Presentation on theme: "Co-Teaching: A Learning Process"— Presentation transcript:
1Co-Teaching: A Learning Process Presented By:Tarkington ISD Special Education Teachers
2Co-Teaching Approaches Challenges & Successes of co-teachingRoles & ResponsibilitiesCo-Teaching modelsSummaryQuestions
3Challenges & Success in the Classroom What Works!Challenges & Success in the Classroom
4Challenges & Success in the Classroom Process3 yearsone-step at a timeadministration expectationsPlanning beforeboth contributeface-to-faceelectronic & on the spotCommunicationcomfort levelsprofessional marriagediscipline-same pageRoutines need to be constantDifferent Approaches for teaching content/subject-specific areas
5Joint Responsibilities Areas of ExpertiseGeneral EducatorCurriculum & instructionClassroom managementKnowledge of typical studentsPacingSpecial EducatorProcess of learningIndividualizationDocumentation/Other Accountability PaperworkMastery vs. CoverageJoint ResponsibilitiesKnowledge of IEP Goals/Objectives/BIPGradesDisciplineImplementationof Accommodations/Modifications
7Co-Teaching Approaches 6 approaches to co-teachingOne teach, One observeStation TeachingParallel TeachingAlternative TeachingTeamingOne Teach, One assist
8One Teach-One ObserveAs we all know in today’s schools there is a large emphasis on data collection.This method for co-teaching presents educators with an unique opportunity to gather useful data to help improve all students learning.In this method, one teacher performs whole group instruction, while the other teacher gathers useful data on targets the team has decided is important.
9One Teach-One ObserveRecommended use: Frequent, but for short period of time.This method of co-teaching should be used several times a week, if not daily.This allows the team to gage their instruction for effectiveness, and make appropriate changes or adapt to student needs.
10Gathering Student Data Behavioral/Social Skills dataFrequencyDurationInstructional DataStudent participationAccuracy countMastery Levels
11Variations of Gathering Data Co-teachers can also use this method to collect data on one another to monitor their own skills.Do they call on boys & girls proportionally?Assess levels of questioningConsistency in responding to student behavoirs.Teachers in new partnerships should wait to become more familiar with one another before trying this variation.This should NEVER be used as a “GOTCHA” among teachers.
12Opportunities & Challenges Collecting useful data is a great way for teachers to focus on student needs.Conversations need to be had about what type of data needs to be collected, and what to do with the data after it has been collected.Make sure to use the data to make decisions that are centered around student learning and behavior.
13Station TeachingGrouping students in various ways is an always-recommended way to reach students at different levels.Small groups can be grouped in a variety of ways…Skill levelLearning stylesStudent InterestsBehavior/Social InteractionsCombinations
14Station Teaching Recommended use: Frequent Basic station approach Co-teaching provides a greater opportunity to utilize the station model.Basic station approachContent & students are divided into 3 groups.Two stations are teacher led, while the 3rd group works independentlyGroups rotate between stations, and by the conclusion of the lesson students will have completed all 3 stations, and each teacher will have seen every student.
15Opportunities & Challenges More small group instructional timeAdditional support for studentsHighly interactive learning environmentVersatile grouping for increased productivityChallengesEach station must function independently of each otherGroup logisticsNoise levelTime constraintsMaking sure students stay engaged
16Recommended use: Frequent Parallel TeachingThis method of co-teaching lets teachers provide more individualized attention.Recommended use: FrequentStudents are divided into 2 groups, the teachers then lead each group in the same instruction.Students only receive instruction from 1 teacher, and groups do not rotate.
17Opportunities & Challenges Opportunities & challenges of parallel teaching are very similar to station teachingStudent groups maximize participation while minimizing behavioral problems, and can increase instructional intensity.Parallel teaching is only effective if both teachers can deliver equivalent instruction, and are knowledgeable of content area.
18Variations to Parallel Teaching Parallel teaching can be a flexible method for delivering instruction.Example 1In an elementary math class groups are divided into students who prefer working with manipulatives, and those who don’t.Example 2In a high school History class this model be used to present different points of view of the Civil War. After the instruction the two groups will participate in a whole group debate.
