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Co-Teaching / DI Kim Dreher : Regular Education Math Teacher Lori Staszewski : Special Education Teacher.

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Presentation on theme: "Co-Teaching / DI Kim Dreher : Regular Education Math Teacher Lori Staszewski : Special Education Teacher."— Presentation transcript:

1 Co-Teaching / DI Kim Dreher : Regular Education Math Teacher Lori Staszewski : Special Education Teacher

2 Essential Questions What might the attributes & skills of successful planning for Co-Teaching look like in practice? How can we differentiate our assessments without sacrificing validity & reliability?

3 Why 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 1986 Gen. 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

4 Benefits 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 identified Promotes better understanding of the similarities among students with and without disabilities. Hines 2006

5 Benefits 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 classrooms Offers a wide circle of support, including social support from nondisabled classmates Improves ability of students and teachers to adept to different teaching and learning styles. Hines 2006

6 8 Traditional Co-Teach Structures Shadow Teaching One Teach/One Assist Station Teaching Complementary Teaching Supplementary Teaching Alternative Teaching Parallel Teaching Team Teaching

7 Shadow Teaching General 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

8 One Teach / One Assist General 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

9 Station Teaching General 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

10 Complementary Teaching General education teacher is responsible for teaching the subject matter The 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

11 Parallel Teaching Teachers plan together Execute two separate lessons Best used for small group activities i.e. science experiments Sileo 2005

12 Alternative Teaching One teacher works with a small group The other teaches to the whole class Teachers teach at the same time Student modification is adapted in the small group Sileo 2005

13 Supplementary Teaching General teacher responsible for content Special education teacher gives content- related assistance Small group activities, outside assignments, enrichment, etc. Choate 2004

14 Team Teaching Teachers plan together Take turns with formal instruction Both asses students Both responsible for all parts of academic instruction Incorporate Dialogue Teaching Friend 2004

15 Communication Communication is the key to any healthy relationship! Co-teaching partnerships are like a marriage. Your co-teaching relationship might be the only healthy relationship your students might see during the day.

16 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: – Questions to Ask your Co-Teacher

17 The Teacher Dance Both 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

18 Discipline 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.

19 Planning There will never be enough time to plan

20 Schedule Time It needs to work for both A must for the –Beginning of the year –Beginning of a unit –Beginning of a week –Beginning of a lesson pg 33-39 Hines 2006

21 Plan to Incorporate … IEP Goals Modifications Accommodations Adaptations

22 Co-planning Traveling Teacher Materials Plan with ___ Meeting times Substitute Plans Grading Students Stationary Teacher Work Area Collaborative Planning Recording grades Daily grading Substitute Plans Content Development Hines 2006

23 Roles Planning allows establishing roles for teachers. Who will: DeliverDo-Now (warm up) Grade/Record Daily agenda Absentee procedureDiscipline ChoresParent Contact Hines 2006

24 Suggested Class Plan Team Teaching 5 minsAnticipatory Set Special Ed Teacher 15 minsNew Content General Teacher 10 mins Guided Practice Special Ed Teacher 20 minsIndependent Practice Both 5 mins Closure Either Hines 2006

25 Suggested Class Plan Alternative Teaching Teacher Time Activity _________ _____ __________ Teacher Time Activity _________ _____ __________ Students: ________________________ Hines 2006

26 Suggestions for Planning Chunk planning is more beneficial than small bits of planning everyday Gain common prep/lunch periods Grant money IDEA money Hines 2006

27 Students Opinions Senior: “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.”

28 In Closing for Co-Teaching Special Education v. Regular Education –IDEA –NCLB –Least Restrictive Environment –It’s not going anywhere so we as teachers need to accommodate for every type of student in our classroom.

29 Differentiated Instruction…

30 Three Kinds of Groups Who Determined by teacher perceptions or evidence of learning needs. Determined largely by scores on standardized tests of intelligence or aptitude Determined by the teacher or student choice Based on specific learning needs, strengths, or preferences Based on general performance or achievement Usually random as to student ability or learning preferences Fluid group membershipRigid group membershipFluid group membership Groups work on different activities based on needs, strengths, or preferences. Groups 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 are grouped and regrouped as appropriate for particular activities. Students may or may not be regrouped within the classroom based on instructional needs. Students may be purposely mixed as to learning needs and academic strengths to provide peer instruction or leadership within groups. Occurs as neededOccurs daily Occurs when a task seems appropriate Grouping based on individual students’ skill proficiency, content mastery, learning preferences or interests. Grouping based on perceptions about innate ability. Grouping for the purpose of developing collaborative skills. How What Do How When How Flexible GroupsAbility/Aptitude GroupsCooperative groups

31 What 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

32 Learning Styles 1. Verbal-Linguistic: abilities to use vocabulary, do verbal analysis, understand metaphors, and comprehend and produce complex verbal material 2. Logical-Mathematical: involves numbers and computing skills, recognizing patterns and relationships, timelines, ability to solve different kinds of problems through logic 3. Visual-Spatial: involves visual perception of the environment, ability to create and manipulate mental images, and the orientation of the body in space 4. Bodily-Kinesthetic: physical coordination and dexterity, using fine and gross motor skills, and expressing oneself or learning through physical activities 5. Musical-Rhythmic: understanding and expressing onself through music and rhythmic movements or dance, or composing, playing, or conducting music 6. Naturalistic: understanding the natural world of plants and animals 7. Interpersonal: understanding how to communicate with and understand other people and how to work collaboratively 8. Intrapersonal: understanding one's inner world of emotions and thoughts, and growing in the ability to control them and work them consciously 9. Naturalistic': understanding the outside world, nature, and one's natural surroundings.

33 Learning Style / Interest Tests On the computer: –http://www.bgfl.org/bgfl/custom/resources_ftp/ client_ftp/ks3/ict/multiple_int/questions/choos e_lang.cfmhttp://www.bgfl.org/bgfl/custom/resources_ftp/ client_ftp/ks3/ict/multiple_int/questions/choos e_lang.cfm –http://literacyworks.org/mi/assessment/findyou rstrengths.htmlhttp://literacyworks.org/mi/assessment/findyou rstrengths.html Printable tests

34 Principals of Effective Grading Concerning Assessments, grading methods needs to be established in the planning as well as understood by both teacher & student.

35 Principal 1 Grades & 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

37 Principal 2 Evidence Used for grading Should be Valid

38 “Don’t think of your self as an activity planner…” -I forget who said this.

39 Principal 3 Grading 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)

41 Principle 4 Not 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)

43 Principle 5 Avoid 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

45 Principle 6 Focus 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)

47 The Learning Process ASSESSMENTASSESSMENTS Learning Activities

48 Tiered Assignments Challenge Level –Use Bloom’s Taxonomy as a guide to develop tasks ay various levels of challenge. Complexity –Address 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. Resources –Choose materials at various reading levels and complexity of content. Outcome –Students will use the same materials but will have differentiated assignments. (You need a clear understanding of student readiness)

49 Tiered Assignments (cont.) Process –Students will work on similar outcomes but use different processes to get there. Product –Form groups on based on learning preference, using Garner’s multiple intelligences.

50 When 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 complexity Is there an activity in which varied resources could be matched with student needs and readiness. –Tier by resources

51 Is there an activity in which the same materials could be used to work on both basic and more advanced outcomes? –Tier by outcome Is there an activity in which students could benefit from working on the same outcome but doing different kinds of work? –Tier by process Is there an activity that could result in more than one way for students to show what they’ve learned? –Tier by product

52 Closing Exit Card: Journal Writing – Answer Essential Questions (Use Blue Book Starters for help)

53 We thank you for your time and your attention!


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