Presentation on theme: "WELCOME!! Please complete individually the sheet “What Is My Style and What Is Your Style?” On a Post-it, please write any questions you need addressed."— Presentation transcript:
1WELCOME!!Please complete individually the sheet “What Is My Style and What Is Your Style?”On a Post-it, please write any questionsyou need addressed through the training today.Teachers should complete page 2 from your packet.Warm-Up Activity
2Co-Teaching for General Education Teachers: Sharing the ExperienceWhat is your style?In your packet, follow the directions on “What is My Style and What is Your Style?”Put aside when you are finished.
3GoalsDiscuss the belief system that underlines the elements and principles of successful co-teaching.Understand the role of both teachers in the co-teaching model to meet the expectations of school site.
4Goals (continued)Demonstrate knowledge of how various personality types see the world.Explore relationships with a network of teachers that provide support and opportunities for dialogue.
5Goals (continued)Explore and outline ways to plan, present and implement co-teaching strategies to develop a collaborative relationship within the classroom.Develop a support system for co-teachers.
6Co-Teaching Defined“A partnership in which two educators collaborate and plan in a cooperative fashion to jointly and directly teach students.”Marilyn FriendThe Power of 2
7Co-Teaching: Activity One Co-Teaching IsCo-Teaching Is NotActivity 1Envelopes for each team with slips.Teacher groups complete a pattern puzzleProvide each group with a envelop with co-teaching statementsGroups should divide the statements into two categories:Co-teaching IsCo-teaching Is NotThe Access Center: Improving Outcomes for All Students K-8
8Co-Teaching: What It Is, What It Is NOT Co-Teaching IsCo-Teaching Is NotDetermining what two teachers can do together that one person cannot easily do alone.An attitude of sink or swim together, and learn by sharing.Integrating students but adults still maintain responsibility for their own separate populations.Homogeneous grouping of all at-risk students in one classroom with two teachers.Check participants’ answers using the following slides and the handout in their packet.
9Co-Teaching: What It Is, What It Is NOT Co-Teaching IsCo-Teaching Is NotMutual planning and evaluation of learner outcomes and proposed strategies.Determining and defining roles and responsibilities for working together in different capacities.Collaborative teaching without collaborative planning.One person delivering content; the other is responsible for crowd control.
10Co-Teaching: What It Is, What It Is NOT Co-Teaching IsCo-Teaching Is NotTaking time to debrief and reflect on instruction.Use of effective communication and conflict management skills.Use of peer coaching.Creating learned helplessness.Pulling students to the back of the room rather than forming groups according to needs.Parallel teaching without communication.
11Co-Teaching: What It Is, What It Is NOT Co-Teaching IsCo-Teaching Is NotSharing of ideas, strategies, and techniques.Supporting and enhancing each other’s learning.One teaches while the other takes a break.
12Video Clip: Marilyn Friend Show Disc 1:T2T3Introduction (3 mins.) and Co-Teaching Defined (2.45 mins.)Marilyn Friend refers to a five-part framework. Here it is:Shared System of Beliefs2. Prerequisite Skills3. CollaborationClassroom Practice5. Administrative Roles and PerspectivesIn today’s training, we are infusing the parts of thisframework that pertain to our work.
13Know YourselfThe first step to successful co-teaching is getting to know yourself (e.g., beliefs, skills, strengths, knowledge, experience, and personal stressors).
14Working Together: Tools for Collaborative Teaching Interpersonal StylesHave participants read independently pages 3-4 in the packets.Teachers should refer to the warm-up activity they completed (What’s My Style….) as they review the different interpersonal styles.Activity 2Have each participant go to the poster that identifies them.Have each group list the characteristics of that style.As you show each style review briefly the highlights of each:Achiever:High risk-takingLess people-orientedAppear confident and decisivePersuader:More people-orientedAppear high spirited and socialSupporter:Lower risk-takingHate conflictsNeed security and appreciation for your effortsAnalyst:Need time to think before actingKnow for accuracy and orderAchieverPersuaderSupporterAnalyst
15Working Together: Tools for Collaborative Teaching Complete individually “Pulling Together for the Future”(first column only) on page 6and “As a Partner or a Team Player” onpage 7.Activity 3Participants work individually to complete the handout on pages 6-7 (~10 mins.)On page 6, complete left column only.
