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6 Models for Teaching Success.  Increased options for flexible grouping of students  Enhanced collaboration skills for the teacher candidate and cooperating.

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Presentation on theme: "6 Models for Teaching Success.  Increased options for flexible grouping of students  Enhanced collaboration skills for the teacher candidate and cooperating."— Presentation transcript:

1 6 Models for Teaching Success

2  Increased options for flexible grouping of students  Enhanced collaboration skills for the teacher candidate and cooperating teacher  Professional support for both the cooperating teacher and the teacher candidate  Another set of eyes to watch and help problem solve

3  Flexibility to try things you wouldn't be able to do alone  Collaboration in classroom and lesson preparation  Help with classroom management

4  Diversity and size of today's classrooms  Reduce student/teacher ratio  Increase instructional options for all students  Diversity of instructional styles  Greater student engaged time  Greater student participation levels

5  Involves two or more professionals  Heterogeneous group of students  Shared delivery of instruction  Occurs in a shared physical space  Participation may vary based on needs of the students

6  A way to hide weak candidates  A less rigorous student teaching experience  Simply dividing the tasks and responsibilities among two people.

7  For example, co-teaching is NOT:  One person teaching one subject followed by another who teaches a different subject  One person teaching one subject while another person prepares instructional materials at the Xerox machine or corrects student papers in the teachers' lounge  One person teaching while the other sits and watches  When one person's ideas prevail regarding what will be taught and how it will be taught  Someone is simply assigned to act as a tutor 

8  to build stronger connections between universities and their school partners  to increase opportunities for placements  to provide both support and professional development for cooperating teachers  to better meet P-12 student needs  for teacher candidates to have more opportunities to teach

9  for teacher candidates and cooperating teachers to enhance their communication and collaboration skills  for teacher candidates and cooperating teachers to build strong relationships  to induct and mentor teacher candidates

10  Least restrictive environment  Mainstreaming  Inclusion  Integration-three components  Physical integration  Social integration  Instructional integration  Co-teaching is the most common service delivery used in inclusive schools

11  One teacher leads and another purposely observes individual students and/or student teacher interaction  When to use  In new co-teaching situations  When questions arise about student  To check student progress  To compare target students to others in class

12  One teacher provides assistance during large group instruction, while the other teacher monitors.  When to use  When the lesson lends itself to delivery by one teacher  When one teacher has particular expertise for the lesson  In new co-teaching situations=to get to know each other  In lessons stressing a process in which student work need close monitoring

13  VjBE&NR=1 VjBE&NR=1

14  Teachers jointly plan instruction, but each may deliver it to half the class or in small groups. This model requires joint planning time. Beneficial when introducing a new topic or when students have trouble staying focused.  When to use  When a lower adult-student ratio is needed to improve instructional efficiency  To foster student participations in discussions  For activities such as drill and practice, reteaching and review

15  I0Q I0Q

16  Teachers divide contents and students. Students may rotate to each teacher as well as work independently based on needs.  When to use  When content is complex but not hierarchical  In lessons in which planned instruction is review  When several topics comprise instruction

17  vIwA vIwA

18  One teacher works with a small group to pre- teach, re-teach, supplement or enrich instruction, while the other teacher instructs the large group.  When to use  In situation where students’ mastery of concepts taught or about to be taught varies tremendously.  When extreme high levels of mastery are expected for all students  When enrichment is desired  When some students are working in a parallel curriculum

19  xEPmd72RI xEPmd72RI

20  Both teachers share the planning instruction of students in a coordinated fashion.  When to use  When two heads are better than one or experience is comparable  During a lesson where instructional conversation is appropriate  In co-teaching situations in which the teachers have considerable experience and a high sense of comfort  When a goal of instruction is to demonstrate some type of interaction to students

21  t8A t8A

22  Questions?


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