19Alternative Teaching Recommended use: Occasionally Alternative teaching consists of one teacher managing a large group, while the other teacher manages a small group.Examples of when to use alternative teaching model:Pre-teachingTest reviewsBehavior modifications
20Alternative Teaching Opportunities Permits one teacher to work with a small groupAdditional direct instruction or enrichment of targeted groupInstructional flexibilityMore personalized interaction with students
21Alternative Teaching Challenges Most importantly: make sure small group does not appear to be a pull out for SpEdPlanning time neededVary students being pulled to small group, AND trade off teacher facilitating the small group.Teacher needs to be knowledgeable of the content
22Teaming Recommended Use – Occasional(3-4 times per grading period) -Some teachers describe Teaming as “one brain in two bodies”-Both teachers are in front of the class, sharing the responsibility of leading instruction.
23Teaming - Opportunities 1. Teaming can be very energizing.(Willing to try new ways to reach students.It can also increase entertainment/engagement factor of teaching. (ex. Instructional conversations, sharing question- asking, and antics that sometimes occur during this co-teach approach.Students are more likely to stay attentive, if done correctly.
24Teaming - Challenges1. When both teachers are in front of the class, individual needs may be missed.2. Must have a comfortable relationship with your co-teach partner.(You must be flexible and have instructional trust with each other)3. If both teachers tend to talk quite a bit, teachers may have difficulty pacing their lessons and may slow lessons down, or not give enough time for student practice after lesson is taught.
25Examples of Teaming1. Elementary- Math-Vertical and horizontal lines( One teacher wears blouse with horizontal lines and the other wears a blouse with vertical lines and each explains the concept they are wearing.)2. Middle School – Science- During a lab, one teacher explains the lab, while the other teacher demonstrates the lab and quizzes students, occasionally making intentional mistakes to check student comprehension, and asking the students to repeat directions.
26More Examples1. High School – English – When teaching a novel, two teachers acted out scenes from Of Mice and Men to help students grasp key events and themes.
27Final Thoughts- Teaming - Remember, you must have an open mind and a good working relationship with your co-teach partner.- Make sure you plan with your co-teach partner before teaming.- Be creative as a team.(Have fun with it!!)
28One Teaching, One Assisting Recommended Use- Seldom (or less)This approach places one teacher in a lead role while the other is functioning as support to the classroom.One teacher leads the instruction while the other (unobtrusively)monitors student work, addresses behavior issues, answers student questions, and facilitates instruction.One teaching, one assisting has the greatest potential to be over-used and abused.
29One Teaching, One Assisting in Practice One teacher is leading instruction on a class project the special education teacher is helping pass out materials to students and checking to make sure they are being used properly.A 3rd grade class is reviewing multiplication. One teacher writes a problem the board, and the students all solve it using individual white boards and markers. At the other teacher’s signal they all hold up their whiteboards and the assisting teacher scans to be sure that all the students have completed the problem correctly.
30Opportunities and Challenges Individual support. Students feels less embarrassed about asking questions or asking for help when not having to do so in front of an entire class.Use this approach to help students attention during instruction.Students become dependent on teacher support rather than fostering independence in learning.Having a teacher explaining concepts while the other teacher is still instructing takes away a students focus.
31Concerns of One Teaching, One Assisting DON’T Co-TeachTHIS WAYOne of the biggest concerns for this approach is the general education teacher continues to teach as if in a one-teacher class room. The special education educator then works as a passive partner who waits for instruction to finish before helping students who are struggling or is used as a highly paid teaching assistant. Eventually this will lead to the specialist being asked questions such as these:Do they pay you to do this?Are they ever going to let you have your own classroom?I don’t have to listen to you. You’re not the real teacher.
32Summary Co-Teaching is a process and a partnership. Embracing your partnership & working together to find what works for your team is what will make you successful co-teachers.Don’t just become good at using one model… you should use the various models to meet the needs of your instructional goals, and your students.