16Know Your PartnerNow that you know yourself better, let’s take some time to get to know your co-teacher(s).
17Know Your PartnerShare with your co-teacher(s) what you wrote about yourself.Be sure to fill in your partner’s side of the chart.Now that you know yourself, lets get to know your partner.Activity 3 continued.Participants work with their co-teacher(s) to complete the second column from page 6 and page 7.
18Know Your Partner Discuss and chart the following: Commonalities DifferencesStylesActivity 4Leave this slide up while partners discuss and complete a Venn Diagram, page 8, that compares the similarities and differences.
19Reflection Write a reflection on: How will this information help you with co-teaching?Activity 5Fill-out reflection sheet, page 9, in your packet.
20Video Clip: The Power of 2 When finished discussing, view The Power of 2 Video.T4 Shared System of Beliefs (4.45 mins.)T5 Prerequisite Skills (7 mins.)
21Know How to Work with Your Partner Most professionals agree that co-teaching must be based on teachers’ shared fundamental beliefs about their teaching, their students, and their classroom expectations.
22Collaboration Is Key Deliberate Structured Systematic Ongoing Collaborative teaching isn’t something you can just start doing tomorrow. It should be a careful, thoughtful, gradual process, that continues to grow over time. In some cases, we’ve heard of the process taking 2 years to get to a comfortable collaborative relationship. What does this mean? Simply, don’t give up, don’t worry, it is going to take time, and no one does it perfectly.
23Co-teaching Beliefs that Lead to a Collaborative Working Relationship Non-negotiablesRespect each other.Leave your pride at the door.Spend time talking and getting to know each other’s skills, interests and educational philosophies.
24Non-negotiablesAvoid disagreeing with or undermining one another in front of the students.Agree to disagree (professionally).Both teachers must take a lead role in the class.Both teachers must work with all students.
25Non-negotiablesInstructional interactions reflect both teachers’ professionalism.Know each other’s strengths and weaknesses.Clearly define classroom roles, responsibilities and expectations.
26Guidelines for Meetings Arrive on time.Establish priorities, assign tasks and set timelines.Bring relevant information and materials.Create an agenda and stick to it.Activity 6Gallery Walk3 PostersHave the participants form a line around the room with each having a marker. As they pass each of the three posters noted as Meetings, Planning and Communication, write one thing they feel is important about each topic.One presenter marks the posters and the PowerPoint is presented.
27Guidelines for Meetings Review content prior to meeting.Think creatively.Respect all contributions.Meet weekly.Conclude your meeting with a celebration of success.
28Guidelines for Communication All meetings with families should reflect participation from both teachers.Both teachers’ names should be posted on the classroom door, board and correspondence.
29Guidelines for Communication Develop teacher-to-teacher signals that can be used during instruction (e.g., when it’s time to move on, when extra time is needed, when teachers need to briefly meet).Create consistent teacher-to-student signals (e.g., to indicate transitions, to gain attention, to make an announcement).
30Guidelines for Planning Weekly co-planning is based on regularly scheduled meetings, rather than “fitting it in.”Take turns leading in planning and facilitating.Know the content.“Know the content” means that even if you are not the lead instructor for a given topic or activity, you are still responsible for knowing what is being taught.
31Guidelines for Planning During planning, focus on content goals, the learners, and effective teaching strategies.Find out who is the expert in various content to be taught.Each teacher must maintain his/her own copy of daily lesson plans, grade book, etc.
