Presentation on theme: "Co-Teaching / DI Kim Dreher : Regular Education Math Teacher"— Presentation transcript:
1Co-Teaching / DI Kim Dreher : Regular Education Math Teacher Lori Staszewski : Special Education Teacher
2Essential QuestionsWhat might the attributes & skills of successful planning for Co-Teaching look like in practice?How can we differentiate our assessments without sacrificing validity & reliability?
3Why Co-Teach ?The basic premise behind the co-teach model is that combining the best of general education with the best of exceptional education will lead to enhanced strategies, expert content, and individualized opportunities for all students. Madeline Will, Secretary of Education 1986Gen. Ed. Classrooms provide more instruction, utilized more whole class instruction, provided a comparable amount of one-to-one instruction, addressed academic content more, and utilized non disabled peers more.Hines 2006
4Benefits for General Ed. Students Offers the advantage of having an extra teacher in the classroom to help with the development of their own skills.Greater acceptance of students with disabilities.Facilitates understanding that students with disabilities are not always easily identifiedPromotes better understanding of the similarities among students with and without disabilities.Hines 2006
5Benefits for students with Exceptionalities Facilitates more appropriate social behavior because of higher expectations in the classroom.Promotes levels of achievement higher or at least as high as in the those achieved in self contained classroomsOffers a wide circle of support, including social support from nondisabled classmatesImproves ability of students and teachers to adept to different teaching and learning styles.Hines 2006
7Shadow TeachingGeneral Education Teacher is primarily responsible for teaching specific subject matter.Special education teacher works directly with one or two students on academics or on conduct/self control.Choate 2004
8One Teach / One AssistGeneral Education teacher is responsible for teaching subject matter.The special education teacher circulates to offer individual assistance.Variations include: one teach/one assist; one teach/one demonstrate; one teach/one assess; one teach/one demonstrate; one teach/one review; one teach/one observe.Choate 2004
9Station TeachingGeneral education and the special education teacher teach different portions of the subject matter to subgroups of students who then rotate from one learning station to another.Students can also have the opportunity to engage in an independent learning activity at another learning station.Choate 2004
10Complementary Teaching General education teacher is responsible for teaching the subject matterThe special education teacher helps with associated academics (note taking, test taking, or proofreading skills.)Also the S.E. teacher helps with academic skills (sharing, self-control, conflict resolution.)Choate 2004
11Parallel Teaching Teachers plan together Execute two separate lessons Best used for small group activities i.e. science experimentsSileo 2005
12Alternative Teaching One teacher works with a small group The other teaches to the whole classTeachers teach at the same timeStudent modification is adapted in the small groupSileo 2005
13Supplementary Teaching General teacher responsible for contentSpecial education teacher gives content-related assistanceSmall group activities, outside assignments, enrichment, etc.Choate 2004
14Team Teaching Teachers plan together Take turns with formal instructionBoth asses studentsBoth responsible for all parts of academic instructionIncorporate Dialogue TeachingFriend 2004
15Communication Communication is the key to any healthy relationship! Co-teaching partnerships are like amarriage.Your co-teaching relationship might be the only healthy relationship your students might see during the day.
16Questions to Ask your Co-Teacher My tolerance level ends when a student _________.To work effectively, I need ___________ in my classroom.I could not tolerate a co-teacher who ________.In my classroom, the following are non-negotiables:
17The Teacher DanceBoth teachers should not be in the same area of the classroom at the same time.If one teacher is moving towards the back of the classroom then the other teacher should be moving towards the front.Don’t be afraid to teach from the back of the classroom. Have the other teacher write the notes on the board.The student’s really like this technique because they get to see the lesson from another view.It also develops their listening skills and uses their senses.Hines 2006
18Discipline Communication Is Key!! Make sure you decide before hand how you will handle certain situations and what the discipline will be for the certain situation.If one of the teacher’s had a run-in with a student earlier in the day make sure to tell the other teacher so that they can handle the discipline with that student if a problem arises.With a second teacher you have two sets of ears and eyes so you can usually eliminate problems before they even start.You can also pull a student outside of the classroom to talk to solve problems since there is still a teacher in the classroom.
23Roles Planning allows establishing roles for teachers. Who will: Deliver Do-Now (warm up)Grade/Record Daily agendaAbsentee procedure DisciplineChores Parent ContactHines 2006
24Suggested Class Plan Team Teaching 5 mins Anticipatory Set Special Ed Teacher15 mins New Content General Teacher10 mins Guided Practice Special Ed Teacher20 mins Independent Practice Both5 mins Closure EitherHines 2006
25Suggested Class Plan Alternative Teaching Teacher Time Activity _________ _____ __________Teacher Time Activity_________ _____ __________Students: ________________________Hines 2006
26Suggestions for Planning Chunk planning is more beneficial than small bits of planning everydayGain common prep/lunch periodsGrant moneyIDEA moneyHines 2006
27Students OpinionsSenior: “I like having an in-class support teacher in the room. I only have an extra teacher in math because she helps me understand more. Sometimes I don’t understand what my math teacher is saying or teaching so by having a second teacher he/she will help you understand at your own pace.”Freshman: “Having a second teacher in class is very exciting and very helpful. The second teacher is helpful because it gives other students a chance for help and call allow the first teacher to move about more freely in class. The second teacher is also better because he/she would have more time to explain the problems. Also, the teacher being on his/her own would half-way tell the explanation to save more time to put the work on the board.”
28In Closing for Co-Teaching Special Education v. Regular EducationIDEANCLBLeast Restrictive EnvironmentIt’s not going anywhere so we as teachers need to accommodate for every type of student in our classroom.
30Three Kinds of Groups Who How What Do How When How Flexible Groups Ability/Aptitude GroupsCooperative groupsDetermined largely by scores onstandardized tests of intelligence oraptitudeDetermined by teacher perceptionsor evidence of learning needs.Determined by the teacher orstudent choiceWhoBased on specific learning needs,strengths, or preferencesBased on general performanceor achievementUsually random as to student abilityor learning preferencesHowWhatFluid group membershipRigid group membershipFluid group membershipGroups work on different activitiesbased on needs, strengths,or preferences.DoGroups all tend to work on the same or similar activities.Each group works on the same task or on one facet of the same task.Students may be purposely mixedas to learning needs and academicstrengths to provide peer instructionor leadership within groups.Students are grouped andregrouped as appropriate forparticular activities.Students may or may not be regroupedwithin the classroom based oninstructional needs.HowOccurs when a task seemsappropriateWhenOccurs as neededOccurs dailyGrouping based on individualstudents’ skill proficiency, contentmastery, learning preferences orinterests.HowGrouping based on perceptionsabout innate ability.Grouping for the purpose ofdeveloping collaborative skills.
31What are some benefits of using the multiple intelligences / interests approach at Lindenwold High School?Studies show that many students who perform poorly on traditional tests are turned on to learning when classroom experiences incorporate artistic, athletic, and musical activities.You will provide opportunities for authentic learning based on your students' needs, interests and talents. The multiple intelligence classroom acts like the "real" world.” Students become more active, involved learners.Parent and community involvement in your school may increase. This happens as students demonstrate work before panels and audiences. Activities involving apprenticeship learning bring members of the community into the learning process.Students will be able to demonstrate and share their strengths. Building strengths gives a student the motivation to be a "specialist." This can in turn lead to increased self-esteem.When you "teach for understanding," your students accumulate positive educational experiences and the capability for creating solutions to problems in life
32Learning Styles1. Verbal-Linguistic: abilities to use vocabulary, do verbal analysis, understand metaphors, and comprehend and produce complex verbal material2. Logical-Mathematical: involves numbers and computing skills, recognizing patterns and relationships, timelines, ability to solve different kinds of problems through logic3. Visual-Spatial: involves visual perception of the environment, ability to create and manipulate mental images, and the orientation of the body in space4. Bodily-Kinesthetic: physical coordination and dexterity, using fine and gross motor skills, and expressing oneself or learning through physical activities5. Musical-Rhythmic: understanding and expressing onself through music and rhythmic movements or dance, or composing, playing, or conducting music6. Naturalistic: understanding the natural world of plants and animals7. Interpersonal: understanding how to communicate with and understand other people and how to work collaboratively8. Intrapersonal: understanding one's inner world of emotions and thoughts, and growing in the ability to control them and work them consciously9. Naturalistic': understanding the outside world, nature, and one's natural surroundings.
33Learning Style / Interest Tests On the computer:Printable tests
34Principals of Effective Grading Concerning Assessments, grading methods needs to be established in the planning as well as understood by both teacher & student.
35Principal 1Grades & Reports Should be based on Clearly Specified Learning Goals & Performance Standards.
36“In order for grades to have any real meaning we must have more than simply a letter/number relationship; meaning performance standards require that there be descriptions of the qualities in student work for each symbol in the grading scale.”-Ken O’Connor
37Evidence Used for grading Should be Valid Principal 2Evidence Used for grading Should be Valid
38“Don’t think of your self as an activity planner…” -I forget who said this.
39Principal 3Grading Should be Based on Established Criteria, Not on Arbitrary Norms
40“… Norm based grading promotes unhealthy competition in which some students will necessarily become “winners” and others “losers” as they compete…”-Tomlinson & McTighe (2006)
41Not Everything Should be Included in Grades Principle 4Not Everything Should be Included in Grades
42“Grades should be derived largely from the results of summative assessments carefully designed to allow studnets to demonstrate accumulated proficiency related to idenified content goals.”-Tomlinson & McTighe (2006)
43Avoid Grading Based on (Mean) Averages Principle 5Avoid Grading Based on (Mean) Averages
44“… grades should be “determined” from various sources of evidence, rather than “calculated” in a purely quantitative manner. This involves judgment.”- Ken O’Connor
45Focus on Achievement, and Report Other Factors Seperately Principle 6Focus on Achievement, and Report Other Factors Seperately
46“A grade should give as clear a measure as possible of the best a student can do.” -Tomlinson & McTighe (2006)
47The Learning ProcessLearning ActivitiesAS SES S M E N T
48Tiered Assignments Challenge Level Complexity Resources Outcome Use Bloom’s Taxonomy as a guide to develop tasks ay various levels of challenge.ComplexityAddress the needs of students who are at introductory levels of learning as well as those who are ready for more abstract, analytical, in-depth, or advanced work.ResourcesChoose materials at various reading levels and complexity of content.OutcomeStudents will use the same materials but will have differentiated assignments. (You need a clear understanding of student readiness)
49Tiered Assignments (cont.) ProcessStudents will work on similar outcomes but use different processes to get there.ProductForm groups on based on learning preference, using Garner’s multiple intelligences.
50When and How to Tier an Assignment Are there points when some students need more time to work on content or a skill and other students are ready for more advanced work. (The exit points of your curriculum)Tier by challenge or complexityIs there an activity in which varied resources could be matched with student needs and readiness.Tier by resources
51Is there an activity in which the same materials could be used to work on both basic and more advanced outcomes?Tier by outcomeIs there an activity in which students could benefit from working on the same outcome but doing different kinds of work?Tier by processIs there an activity that could result in more than one way for students to show what they’ve learned?Tier by product
52ClosingExit Card: Journal Writing – Answer Essential Questions (Use Blue Book Starters for help)