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Communication is the KEY: Co-Teaching & Co-Planning Latricia Trites, Ph.D. February 23 & 25, 2009.

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Presentation on theme: "Communication is the KEY: Co-Teaching & Co-Planning Latricia Trites, Ph.D. February 23 & 25, 2009."— Presentation transcript:

1 Communication is the KEY: Co-Teaching & Co-Planning Latricia Trites, Ph.D. February 23 & 25, 2009

2 What is Co-teaching? Take a few minutes to discuss with your partner how you define co-teaching. Take a few minutes to discuss with your partner how you define co-teaching. What are effective co-teaching characteristics? What are effective co-teaching characteristics?

3 Video Examples of Co-teaching These first 5 examples are provided from Brigham Young University and can be found at dels.html These first 5 examples are provided from Brigham Young University and can be found at dels.html dels.html dels.html The last example is from school.org/2008/01/04/video-on-the-benefits- of-co-teaching-a-blast-from-2005/ The last example is from school.org/2008/01/04/video-on-the-benefits- of-co-teaching-a-blast-from-2005/http://beyond- school.org/2008/01/04/video-on-the-benefits- of-co-teaching-a-blast-from-2005/http://beyond- school.org/2008/01/04/video-on-the-benefits- of-co-teaching-a-blast-from-2005/

4 Co-Teaching Partnership Partnership Trust Trust Hard work Hard work Communication Communication Shared preparation and shared responsibility. Shared preparation and shared responsibility. Both are always working. Each section of each lesson should specify roles of both. Both are always working. Each section of each lesson should specify roles of both. Considered a very demanding work arrangement. Considered a very demanding work arrangement.

5 Co-Teaching Definition Two (or more) educators or other certified staff Two (or more) educators or other certified staff Contract to share instructional responsibility Contract to share instructional responsibility For a single group of students For a single group of students Primarily in a single classroom or workspace Primarily in a single classroom or workspace For specific content (objectives) For specific content (objectives) With mutual ownership, pooled resources, and joint accountability With mutual ownership, pooled resources, and joint accountability Cook & Friend (2004)

6 What Co-Teaching Isn’t One person teaching one subject followed by another person teaching a different subject One person teaching one subject followed by another person teaching a different subject One person teaching one subject while another person prepares instructional materials, makes copies, corrects papers, etc. One person teaching one subject while another person prepares instructional materials, makes copies, corrects papers, etc. One person teaching a lesson while other people simply observe One person teaching a lesson while other people simply observe One person’s ideas about what and how to teach being the only ideas implemented One person’s ideas about what and how to teach being the only ideas implemented One person being assigned as a tutor One person being assigned as a tutor Villa, Thousand, & Nevin (2008)

7 Effective Co-Teaching Mixes and matches models. Mixes and matches models. Changes models and roles for variety and interest for learners. Changes models and roles for variety and interest for learners. May involve delegation of specific tasks to one teacher (e.g., one is the phonics expert). May involve delegation of specific tasks to one teacher (e.g., one is the phonics expert). Always specifies the role of each teacher in each activity. Always specifies the role of each teacher in each activity.

8 Tips for Effective Co-Teaching Get to know your partner Get to know your partner Create a workable schedule Create a workable schedule Vary instructional practices Vary instructional practices Avoid second guessing your partner Avoid second guessing your partner COMMUNICATE COMMUNICATE

9 Get to Know Your Partner Discuss personal and professional issues Discuss personal and professional issues Discuss any “pet peeves”? Discuss any “pet peeves”? Discuss any health concerns Discuss any health concerns Discuss learning styles and preferences Discuss learning styles and preferences Create a signal system for communicating in the classroom Create a signal system for communicating in the classroom

10 Follow-up Getting to Know You Now that you’ve worked with your co-teacher for a semester (most of you), take this time to get to know each other better. Now that you’ve worked with your co-teacher for a semester (most of you), take this time to get to know each other better. What is your personal learning style? What is your personal learning style? What is your personality type? What is your personality type? What is your teaching style? What is your teaching style? When do you plan best? When do you plan best? How do you plan? How do you plan? Where do you plan? Where do you plan? How do you deal with conflict? How do you deal with conflict?

