Presentation on theme: "Co-Teaching Preparation:"— Presentation transcript:
1 Co-Teaching Preparation: Keys to SuccessPart I: Curriculum and Instruction
2 OutcomesParticipants will be able to identify two major categories of team-teachingParticipants will be able to define six models of team-teachingParticipants will plan for successful delivery of curriculum(Welcome participants, review expected outcomes.)
3 Legislative Requirements Effective July 1, 2005, school districts may implement co-teaching strategies for the following reasons:Pairing teachers for staff developmentPairing new teachers with veteran teachersPairing teachers who are teaching out-of-field with teachers who are in-fieldReducing turnover among new teachersProviding for more flexibility and innovation in the classroomImproving learning opportunities for students, including students who have disabilitiesMain points:Co-teaching was used extensively as a way to meet mandatory class size limits.State legislature banned co-teaching for this purpose, then rescinded the decision, with some restrictions.(Explain reasons (bulleted on slide) the State will now accept for using co-teaching as a strategy.)
4 Legislative Requirements Additional requirements are:Reasonable limits shall be placed on the number of students in a classroom so that classrooms are not overcrowded. Teacher-to-student ratios within a curriculum area or grade level must not exceed constitutional limits.At least one member of the team must have at least 3 years of teaching experience.At least one member of the team must be teaching in field.The teachers must be trained in team-teaching methods within one year after assignment.(Review additional requirements for co-teachers.)
5 “Co-Teachers jointly plan and conduct instruction in a coordinated fashion to ensure the success of all students.”- - Friend and Cook 2003One definition…. The core of co-teaching must focus on helping all students meet standards.
6 “ Co-teachers help one another by providing different areas of expertise that, when fused together correctly, can result in enhanced instruction for all students.”- - Murawski and Dieker 2004A huge benefit of co-teaching is the expertise and creativity each teacher brings to the classroom.
7 Team-teaching ModelsCategory 1: Two or more teachers with equal responsibility, working with the same group of students at the same timeCategory 2: Two or more teachers working together, but not necessarily teaching the same students, nor necessarily teaching at the same time(Review 2 major categories of co-teaching.)We will focus on Category 1, since this is the type of co-teaching being examined by the State.
8 Category 1 Models Traditional Collaborative Complimentary/Supportive ParallelDifferentiated Split ClassMonitoring Teacher(Read models.)We will briefly examine each model.
9 TraditionalTeachers share instruction of content and skills to all students, at same timeExample: One teacher provides direct instruction to class, while other teacher models construction of a graphic organizer of the subject matter(Review slide.)This model allows students to receive 2 styles of instruction (verbal and visual) at the same time. It also provides a way for students to make connections between the types of instruction.
10 Collaborative Teaching is done completely through group strategies Examples:Group project workStudent-led discussionsJoint test takingWhen teaching is completely collaborative, teachers may choose to hold joint “class meetings” to present lessons, providing the teachers with the opportunity to build off of each other’s information, and providing students with the opportunity to be actively involved in the presentation.Pure collaboration is probably the least used model of co-teaching.
11 Complimentary/Supportive One teacher is responsible for teaching the content, the other for providing follow-up activitiesExample: One teacher presents the content information on volume, the other teacher prepares an experiment on volumeThis model is particularly useful in subject areas that have a lot of crossovers, such as math and science. This is an easy way to move straight from theory to implementation of skills.
12 ParallelThe class is divided into two equal groups; each teacher presents the same lessonExamples:Groups go to opposite sides of the room, receive same informationSmall groups are formed for project work, each teacher works with half the groupsWhen students are of similar academic ability, this model is a good one for simply providing more student-teacher interaction. When used for small group work, it also allows the teachers more flexibility in monitoring student engagement.
13 Differentiated Split Class Students are grouped by academic strengths, teachers share responsibility for meeting needs of each groupExample: Students are grouped for reading, each teacher is responsible for an equal number of groups or studentsThis model is particularly effective when there are large variations in academic ability of students in the classroom. It is often used in ESE co-teaching models. The primary advantage to this model is its ability to allow teachers to focus on specific skills with specific groups of students.
