Presentation on theme: "Team It Up: Co-Teaching and Collaboration I CAN demonstrate an understanding of co- teaching terminology, law and methods of effective strategies in an."— Presentation transcript:
Team It Up: Co-Teaching and Collaboration I CAN demonstrate an understanding of co- teaching terminology, law and methods of effective strategies in an integrated classroom.
Rate Your Terminology Co-teachingAccountabilityIntegrationCollaborationBenchmarks AlignmentTrackingInterventionInclusionEnrichments
Co-teaching Vocabulary 1. Inclusion – “all students” are included as part of the learning. 2. Collaboration – more than one person works together to plan instructional objectives and lessons 3. Integration – students are aligning to one – a merging of educational components 4. Co-teaching – When a general education teacher and the special education service provider (either a special education teacher or related service provider) participate in lesson or activity planning together
What Co-Teaching is not… O 4-s 4-s
Stages of a Co-Teaching Partnership 1. Blind Date – First time to work together – May last up to 6 weeks. 2. Dating – May last for 9 weeks or more than a year 3. Engagement/ Professional Marriage – May take more than one school year
Success Factors 1. Co-teaching teams require common planning time. It is recommended that each team have a minimum of 20 minutes of common planning per week. 2. Co-teaching is one option for serving students. The IEP must be followed when developing school or class schedules. Students with disabilities may be in a co-taught classroom for only part of the day. Special education services may be within a resource classroom or general education classroom depending on each students LRE. 3. The professional literature suggests no more than 1/3 or ¼ of the classroom be students with IEP’s. 4. Parents, General Education, Special Education staff and administrators must have a basic understanding of what co-teaching is and is not. 5. Best practice is to schedule the special education students before non-disabled students. 6. The co-taught team should be doing self-evaluation and the administrator should be coaching the team with walk-throughs and other formative assessments.
Success Factors Mutual Goal Divide Labor True Partnership Must have communication Cooperation Contribution of both members Blending of teaching styles Dedicated to one another ULTIMATE GOAL A PERFECT MATCH: FAMILY
THE PERFECT MATCH What are your likes and dislikes in the classroom? One way to encourage a successful collaborative experience is to understand the needs and preferences of content and strategic teachers.
Eight Co-Teaching Approaches Window Pane One Teach, One Assist Speak and AddSpeak and Chart One teach, one observeEight Co-Teaching Strategies Skill Groups Alternative Teaching Station TeachingParallel Teaching
Scenarios for Co-Teaching O 1. During a Formative Assessment Lesson (FAL) a whole group discussion is held. One teacher leads the discussion. While using the SMART board the other teacher records the student's names and responses. ______________________________________ O 2. A few students are not doing very well in this class. Sam is not handling his homework. Ben, Joe, and Jennifer appear to be struggling with the current unit. The co-teachers decide more data is needed to determine individual needs of some students. For the next lesson one teacher will lead the instruction and the other teacher will collect data to see what these targeted students are doing during class time. ______________________________________ O 3. A lesson is planned on collecting data on student long jumps and to determine the average for the group. The co-teachers plan to divide the class in half and do the same collection of data in two different parts of the room. ______________________________________ O 4. We are beginning our unit on analyzing data and making inferences based on graphs, measures of center (mean, mode, median), and measures of spread (range, standard deviation). After pre-testing students, a group of six students who did not understand some of the vocabulary was identified by the content teacher. One teacher will take that group for about 15 minutes at the beginning of the class and teach the unit vocabulary while the other teacher begins the bell-ringer activity with the rest of the class. ______________________________________ O 5. In English II, we are studying analysis of theme. After a brief introduction lecture, the class will be divided into three groups and each group will rotate through three stations. One station will be theme in a short story, another station will be theme in a poem, and the last station will be theme in a short story. The special education teacher will lead one group, the content teacher will lead a group, and the third group will be independent work. ______________________________________
Scenarios O 6 During science, two students have difficulty following directions and getting assignments recorded in their agenda. One teacher teaches the class and the other supports those students by keeping them on task and prompting them throughout the lesson. ______________________________________ O 7. The class has been working on solving equations and simplifying expressions. After the end-of-unit assessment, some students demonstrated mastery of the content and others didn't. Some students didn't seem to have an understanding of properties (commutative, distributive, etc) and a few students lacked basic multiplication and division skills. For the next lesson, the students will be placed in groups based on analysis of the assessment for re-teaching or extending their learning. ______________________________________ O 8. The students need some extra practice crafting opening sentences that grab the reader. Why don't we play a game with them where we both make opening sentences about a particular topic? I will chart their responses and then we can have the students vote on the one they like best and tell why. ______________________________________ O 9. Students will understand this science experiment better if they can get closer, see better, and are able to talk more informally about what is going on in the experiment. We have 25 students in the class. What if we divide them in half and do the same experiment in two parts of the room? We can answer questions and have the students do their lab reports in smaller groups. Both groups are doing the same activity with no modifications. ______________________________________ O 10. In Social Studies, we are studying various forms of government. After a brief lecture, we will divide the class into three groups and each group will rotate through three stations learning about various forms of government in each group. The special education teacher will teach one group, the content teacher will teach a group, and the third group will be independent work. ______________________________________
How Does Co-teaching make YOU feel? O Move to the poster or picture that best represents your feelings about co-teaching. O Be prepared to discuss with your group members why this picture best represents your feelings. O Then, create a simile statement using the picture as the ending part. For example, Co-teaching is as ________________ as a teddy bear.
Panel Discussion O aching+gone+wild&view=detail&mid=EBABA 2D2026C5780F8C1EBABA2D2026C5780F 8C1&first=0&FORM=NVPFVR aching+gone+wild&view=detail&mid=EBABA 2D2026C5780F8C1EBABA2D2026C5780F 8C1&first=0&FORM=NVPFVR