11 Co-teaching MUST include Co-planning! Find time to plan together Find time to plan together Discuss what will be taught, how it will be taught, and by whom Discuss what will be taught, how it will be taught, and by whom Create a “co-teaching” lesson plan template to be used Create a “co-teaching” lesson plan template to be used

12 Effective Planning Examine Curriculum Guidelines Examine Curriculum Guidelines Learn to write effective objectives Learn to write effective objectives Do long-term planning as well as short-term planning. Do long-term planning as well as short-term planning. Communicate with each other before AND after each co-teaching session. Communicate with each other before AND after each co-teaching session.

13 Goals vs. Objectives Goals are broad and most often contain many objectives in order to achieve the goal. Goals are broad and most often contain many objectives in order to achieve the goal. Students will write effective short essays. Students will write effective short essays. Objectives are much more specific and contain only ONE observable outcome. Objectives are much more specific and contain only ONE observable outcome. Students will write a topic sentence for a short essay with 70% accuracy. Students will write a topic sentence for a short essay with 70% accuracy.

14 What are Effective Objectives? Objectives that are outcomes based – state what the student will accomplish. Objectives that are outcomes based – state what the student will accomplish. Objectives that have only one outcome in each one. Objectives that have only one outcome in each one. Objectives that can be assessed. Objectives that can be assessed. Objectives that answer why an activity is being done. Objectives that answer why an activity is being done.

15 Objective Examples Good Objective: Good Objective: Students will demonstrate their ability to spell current vocabulary words by playing a game of hang man with a level of 75% accuracy in spelling. Students will demonstrate their ability to spell current vocabulary words by playing a game of hang man with a level of 75% accuracy in spelling. Bad Objective: Bad Objective: Students will play hang man. Students will play hang man.

16 Objective Activity Take 30 minutes and do the following: Take 30 minutes and do the following: Select 10 different curriculum goals from the list and with your textbook, write at least one effective objective. Select 10 different curriculum goals from the list and with your textbook, write at least one effective objective.

17 Co-planning Both teachers contribute to the planning stage. Both teachers contribute to the planning stage. Both teachers agree as to which teacher will be responsible for what activity and for what materials. Both teachers agree as to which teacher will be responsible for what activity and for what materials. Both teachers will talk openly with each other AFTER the class to evaluate the effectiveness of the lesson. Both teachers will talk openly with each other AFTER the class to evaluate the effectiveness of the lesson.

18 Planning Activity Take 30 minutes to do the following: Take 30 minutes to do the following: Long range planning with your co-teachers Long range planning with your co-teachers General detailed planning for the next month General detailed planning for the next month Immediate planning for the next week Immediate planning for the next weekFINALLY: Each ETA should talk with his/her LETs about the co-teaching demonstration for April 22 nd, May 6 th, and May 20 th. Which activity will you present? Which LET will participate with you? Each ETA should talk with his/her LETs about the co-teaching demonstration for April 22 nd, May 6 th, and May 20 th. Which activity will you present? Which LET will participate with you?

19 References Brigham Young University, David O. McKay School of Education, Counseling, Psychology, and Special Education, “Co-teaching: A modelfor classroom management. Burell, C. (2005). “Video on the Benefits of Co-teaching: A Blast from 2005” a-blast-from-2005/ a-blast-from-2005/ a-blast-from-2005/ Friend, & Cook, L. (2004). Co-Teaching: Principles, Practices, and Pragmatics. New Mexico Public Education Department Quarterly Special Education Meeting Albuquerque, NM April 29, 2004 Murawski, W., & Dicker, L.A. (2004). Tips and strategies for co-teaching at the secondary level. TEACHING Exceptional Children, 36(5) Villa, R., Thousand, J., & Nevin, A. (2008). What is co-teaching? In. A guide to co-teaching: Practical tips for facilitating student learning (2 nd ed.). Thousand Oaks, CA: Corwin Press.


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