14 Monitoring TeacherOne teacher instructs, while the other teacher circulates throughout roomExample: One teacher presents a new math skill, while the other teacher circulates and monitors students’ implementation of the skillThis model is particularly useful when students are given time to do seatwork during a lesson, such as working out a math problem as soon as new information has been presented. The monitoring teacher is able to discern which students are understanding the new skill, and which students may need additional instruction.
15 Remember… Co-teachers are equal Model sharing of time and responsibilitiesUse a variety of methods/strategiesTrade roles on a regular basisMain points:Teachers must be seen as equals in the classroomRegularly trading roles allows students to perceive the equalityTeachers must work together to overcome any perceived control or authority issues
16 planning is everything.” “The plan is nothing,planning is everything.”- - Dwight D. EisenhowerThe most important thing co-teachers can do is plan, plan, plan, in advance of greeting students.
17 ACTIVITYWork with your co-teacher to complete the Guided Questions Activity Sheet on Curriculum and Instruction.Choose one response to share with the group.[Facilitate the guided question activity. (30 mins. total for work and discussion)After the activity is complete, show participants extra handouts at end of packet – Co-Teaching Partnership Checklist; Additional Considerations and Tips When Co-Teaching; and If One of You Is Doing This, The Other Can Be Doing This…END OF PART IIf you are not immediately presenting Part II, please do the Plus/Delta activity on the next slide.If you are immediately presenting Part II, please skip to slide #19.
18 Opportunities for improvement +∆HelpfulEnjoyableAppreciatedOpportunities for improvementAs part of our efforts to continuously improve our training, we collect data at the end of every session. Please tell me what worked well for you today – made your learning experience easier, more enjoyable, helped you in any way. Also tell me ways that the training could be improved. What would make the session more meaningful for you?(Draw a +/∆ chart, record comments)(End of session. Thank participants, remind to check sign-in sheet, complete evaluation forms.)
19 Co-Teaching Preparation: Keys to SuccessPart II: Classroom Management
20 OutcomesParticipants will develop a shared vision of a co-teaching classroomParticipants will know supportive and destructive relationship habitsParticipants will plan for successful classroom management(Welcome participants, review expected outcomes.)
21 Collaboration is… a voluntary relationship a joint responsibility an attempt to reach consensusa learning experiencean ongoing relationshipCo-teaching is a collaborative effort. Communication between team members is vital.We are going to do an activity to evaluate how closely aligned our beliefs are about a co-teaching classroom.
22 In a co-teaching classroom, we would: ACTIVITYDraw and complete this chart on your paper:In a co-teaching classroom, we would:SeeNever SeeHearNever HearFeelNever Feel[Provide each table with a piece of chart paper and markers.Instruct each table to choose a facilitator, a time keeper, a reporter, and a scribe. (If only have 1 table, still choose roles)]Job dutiesScribe: Draw chart, record responsesFacilitator: Make sure each area of chart is answered, and that all table members provide inputTime keeper: Keep track of time, give 1 minute warningReporter: Report out findings during discussionCharting Directions (10 mins)Provide responses for each area of the chart. In a co-teaching classroom, what would we expect to see, hear, and feel? What would we not want to see, hear or feel?Put a star beside the 2 responses your group feels are the most important in each category.Look for areas of agreement, and for areas of conflict.Time-keeper give 1 minute warning at 9 minutes.
23 ACTIVITY Discussion Questions What areas did you find in common in the charts?Were there any areas of conflict?If there were areas of conflict, how will you address those?(Lead discussion. (5 mins)Reporter for each group should answer first, then ask other group members if they have anything to add.)
24 Classroom Management What strategies can we use Highly effective classrooms function as a family.What strategies can we useto promote a community of learners?Agreement on classroom management techniques is essential in the co-taught classroom.
25 Relationship Relationship Builders: Breakers: ListeningSupportingEncouragingAcceptingRespectingTrustingNegotiatingCriticizingBlamingNaggingComplainingPunishingThreateningBribing/RewardingThese relationship habits are simple for students (and teachers) to identify and understand. Focusing on using the Relationship Builder habits makes for a well-run, comfortable classroom.
26 Classroom Management Decisions Classroom expectationsAcademicBehavioralLogical consequences for choicesAgreement on handling of disruptionsDegree of parent involvementIt is important for co-teachers to agree on classroom expectations, and on the handling of disruptions by students or others. The following Guided Questions activity provides a chance for you to think about some of those situations.
27 ACTIVITYWork with your co-teacher to complete the Guided Questions Activity Sheet on Classroom Management.Choose one response to share with the group.[Facilitate activity. (25 mins total for responses and discussion)]END OF PART IIIf you are not immediately presenting Part III, please do the Plus/Delta activity on the next slide.If you are immediately presenting Part III, please skip to slide #29.
28 Opportunities for improvement +∆HelpfulEnjoyableAppreciatedOpportunities for improvementAs part of our efforts to continuously improve our training, we collect data at the end of every session. Please tell me what worked well for you today – made your learning experience easier, more enjoyable, helped you in any way. Also tell me ways that the training could be improved. What would make the session more meaningful for you?(Draw a +/∆ chart, record comments)End of session. Thank participants, remind to check sign-in sheet, complete evaluation forms.
29 Co-Teaching Preparation: Keys to SuccessPart III: Advantages, Disadvantages, and Assessment
30 OutcomesParticipants will know advantages and disadvantages of co-teachingParticipants will plan for successful student assessment practices(Welcome participants, review expected outcomes)
31 Advantages of Co-Teaching TeachersLearning with and from colleaguesLess isolationSupportive environmentObserve and participate in different teaching methodsEasier to provide attention to individual students(Robinson and Schaible, 1995)Research on co-teaching shows a wide range of advantages to this instructional model. We are going to look at these advantages, as well as some of the possible disadvantages for teachers and students. As co-teachers yourselves, you can probably add to these lists! (Review list)
32 Advantages of Co-Teaching StudentsMore likely to be exposed to more than one teaching styleMore individualized instructionGreater achievementGreater retention of content and skillsIncrease in regard for group workImproved interpersonal skills(Robinson and Schaible, 1995)Most students enjoy having co-teachers in their classroom. If they don’t connect with one teacher’s style, they have a second adult to connect with. (Review list)
33 Disadvantages of Co-Teaching TeachersTime required for planningPossible conflicts with co-teacherAs with any teaching model, there are also disadvantages for teachers. Time is always a major factor.(Ask participants for examples of how they have overcome these disadvantages.)
34 Disadvantages of Co-Teaching StudentsLarger class size may be difficult for some studentsPossible confusion as to who is in charge of classroomIf co-teachers are incompatible, students will be uncomfortable(Robinson and Schaible, 1995)Although many students enjoy having more than one teacher, for some students it can be disconcerting. (Review list)
35 Think/Pair/ShareWhat do you see as the biggest advantage of co-teaching for teachers? Why?The biggest disadvantage for teachers? Why?What do you see as the biggest advantage of co-teaching for students? Why?The biggest disadvantage for students?Why?(Facilitate activity.)DirectionsTake 2 minutes to consider the information we’ve just discussed.With a partner, take 6 minutes to discuss the questions.(At end of 8 minutes, lead discussion on responses to the questions)
36 Student Assessment Decisions Types of assessmentsWrittenPerformanceHow often?Who will administer?How will evaluation be shared by co-teachers?How will results be shared with students? With parents?Another area of extreme importance in the co-taught classroom is agreement on assessment processes. Some of the areas for consideration are listed on the slide.Our final Guided Questions activity will provide you with the opportunity to consider these ideas more fully.
37 ACTIVITYWork with your co-teacher to complete the Guided Questions Activity Sheet on Assessment.Choose one response to share with the group.[Facilitate activity. (25 minutes total)]
38 Opportunities for improvement +∆HelpfulEnjoyableAppreciatedOpportunities for improvementAs part of our efforts to continuously improve our training, we collect data at the end of every session. Please tell me what worked well for you today – made your learning experience easier, more enjoyable, helped you in any way. Also tell me ways that the training could be improved. What would make the session more meaningful for you?(Draw a +/∆ chart, record comments)End of session. Thank participants, remind to check sign-in sheet, complete evaluation forms.