Presentation on theme: "Co- Teaching: a collaborative journey. . ."— Presentation transcript:
1Co- Teaching: a collaborative journey. . . Adapted from “Supervising Co-Teaching Teams: Whose line is it Anyway?
2Aligning Practices through Co-Teaching Co-teaching is becoming one of the fastest growing inclusive school practicesDespite this rapid increase in popularity, co-teaching remains one of the most commonly misunderstood practices in education
3Collaboration won’t just happen DeliberateStructuredSystematicOngoingCollaborative 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.
4Why won’t it just happen? Some findings…General educators begin with the curriculum first and use assessment to determine what was learnedESL educators begin with assessment first and design instruction to repair gaps in second Language learningSometimes we speak in Different languagesIf we start from different places, no wonder our paths are different as well.More confusion—rarely are we working with the same curriculum.
5Defining Co-TeachingCo-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, pg 1)Handout breaks down each part of the definition—go overInterestingly, co-teaching originated in the field of general education, and has only recently been applied as a way to provide services to students with disabilities
7Three Major Models Consultant model Coaching Model Collaborative (or Teaming) ModelIn the consultant model, the special educator serves as a consultant to the general educator in areas pertaining to curriculum adaptation, skills remediation, and assessment modification.The coaching model involves the special and general education teachers take turns coaching each other in areas of the curriculum and pedagogy in which they are the acknowledged experts.The teaming or collaborative model incorporated equitable sharing of the lesson planning, implementation, and assessment. The teaming or collaborative model is increasingly becoming recommended as the preferred model by researchers, particularly because of it’s efficacy in valuing the contributions of both teachers through task and responsibility sharing
8In the consultant model, the support staff serves as a consultant to the general educator in areas pertaining to curriculum adaptation, skills remediation, and assessment modification.The coaching model involves the support staff and general education teachers take turns coaching each other in areas of the curriculum and pedagogy in which they are the acknowledged experts.
9The teaming or collaborative model incorporated equitable sharing of the lesson planning, implementation, and assessment.Highly recommended by researchers
10Most Common Approaches One Teaching, One DriftingParallel TeachingStation TeachingAlternative TeachingTeam Teaching
11Co-Teaching Models* Station teaching One teach, one observe One teach, one supportParallel teachingAlternative teachingTeam teachingStation teachingHANDOUTAdapted from: Friend, M. & Barsack, W. (1990). Including students with special needs: A practical guide for classroom teachers. Boston: Allyn and Bacon.
13One Teaching, One Supports Easiest approach to start withOne teacher plans and instructs, one teacher provides adaptations and other support as neededRequires very little joint planningShould be used sparinglyCan result in one teacher, most often the general educator taking the lead role the majority of the timeCan also be distracting to students, who may also become dependent on drifting teacherThis approach is also known as “One Teaching, One Supporting” or “Lead and Support.” It is the most commonly seen approach used—why?Because it is the easiest approach to start with, since it does not need much time for co-planning.This is also a fall-back approachHowever, this should be paid careful attention to, because if one teacher continues to take the lead, it can diminish the role/credibility of the other teacher.
14Parallel TeachingTeachers share responsibility for planning and instructionClass is split into heterogeneous groups and each teacher instructs half on the same materialContent covered is the same, but methods of delivery may differBoth teachers need to be proficient in the content being taughtBecause both teachers need to be proficient in the content area, it is difficult to use this approach initially.The primary goal here is to limit the student-teacher ratioThis approach requires significant coordination between the teachers so that all students receive essentially the same instruction and that grouping decisions are made based on maintaining diversity.Noise and movement levels should be monitored, and teachers will need to pace their instruction similarly.
15Station TeachingTeachers divide the responsibility of planning and instructionStudents rotated on pre-determined schedule through stationsTeachers repeat instruction to each group that comes through--though delivery may vary according to student needsApproach can be used even if teachers have very different pedagogical approachesEach teacher instructs every studentSince each teacher has separate responsibility for instruction, this approach can be used if the teachers have differing pedagogical approaches.Drawbacks to this approach can be the amount of movement and noise it can entail--can be distracting. Although many classrooms make use of stations, or centers, so this can usually be integrated fairly seamlessly.Some noise may be minimized by using headphones, study carrels, or by having the teachers move rather than the students.
16Alternative TeachingTeachers divide responsibility for planning and instructionThe majority of students remain in large group setting, while some students work in a small group for pre-teaching (Frontloading) , enrichment, re-teaching or other individualized instructionAllows for highly individualized instruction to be offeredTeachers should be careful that the same students are not always pulled aside (may differ with ESL students).One consideration here is that teachers should be mindful of the groupings and vary the groups so that one group of particular students are not always pulled aside.A benefit of this approach is that it acknowledges the fact that there are times when small groups of students need instruction that is different from what the large group is participating in.
17Team TeachingTeachers share responsibility for planning and instructionTeachers work as a team to introduce new content, work on developing skills, clarify information, and facilitate learning and classroom managementThis requires the most mutual trust and respect between teachers, and that they are able to mesh their teaching stylesWhile one teacher explains or speaks, the other can demonstrate a concept or strategy (such as note-taking or summarizing).When this approach is used, co-teachers should engage in frequent checks for level of comfort and satisfaction (b/c the approach can be intensive).
19Benefits of collaboration Shared responsibility for educating all studentsShared understanding and use of common assessment dataSupporting ownership for programming and interventionsCreating common understandingData driven problem solvingWorking together can be very exciting. For, as much as we may acquire high levels of knowledge and experience on our own, increasing the interaction with others within and across education, creates opportunities for learning beyond these traditional boundaries and encourages learning as a system. It becomes more than “what can each of us do for OUR kids,” but rather, “what can we do together for ALL kids.”
20Getting co-teaching started at the building and classroom levels Sounds good…now what?Getting co-teaching started at the building and classroom levelsSo, once you’ve familiarized yourself with co-teaching, you know the different approaches, and you’d like to give it a try. We’ll go over some tips and steps to go through to make the process easier.