32Identify Personal “Non-Negotiables” Deal with the “little” things first.These typically become the deal-breakers down the road.Preventing road blocks early can make your lives easier.
33Topics to Discuss Instructional content and expectations for students. Planning.Instructional format.Parity, or how it will be clear that both educators have the same status in the classroom.Space.Noise and each educator’s tolerance for it.Instructional routines.Organizational routines.The definition of “help”.Discipline procedures.Safety matters.Feedback.Student evaluation, including grading.Teaching chores.Substitute issues.Confidentiality.Pet peeves.Activity 7Each participant should look at the list of topics and do a priority list of personal non-negotiables on page 10.2. Partner Talk: Have co-teachers turn and talk briefly about their topics. (10 minutes)
34Recommended Non-Negotiables Personal Non-Negotiables Forging a PartnershipAreas to CompromiseRecommended Non-NegotiablesPersonal Non-NegotiablesRespect each other.Leave your pride at the door.Spend time talking and getting to know each other’s skills, interests and educational philosophies.Avoid disagreeing with or undermining one another in front of the students.Agree to disagree (professionally).Both teacher must take a lead role in the class.Both teachers must work with all students.Instructional interactions reflect both teachers’ professionalism.Know each other’s strengths and weaknesses.Clearly define classroom roles, responsibilities and expectations.Activity 7 continued.Using the materials provided, co-teachers should discuss those beliefs they may need to compromise and those which individual teachers consider non-negotiable.Partners should use the form they find most helpful to identify their personal beliefs. Stress the importance of completing the initial information individually before discuss with a co-teacher.Once the beliefs are shared, teachers work together to complete the “Forging a Partnership” handouton page 11.
35Video Clip: The Power of 2 View The Power of 2 Video.T6 Collaboration (6.30 mins.)
36Co-Teaching Approaches In order for you to be successful as a teaching team, it is important that you understand some of the most effective methods used in co-teaching. Six of the most common approaches to co-teaching are:One teach, one observeStation teachingParallel teachingAlternative teachingTeamingOne teach, one assist
37One Teach, One Observe When to use: Amount of planning – low In new co-teaching situationsWhen questions arise about specific studentsTo check student progressTo access behaviorAmount of planning – lowSample applications:Which students initiate conversations in cooperative groups?Which students do/do not begin work in a timely manner?What does ________ do when he/she is confused during an assignment?Activity 8Jigsaw6 PostersDivide into 6 Groups.Each group will read about one of the Co-teaching Approaches. The information is found onpages
38Station Teaching When to use: Amount of Planning – Medium When content is complex but not hierarchicalIn lessons in which part of planned instruction is reviewWhen instruction is comprised of several topicsAmount of Planning – MediumSample Applications:In social studies to examine the geography, economy, and culture of a region or countryIn math, to teach a new process while reviewing applications of other concepts already presented
39Parallel Teaching When to use: Amount of Planning – Medium When a lower adult-student ratio is needed to improve instructional efficiencyTo foster student participation in discussionsFor activities such as drill and practice, re-teaching, and test reviewAmount of Planning – MediumSample Applications:More students would have a chance to share their alternative ending to the story if they are split into two groups.Student use of the science materials could be more closely monitored if the group is divided in half.
40Alternative Teaching When to use: Amount of Planning – High In situations where students’ mastery of concepts taught or about to be taught variesWhen extremely high levels of mastery are expected for all studentsWhen enrichment is desiredWhen some students are working in a parallel curriculumAmount of Planning – HighSample Applications:The large group completes an assignment related to the concepts just taught; the small group receives additional direct instruction.The large group checks homework; the small group is pre-taught vocabulary related to the day’s lesson.The large group is working on projects in cooperative groups; the small group is being assessed. All students will be assessed across two days.
