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Co-Teaching 101: A Beginning. E. Q. : How can co-teaching be applied in the general classroom?. What is co-teaching?. What is co-teaching?.

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co teaching 101 a beginning

Co-Teaching 101:A Beginning

E. Q. : How can co-teaching be applied in the general classroom?

what is co teaching1
What is co-teaching?

Co-teaching occurs when two or more teachers, one general educator and the other a special service provider (e.g. special education, related services, ELL, reading) share physical space in order to actively instruct a blended group of students, including students with disabilities.

co teaching is a service delivery system in which
Co-teaching is a service delivery system, in which:
  • Two (or more) professionally credentialed staff
  • Share instructional responsibility
  • For a single group of students
  • Primarily in a single classroom or workspace
co teaching definition continued
Co-teaching Definition (continued)
  • To teach required curriculum with mutual ownership, pooled resources, and joint accountability.
  • Although each individual’s level of participation may vary.

Marilyn Friend (2007)

co teaching is not
Co-teaching is not:
  • An extra set of hands in the classroom;
  • The general education teacher providing instruction as if she or he was teaching alone while the special educator roams;
  • Two individuals taking turns teaching;
co teaching is not1
Co-teaching is not:
  • An individual pulling a small group of students aside to deliver instruction completely separate from that being provided to the rest of the class.
  • Shoring up incompetent staff.
why co teaching why now
Why co-teaching? Why now?
  • IDEA and NCLB requirements
    • Gives students access to highly qualified subject- matter teachers (HQT)
    • Least Restrictive Environment (LRE)
    • Access to general education curriculum
    • Adequate Yearly Progress (AYP)
    • Teacher Evaluations
nc professional teaching standards
NC Professional Teaching Standards
  • Standard I: TEACHERS DEMONSTRATE LEADERSHIP
    • Teachers demonstrate leadership in the school
    • Teachers lead the teaching profession
    • Teachers advocate for schools and students
nc professional teaching standards1
NC Professional Teaching Standards
  • Standard II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS
    • Teachers provide an environment in which each child has a positive, nurturing relationship with a caring adult
    • Teachers treat students as individuals
    • Teachers adapt their teaching for the benefit of students with special needs
nc professional teaching standards2
NC Professional Teaching Standards
  • Standard III: TEACHERS KNOW THE CONTENT THEY TEACH
    • Teachers make instruction relevant to students
nc professional teaching standards3
NC Professional Teaching Standards
  • Standard IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS
    • Teachers know the ways in which lesson learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students
    • Teachers plan instruction appropriate for their students
    • Teachers use a variety of instructional methods
nc professional teaching standards4
NC Professional Teaching Standards
  • Standard V: TEACHERS REFLECT ON THEIR PRACTICE
    • Teachers function effectively in a complex, dynamic environment
benefits of co teaching
Benefits of Co-Teaching
  • Shared responsibility for educating all students
  • Shared understanding and use of common assessment data
  • Shared ownership for programming and interventions
benefits of co teaching1
Benefits of Co-Teaching
  • Creating common understanding
  • Teachers learn from each other
  • Collegial relationships are created along with professional development
benefits of co teaching2
Benefits of Co-Teaching
  • Resources are shared
  • Management strategies are more consistent with frequent feedback
  • Individualization of instruction is fostered with multiple views of the students
points to ponder
Points to Ponder
  • Which of the definition components of co-teaching seem most critical to you and why?
roles and responsibilities
Roles and Responsibilities

Regular Educator

Special Educator

  • Expert on Grade level content
  • Curriculum based assessment
  • Providing whole group instruction
  • Develop structure of classroom
  • Plan lessons, activities, tests, assignments, etc.
  • Collaborate with the special educator on curriculum, modifications, grading, progress reports, etc.
  • Assist in the IEP development and serve as a member of the team
  • Expert on individualized instruction
  • Provide instructional strategies and modifications recommended in regards to curriculum, behavior plans, lessons, activities, alternate assessments, assignments, etc.
  • Coordinate IEP’s, evaluations, IEP Team meetings, etc.
  • Collaborate with the regular education teacher
  • Collaborate with the entire team, including parents and students

Parity !

co teaching approaches
Co –teaching Approaches
  • One Teach, One Observe
  • Station Teaching
  • Parallel Teaching
  • Alternative Teaching
  • Team Teaching
  • One Teach, One Assist
one teach one observe
One Teach, One Observe

One teacher teaches and the other systematically collects data on a student, group of students or entire class on behaviors the professionals have previously agreed upon.

slide22

One Teach

One Observe

one teach one observe1
One Teach, One Observe

Benefits:

  • Opportunity for observation of students and data collection
      • Jointly decided specifics to observe and analyze in advance
      • Both professionals should discuss the results of the observations
  • Deepen understanding of each other’s teaching styles
  • Requires little joint planning
one teach one observe2
One Teach, One Observe

Drawbacks, if used to excess:

  • Special service provider is relegated to the role of assistant
  • Students do not see teachers as having equivalent responsibility and authority

Recommended Use:

Periodic (5-10%)

station teaching
Station Teaching

Students in groups of three or more rotate to various teacher-led and independent work stations where new instruction, review, and/or practice is provided. Students may work at all stations during the rotation

slide26

Teacher 2

Group 2

Teacher 1

  • Computer center
  • Silent reading
  • Project table
  • Assessment table

Group 3

Group 1

Students move rotating to each group

station teaching1
Station Teaching

Benefits:

  • Involves both educators in instruction
  • Enables a clear division of labor for planning and teaching
  • Allows for different teaching styles
  • Students benefit from a lower teacher-pupil ratio
  • Students with disabilities are integrated into groups, rather than singled out
station teaching2
Station Teaching

Drawbacks:

  • Noise and movement within the classroom
      • Teachers or students may be distracted by two teachers talking in the classroom at the same time.
  • Teachers need to think about how to divide instruction. Hierarchical material cannot be presented using this approach.
  • Lessons must be timed so groups can move as scheduled.

Recommended Use: Frequent (30-40%)

parallel teaching
Parallel Teaching

Students are divided into two heterogeneous groups. Each partner teaches a group essentially the same material.

slide30

Teacher 1

Both teachers teach the same content in the same room simultaneously

Teacher 2

parallel teaching1
Parallel Teaching

Benefits:

  • Lowers the teacher-student ratio, while insuring diversity in each group;
  • Is good for review, drill-and-practice activities, topics needing student discussion, or projects needing close teacher supervision.
parallel teaching2
Parallel Teaching

Drawbacks:

  • Cannot be used for initial instruction unless both educators are qualified to teach the material (primarily at the high school level)
  • Noise and activity levels need to be monitored;
  • Teachers need to pace instruction similarly
  • Requires that both teachers are familiar with content and how to teach it

Recommended Use:

Frequent (30-40%)

alternative teaching
Alternative Teaching

One teacher works with a small group of students, while the other instructs the large group in some content or activity that the small group can afford to miss.

slide34

Teacher 2

Whole group

Pre-teaching

Reviewing

Enrichment

Special interest

Small group

Teacher 1

alternative teaching1
Alternative Teaching

Benefits:

  • Provides highly intensive instruction;
  • Ensures that all students get to interact with a teacher in a small group;
  • May assist with reducing behavior problems with some students;
alternative teaching2
Alternative Teaching

Drawbacks:

  • Students with disabilities may be stigmatized by being grouped repeatedly for preteaching or re-teaching
  • Each teacher must take turns working with the small group or may be viewed as an assistant
  • The same students must not repeatedly selected for the small group. Documentation must be kept so all students may participate

Recommended Use:

Occasional (20-30%)

team teaching
Team Teaching

Partners plan and share instruction of all students, whether it occurs in a large group, in monitoring students working independently, or in facilitating groups of students working on shared projects.

Marilyn Friend

teaming
Teaming

Benefits:

  • Shared planning and instruction by both teachers for the large group
  • Allows teachers to play off one another
  • Can be energizing and entertaining
teaming1
Teaming

Drawbacks:

  • Loss of the valuable instructional technique of grouping;
  • May not be comfortable for new partnerships of teachers.

Recommended Use:

Occasional (20-30%)

one teach one assist
One Teach, One Assist

One teaches while the other supports the instructional process by assisting students who need redirection or who have questions.

slide42

Teacher 1

Teacher 2

one teach one assist1
One Teach, One Assist

Benefits:

  • Allows for individual and classroom support during a lesson
  • Allows for more effective and efficient instruction while one can check student responses and carry out management tasks such as distributing materials
one teach one assist2
One Teach, One Assist

Drawbacks:

  • Has the greatest potential to be over-used and abused, with little benefit to the students over a traditional, one-teacher classroom
  • May distract students from attending to the teacher during instruction

Recommended Use:

Seldom (<20%, <10% is better)

what makes a successful team
What makes a successful team?
  • Working effectively with another adult
  • Sense of humor
  • Willingness to set aside differences
  • Set of common knowledge and skills
  • Discipline-specific knowledge and skills
  • Shared philosophy/core beliefs
  • The professional relationship is based on:
    • Parity
    • Communication
    • Respect
    • Trust

Co-teachers make a commitment

to building and

maintaining their

professional relationship.

points to ponder again
Points to Ponder… Again

Which of the definition components of co-teaching seem most critical to you and why?

49

collaboration means
Collaboration means. . .
  • Two equal participants who labor together
    • Col labor ation
resources
Resources
  • www.csd.org
  • www.marilynfriend.com
  • www.powerof2.org
  • http://dese.mo.gov/divspeced/EffectivePractices/web_based.htm