Presentation is loading. Please wait.

Presentation is loading. Please wait.

Co-Teaching collaboration that makes a difference

Similar presentations

Presentation on theme: "Co-Teaching collaboration that makes a difference"— Presentation transcript:

1 Co-Teaching collaboration that makes a difference
Educ. 501 Brian Verwolf

2 Kaleidoscopes

3 Co-Teaching is… Simultaneous instruction, with a diverse group of students Done with two or more teachers Instruction within the same physical space Done in a coordinated fashion needs to be pre-planned involved collaboration

4 Co-Teaching is… A vehicle for school communities to move from feelings of isolation to feelings of community and collaboration A method to meet the diverse needs of all students in the same classroom A supportive and collaborative practice among professionals

5 Co-Teaching is not… one person teaching one subject, followed by another who teaches a different subject one person teaching while another is off using the Xerox machine in the teacher’s lounge an assignment of someone to act as a tutor.

6 What does Research Say? A study centered on the infusion of language skills (vocab, phonemic awareness) in urban kindergarten settings found that ELL students and native English speakers in a co-taught classroom (classroom teacher and an SLP) showed significantly greater gains than those in traditional classrooms. (Hadley, Simmerman, Long, and Luna, 2000)

7 What does Research Say? A Georgia middle school found that students with and without disabilities showed significant increases on standardized tests in math and language arts after 2 years of co-teaching. In addition, there was a significant decrease in the numbers of students with chronic attendance problems. (Burns, 2010)

8 Student Benefits Children with disabilities have access to general education curriculum Reduces stigma often associated with “pull-out” model Helps build stronger peer relations Actually increases individualized instruction Enhances academic performance

9 Teacher Benefits Provides opportunity for professional growth
Forum to share knowledge, skills and resources with peers Teachers in a resource role have more opportunity to increase understanding of the general curriculum and classroom expectations Behavior Management

10 Teacher Benefits (cont.)
Builds repertoire as to how to adapt curriculum and/or modify the level of instruction to meet needs of students (*differentiation) Promotes collaborative practice between teachers Can increase communication between classroom teachers and teachers in a resource role

11 However… “One size does not fit all. Although co-teaching seems to be a promising practice, this does not mean that every student can have his/her educational needs met this way.” Kohler-Evans (2006) Co-teaching isn't recommended for every situation. It works very well for: Student-teaching, inclusion situations, and other areas where need is greatest. There appears to be more reference to those who have mild-to-moderate disabilities as being the best candidates for co-teaching, but the research is really not definitive on this matter. This quotation suggests that while co-teaching may be an effective approach for some students with disabilities, it is not a panacea for all students with special needs.

12 General Challenges Lack of planning and organization
Planning time together Relationship factors Administrative support Continuous investment of time Fear of change Poor communication Definition of roles/following roles

13 Different Models of Co-Teaching
Lead and Support Duet Speak and Add/Chart Skills Group Station Teaching Learning Style Parallel Teaching Adapting Complementary Instruction If it isn’t planned and organized before implementation it is not co-teaching. Each of these models require some type of plan or organization from a brief meeting to more elaborate planning. Over time co-teaching will develop and progress more naturally requiring less intensive planning.

14 Lead and Support Model Is always the classroom teacher
Teacher A Is always the classroom teacher Primarily responsible for planning a unit of instruction Teacher B Is the teacher in a resource role Shares in delivery, monitoring and evaluation Pros Saves teacher B time Keeps teacher B involved in the educational cycle Cons Teacher A may miss differentiation in the planning

15 Duet Model Both teachers plan and design the instruction
Teacher A and Teacher B Both teachers plan and design the instruction Teachers take turns delivering various components of the lesson Pros: differentiate opportunity and collaboration wonderful for behaviour management this is the best model for the students Cons: takes a great deal of planning to implement effectively

16 Speak and Add/Chart Model
Teacher A Primary responsibility for designing and delivering Teacher B Adds and expands with questions, rephrasing, anecdotes Records key information on charts, transparencies, screen or board Pros: gives the teachers permission to interrupt, disagree or challenge (which catches student attention) simple in terms of time anyone can do this since you do not need content expertise class assistants (integration aides, attendendants) can do this Cons: Too easy to step on each others toes

17 Skills Group Model Teacher A and Teacher B Students are divided into 2-4 groups based on instructional need Each teacher takes primary responsibility for half the class Teachers may switch groups occasionally Pros: this model is all about the principles of differentiation Cons: can feel a bit like tracking (isolating the slower learners) can be too much “flip-flopping”

18 Station Teaching Model
Teacher A Responsibility for overall instruction Teacher B Teaches small specific skills students have not mastered Pros: intense, direct instruction provides an opportunity for pre-teaching or re-teaching Cons: can be part of a package but on its own not really co-teaching isolation

19 Learning Style Model Teacher A and Teacher B Both teachers share in the design and delivery of instruction One teacher is primarily responsible for auditory and visual instruction One teacher is primarily responsible for tactile and kinesthetic instruction Pros: meets the multi modality needs of the students Cons teachers need a repertoire of strategies that meet the multi modality needs of the students

20 Parallel Teaching Model
Teacher A and Teacher B Both teachers plan and design Class split into two groups Each teacher takes a group for the entire lesson Pros: teachers work equally together smaller manageable groups (management) Cons; some division, segregation

21 Adapting Model Teacher A Responsible for planning and delivering a unit of instruction Teacher B Determines and provides adaptations for students who are struggling Pros: very little planning time needed Cons: Teacher B may feel a bit more like an assistant or aide rather than an equal

22 Complementary Instruction Model
Teacher A Responsible for delivering core content Teacher B Responsible for delivering related instruction in areas of study and survival skills Pros: easy access expects specialists to bring in their specialty

23 Stages to Co-Teaching Beginning Stage Compromising Stage
Collaborative Stage

24 Collaboration Stage is the Goal
Physical arrangement Familiarity with curriculum Curriculum goals and modification to level of instruction Instructional presentation Classroom management Assessment

25 Collaboration Won’t Just Happen…
Deliberate Structured Systematic Ongoing Steele, Bell, & George (2005)

26 “The practice of co-teaching has the potential to be a wonderful strategy for meeting the needs of all students. Working in partnership with another teacher, bouncing ideas off of one another, planning and orchestrating the perfect lesson, having two pair of eyes and four hands, creating something that is better than that which each partner brings …what better way to teach?” Kohler-Evans (2006)

27 Co-Teaching Resources
A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning (Villa, Thousand, & Nevin, 2004) The Co-Teaching Manual (Basson & McCoy, 2007) Co-Teaching Lesson Planning Book (Dieker, 2007) Guidebook for the Magiera-Simmons Quality Indicator Model of Co-Teaching (Magiera & Simmons, 2005)

28 References Lawton, M. (1999). Co-Teaching: Are Two Heads Better Than One in an Inclusion Classroom? Harvard Education Letter. Literature Review – Saskatchewan Ministry of Education Professional Development Modules Wagaman, J. (2008). Co-Teaching for Success with Special Needs Child – Teachers Working Together for Student Achievement.

Download ppt "Co-Teaching collaboration that makes a difference"

Similar presentations

Ads by Google