Co-Teaching 101: A Beginning. Presented by Janice Putman and Maureen Rauscher Improvement Consultants . Participants should be able to:. Define co-teaching and distinguish it from other concepts related to inclusive practices;
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Janice Putman and
Material presented today will be based on research by:
Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space.
Cook and Friend, 1995
Co-teaching is first and foremost an approach for meeting the educational needs of students with diverse learning abilities.
Cook & Friend, 1995
Co-teaching is a service delivery option for providing special education or related services to students with disabilities or other special needs while they remain in their general education classes.
Friend & Cook
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.
Marilyn Friend (2007)
Friend and Cook, 2007
Don’t ask, “How does this student have to change in order to be in this class?” But rather, “How do we have to change in order to offer full membership to our students with disabilities?”
Can any one teacher meet the educational, social and physical needs of all students?
Walking across the bridge, leaving the familiar ground of working alone, is the first act of collaboration. All parties are on neutral territory, with the security of knowing they can return to land better, stronger and changed. And perhaps they will return to the same side of the bridge even though they started from opposite sides.
Steele, Bell, & George, 2005
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.
Drawbacks, if used to excess:
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
Students move rotating to each group
Recommended Use: Frequent (30-40%)
Students are divided into two heterogeneous groups. Each partner teaches a group essentially the same material.
Both teachers teach the same content in the same room simultaneously
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.
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.
One teaches while the other supports the instructional process by assisting students who need redirection or who have questions.
Seldom (<20%, <10% is better)
Leadership and the New Science
Webster defines “results” as “a measurable success”
Definition of Insanity
Doing what you’ve always done and expecting different results.
Giving up some of the past which results in a new way of doing our work—a change in performance.
“If you continue to think the way you’ve always thought, you’ll continue to get what you’ve always gotten.”
Compare ideas about management strategies. How are you alike and how are you different?
Keefe, Moore & Duff Study (2004)
Dieker,2001;Walther-Thomas,Bryant,& Land 1996
Friend and Cook, 2007
Collaboration is a style for interaction between equal parties voluntarily engaged in shared decision making as they work toward a common goal.
Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction and skillful execution; it represents the wise choice of many alternatives.
New York Times Ad, 1939