-driven reasons

  • Structure & purpose

  • Resources

  • Time together

  • Open communication

  • Support services

  • Others?

    Where are you strongest? Weakest?


Celebrate successes
Celebrate Successes! lose sight of the shore for a long time.”

  • Secret Doodle

  • Shared Doodle


Common difficulties
Common Difficulties lose sight of the shore for a long time.”

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 lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

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 lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

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 lose sight of the shore for a long time.”

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 lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

  • 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 lose sight of the shore for a long time.”

  • Take a future lesson or unit and plan it together!

  • Remember your target GLCEs!

  • Experts to support and guide are

    among us!!!


References
References lose sight of the shore for a long time.”

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