Collaboration and Co-Teaching Strategies

1. Collaboration and Co-Teaching Strategies Facilitators: Kathryn Curry Erica Hilliker Adapted from Co-Teaching that Works: Ideas for School Administrators and Teachers, A. Beninghof, 2010, Muskegon ISD

2. Objectives • We will identify and discuss different collaborative practices and co-teaching models. • We will plan ways to integrate collaborative practices and co-teaching into our instructional repertoire in order to improve student access and outcomes.

3. Agenda • Activator- I SEE Strategy • Co-Teaching Models • Building Collaborative Relationships • Summarizer- Tickets Out

4. Activator “I See” Strategy I= Illustrate. What does co-teaching look like? What images come to mind? S= State in one simple sentence what it is. Use your own words. E= Elaborate on what you have just stated. E= Examples. Add examples from your own practice.

5. What is co-teaching? • Two or more adults • Simultaneously instructing a heterogeneous group of students • In a coordinated fashion “Collaborative teaching is a service delivery structure in which teachers with different knowledge, skills, and talents have joint responsibility for designing, delivering, monitoring, and evaluating instruction for a diverse group of learners in general education classrooms” (DeBoer & Fister, 1995).

6. Co-Teaching is not… • One teacher acting like a helper • Just “showing up” • Ignoring the needs of ELL students or students with IEPs • Teaching the same old way • Failing to assist ANY student in need

7. The Components of Co-Teaching Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children, 2 (3) 41-47

8. Stages of Co-Teacher Development • Both teachers direct some of the activities in the classroom. • Special educators offers mini-lessons or clarifies strategies that students may use. • 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 • Teachers often present separate lessons • One teacher is “boss”; one is “helper” Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children, 2 (3) 41-47

9. Co-Teaching Models: • Lead and Support • Duet • Speak and Add/Chart • Skills Group • Station Teaching • Learning Style • Parallel Teaching • Adapting • Complementary Instruction

10. Lead and Support What it is… Teacher A primary responsibility is planning a unit of instruction Teacher B shares in delivery, monitoring, and evaluation

11. Lesson Plan- Lead & Support Model Standard: Read and understand a variety of non-fiction. Objective: Increase Comprehension through comparison and contrast

12. Duet Model What it is… Teacher A Both teachers plan and design Teacher B instruction. Teachers take turns delivering various components of the lesson.

13. Speak and Add/Chart Model What it is… Teacher A primarily responsible for designing and delivering Teacher B adds and expands with questions, rephrasing, anecdotes; recording key information on charts, transparencies, or board.

14. Lesson Plan- Speak & Add/Chart Model Standard:Read a variety of literary forms- describe character development in fiction. Objective:Find similarities and differences among the 2 main characters of the novel.

15. Skills Group Model What it is… Teacher A Students are divided into 2-4 groups Teacher B based on instructional level. Each teacher takes primary responsibility for planning for one or two groups. Instruction may take place in small groups or whole group with differentiated levels.

16. Lesson Plan- Skills Group Model Standard: Writing- Student will write stories and simple explanations. Objective:Write an organized paragraph for a multi-step process.

17. Station Teaching Model What it is… Teacher A responsible for overall instruction Teacher B teaches a small group specific skills they have not mastered

18. Learning Style Model What it is… Teacher A Both teachers share in the design and Teacher B delivery of instruction. One teacher is primarily responsible for auditory and visual instruction, the other for tactile and kinesthetic instruction.

19. Parallel Teaching Model What it is… Teacher A Both teachers plan and design. The Teacher B class splits into two groups. Each teacher takes a group for the entire lesson.

20. Adapting Model What it is… Teacher A primarily responsible for planning and delivering a unit of instruction Teacher B determines and provides adaptations for students who are struggling

21. Complementary Instruction Model What it is… Teacher A primarily responsible for delivering core content Teacher B primarily responsible for delivering related instruction in the areas of study and survival skills

23. Collaborative Relationships • Think about the successful collaborative relationships you have had in your life -- both personal and professional. • What has made these relationships successful? Jot down key words • Walk about: Give one, get one • What makes collaborative partnerships work?

24. Roles and Responsibilities of Collaborative Teachers • The leader • The supporter • The techie • The scribe • The illustrator • The evaluator • Other roles

25. Getting Started • Review the elements of collaboration • Identify personality strengths and weaknesses, areas of expertise, learning styles, teaching styles and what you can bring to the relationship • Identify your values and beliefs on classroom management, motivating students, what is fair, assessment, grading, instructional strategies (‘more is more’) • Decide on the best times for meeting and planning for everyone involved

26. Compare and Contrast: Collaborative Teaching Roles and Responsibilities Consider each teacher’s role:

27. Protocol for Collaborative Professional Conversations on Co-teaching • Co-teachers set aside 20 minutes for this activity. They agree to a set of accepted parameters for this professional conversation. • One co-teacher offers his or her account of successful aspects of the shared co-teaching experience. The other co-teacher is silent and takes notes. (3 minutes) • The same step is repeated with the second co-teacher. (3 minutes) • Each teacher takes a turn to clarify one key element in the other’s presentation. (3 minutes total) • Co-teachers start an open discussion to analyze the reasons for their successes and/or identify any other contributing factors that hindered the success. (8 minutes) • The session is concluded with each co-teacher reflecting on the conversation and identifying one specific goal or step for the future. (3 minutes) Adapted from Easton, L. B. (February/March 2009). Protocols: A facilitator’s best friend. Tools for Schools, 12 (3). p. 6.

28. Powerful Questions to Try: • What do you want from your co-teaching partnership? • Try to envision success. Can you describe it? • What will you have to do to achieve this? • What stops you? • What options do you have? • What other options are there? • How will you or others know when it’s worked? • What would it look like to your students? • What would your students be doing differently? • What’s next?

29. Objectives • We will identify and discuss different collaborative practices and co-teaching models. • We will plan ways to integrate collaborative practices and co-teaching into our instructional repertoire in order to improve student access and outcomes.

30. Summarizer • I think… • I feel… • I wonder…