Presentation on theme: "An Effective Way to Reach ALL Struggling Learners"— Presentation transcript:
1An Effective Way to Reach ALL Struggling Learners Co-TeachingAn Effective Way to Reach ALL Struggling Learners
2Co-Teaching Debate Benefits Frustrations Two teachers in the classroom.Opportunities for concepts to be re-taughtImprovement of instruction/reflectionIncreased opportunity for UDL and differentiated instruction to take placeLack of common planning time.Co-teaching pairs not appropriately placed.Co-teacher placed in subject area not conducive to background.Lack of shared responsibility.
3Most Common Turn Offs Lack of common planning time Lack of consistent co-teaching partnerships (i.e. same person throughout the day)Lack of co-teacher background/comfort with content. (i.e. different subjects each term)Lack of relationship in partnership.
4What Co-Teaching Is Delivery method for instruction Equally qualified individualsShared and equal responsibilityAccountability is sharedFocusing on allDifferentiated Instruction
5What Co-Teaching Is Not One teaches and one helpsPull out methodTargeting certain studentsIsolating responsibilitiesFollowing a leadLack of collaboration
6Who Benefits?Just as in differentiated instruction and Universal Lesson Design (UDL), the purpose to help all learners succeed.Those that benefit the most are struggling learners.
7How Can It Benefit Struggling Learners? Increased observation of student success and struggle.Re-teachingStrategy instructionModeling alternative formatsIncreased opportunity for teacher/student relationship.Decrease inappropriate student behaviors and model appropriate social skills (McDuffie, Landrum, & Gelman, 2007)On-task reminders and cuesDifferentiated instruction
8Greatest Factor to Making Co-Teaching Work Team work and collaborationHandout: “Steps in Effective Collaboration”Break- 10 minutes. When we come back we will be looking at specific models of co-teaching and how to plan for co-teaching.
9Six Models of Co-Teaching One teach, one observeStation teachingParallel teachingAlternative teachingTeamingAssist
10One Teach, One ObserveOne teaches one observes pre-determined components (i.e. who is struggling, taking notes, etc.)Teachers take turns teaching and observing.Teachers analyze data together.Video:
11Teaming Both teachers teach same content to the entire class. The time is shared equally between teachers.Most difficult approach, but often most effective. This approach takes time.Video:
12Station TeachingTeachers divide the content in half and divide the class in half.One teacher works with one group while the other works with the other.Groups alternate at equal time intervals.
13Parallel TeachingLike station teaching, but both teachers teach the SAME content simultaneously.This could benefit students that need more one on one focus or opportunities to participate.Could be distracting in small spaces.Video:
14Alternative TeachingOne teaches larger group and one works with smaller groups.Great for remedial instruction, catching students up, etc.Video:
15AssistThis is the stereotypical model of co-teaching where one rotates the room and quietly assists students while the other teaches.Use sparingly.
16DiscussionWhich models of co-teaching seem most conducive to the science classroom? Why?
17Planning for Co-Teaching Should be done on a consistent basisCompleted in a tiered fashion in what the team wants all students to learn, the majority of students to learn, and what they want a few students to learn (Schumm, Vaughn, & Leavell, 1994).
18Planning for Co-Teaching Roles- who teaches what?Specific tasks and material creationHow will learning be assessed?Who needs follow up? Who will address this?
19Sample Planning Form Taken from: Vaughn, S. , Schumm, J Sample Planning Form Taken from: Vaughn, S., Schumm, J.S, & Arguelles, M.E. (1997). The ABCDEs of Co-Teaching. Teaching Exceptional Children, 30(2), 4-10.DateWhat are you teaching?Which co-teaching strategy?What are specific tasks for both teachers?What materials are needed?How will you evaluate learning?Who needs follow up?
20Wrap UpThere are six models of co-teaching: observe, teaming, alternative, stations, parallel, and assist.Collaboration and planning are vital to co-teaching success.Tiered approach is best practice when planning for all learners.Discussion and questions
21References and Resources McDuffie, K., Landrum, T.,& Gelman, J. 2007) Co-Teaching and Students With Emotional and Behavioral Disorders. Beyond Behavior. Fall, pg Schumm, J. S., Vaughn, S., & Leavell, A. (1994). Planning Pyramid: A framework for planning for diverse student needs during content area instruction. The Reading Teacher. 47(8), Vaughn, S., Schumm, J.S., & Arguelles, M.E. (1997). The ACBDEs of co-teaching. Teaching Exceptional Children, 30(2),