41Teaming When to use: Amount of Planning – High Sample Applications: When two heads are better than one or experience is comparable or complementaryDuring a lesson in which instructional conversation is appropriateAmount of Planning – HighSample Applications:In science, one teacher explains the experiment while the other demonstrates using the necessary materials.In social studies, the teachers debate U.S. foreign policy.In English, the teachers act out a scene from a piece of literature.One teacher talks while the other demonstrates note-taking on the board or overhead projector.
42One Teach, One Assist When to use: Amount of Planning – Low When the lesson lends itself to delivery by one teacherWhen one teacher has particular expertise for the lessonIn new co-teaching situationsIn lessons stressing a process in which student work needs close monitoringAmount of Planning – LowSample Applications:Are all students following as they learn how to take notes?“This is my absolute favorite topic to teach. Am I wrong to want to teach it myself?”
43Video Clip: The Power of 2 As we watch the Power of 2, please use page 18, “Analyzing Co-Teaching Approaches”, to take notes on each of the six approaches to collaborative teaching.View The Power of 2 Video.T7 Classroom Practice (27.30 mins.)Activity 9Page 18Have participants fill-out as they watch the video.
44ImplementingWorking with your co-teacher(s), complete the column “Specific Application for My Classroom” from page 18.Analyzing Co-Teaching Approaches.With your co-teacher(s), analyze your current teaching practices. Using the “Next Steps” format, page 21, identify practices you will need to stop, will need to start and will want to continue.Instructor note: Section B (pages 41-67) of Working Together can be a resource.Blackline masters of some of these helpful tools can be found on pagesCompleting this planning activity should encompass the majority of the participants’ work time.Activity 10Lesson PlansPages 19-20Activity 10 Alternate ActivityNext Steps: Mechanics, Partnerships, ApproachesPage 21Have participants refer to Activity 6, Gallery Walk,Activity 7, Forging a Partnership and Activities 8-9,Co-teaching Approaches.
45Sharing the Experience A wonderful aspect of co-teaching is that it allows you to take risks, learn from each other, and grow as professionals.Co-teaching provides a safety net when you take risks in your instruction. When you try something new and it doesn’t work, you have another teacher in the room who can step in with another technique or lesson that works, or point out the area of difficulty, or assist in redirecting the lesson . . .
46Co-teaching is an experience that is as good as you allow it to be Co-teaching is an experience that is as good as you allow it to be. You have the opportunity to work with another educator daily. Make the most of it. Enjoy!Natalie MarstonCharles County, Maryland
47ReflectionHow will today’s discussions change your co-teaching approaches?Which approach(es) do you feel will most successfully meet the needs of your students?Instructor can decide the format for this activity.
48ReferencesThe Access Center: Improving Outcomes for All Students K-8. (n.d.). Power point presentation for teachers. In Co-teaching (resources). Retrieved March 1, 2007 fromCook, L. & Friend, M. (2004, April 29). Co-teaching approaches. In Co-teaching: Principles, practices, and pragmatics. Presented at the April 2004 New Mexico Public Education Department Quarterly Special Education Meeting. Retrieved March 1, 2007, fromCook, L. & Friend, M. (2004, April 29). The pragmatics of co-teaching. In Co-Teaching: Principles, practices, and pragmatics. Presented at the April 2004 New Mexico Public Education Department Quarterly Special Education Meeting. Retrieved March 1, 2007 fromDeBoer, A. & Fister, S. (1995). Working together: Tools for collaborative teaching. Longmont, CO: Sopris West Educational Services.Forum on Education (Producer). (2005). The power of 2 with Marilyn Friend [Motion picture]. (Available from National Professional Resources, Inc. 25 South Regent Street, Port Chester, NY 10573)Friend, M. (2005). The power of 2: Making a difference through co-teaching (2nd ed.). Bloomington, IN: The Forum on Education.Marston, N. (n.d.). 6 steps to successful co-teaching: Helping special and regular education teachers work together. Retrieved October 13, 2006 from the National Education Association Web site: