Presentation on theme: "Co-teaching: Necessary Components to Make it Work"— Presentation transcript:
1 Co-teaching: Necessary Components to Make it Work Christine H. Lopez, Ed.D.,President and CEOC.H. Lopez Educational Consulting LLC
2 Objectives Define co-teaching Discuss the barriers and benefits of co-teachingDiscuss critical components of co-teachingDescribe different types of co-teaching models
3 Introductions: Poll Question #1 Please let me know if you are aA: Basic skills teacherB: General education teacherC: AdministratorD: Other
4 Introductions: Poll Question #2 Please let me know if you have ever co-taughtA: YesB: No
5 Definitions of Co-teaching “An educational approach in which two teachers work in a coactive and coordinated fashion to jointly teach academically and behaviorally heterogeneous groups of students in an integrated setting”(Bauwens, Hourcade, & Friend, 1989, p. 18)“Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space”(Cook & Friend, 1995, p.1)
6 Definitions Cont.“Co-teaching is when two or more educators co-plan, co-instruct, and co-assess a group of students with diverse needs in the same general education classroom”(Murawski, 2003, p. 10)
7 Breaking Down the Definitions Co-teaching must include two educatorsGE- specializes in understanding, structuring, & pacing the curriculum.BSI- specializes in identifying unique learning needs and enhancing the curriculum and instruction to meet the special needs of individual students.Substantive instruction must be delivered where both professionals are actively involved in the instruction of the students.
8 Breaking Down the Definition cont. Class consists of diverse students, which must include students with disabilities.However, not all students with disabilities shouldreceive services through co-teachingCo-teaching occurs primarily in a single classroom.Co-teachers should always co-plan, co-instruct, co-assess, and co-manage students.
9 CIRCLE OF INFLUENCE ON CO-TEACHING RELATIONSHIPS Source: Special Connections;
10 The 3 C’s of Co-teaching Co-Planning Co-Instructing Co-Assessing Ideally, co- teachers co-create goals, co-instruct, collaborate on student assessment, class management, and jointly make decisions pertaining to their class(Cook & Friend, 1995).
11 Poll Question #3If you are currently co-teaching, do you co-plan, co-instruct, and co-assess with your co-teacher?A: yesB: no
12 Perceived Benefits of CT Benefits for StudentsIncreased Individual Attention (Zigmond & Matta, 2004)Reduced Negative Behaviors (Dieker, 2001)Improved Self Esteem and Social Skills (Walther-Thomas, 1997)Benefits for TeachersIncreased Professional Development (Weiss & Brigham, 2000)Shared Accountability and Responsibility (Friend & Cook, 2007)Reduced Burnout and Improved Morale (Weiss & Brigham, 2000)Increased use of Instructional Strategies (Murawski & Dieker, 2004)
13 Perceived Barriers to CT Lack of TrainingLimited ResourcesScheduling issuesLack of joint planning timeDifferences in philosophiesDifferences in personalitiesLack of administrative supportUnclear roles of general and BSI teachers(e.g., Dieker & Murawski, 2003; Mastropieri et al., 2005; McDuffie, 2010)
14 Key Elements for Success All teachers need more knowledgeCommon planning timeRoles need to be definedStrong relationships need to be established between co-teachers.
15 Essential Components Administrative Support Common Planning Time SchedulingClass rolesCommon planning timeKeeping both teachers in the classroomProfessional developmentPurposeful matching of co-teachers (similar philosophies)Common Planning TimeSacred timeUse time wiselyDifferentiation of instructionUse of effective instructional strategiesEstablishing rolesAvoiding the paraprofessional trap
16 Essential Components Cont. Class ManagementShare pet peevesCo-create rules and proceduresCreate a joint classroom (both names of the door/board)Desk/Space for each teacherBoth teachers should play an active role in classroom managementEffective CommunicationDiscuss expectationsSHARE Worksheet (available atAddress conflicts immediately
17 Essential Components Cont. Similar PhilosophiesCompatibilityFlexibilityWilling to negotiateVarying the types of Co-teachingDriven by the lesson and accommodationsneededVoluntary ParticipationTo co-teachYour Co-teacherTime to discuss all of these things prior to school starting!
18 Co-teaching Approaches Lead and SupportOne Teaching~One ObservingOne Teaching~One DriftingStation TeachingParallel TeachingAlternative TeachingTeam Teaching
19 Poll Question #4Have you heard or used any of these co-teaching models?A: yesB: no
21 One Teaching/One Support Requires little joint planning timeProvides opportunity for BSI teachers to learn about General Education CurriculumParticularly effective for teachers new to collaborationCan result in BSI teacher being relegated to role of an assistantOne teacher has the primary responsibility for planning and teachingThe other teacher moves around the classroom helping individuals and observing particular behaviors.
23 Station TeachingEach professional has separate responsibility for delivering instructionLower teacher:student ratioStudents with disabilities can be more easily integrated into small groupsNoise level can be distractingMovement can be distracting
25 Parallel Teaching Lower teacher : student ratio Heterogeneous grouping Allows for more creativity in lesson deliveryTeachers must both be comfortable in content and confident in teaching the contentShould not be used for initial instruction
27 Alternative Teaching Helps with attention problem students Allows for re-teaching, tutoring, or enrichmentCan be stigmatizing to group who is alternatively taughtBSI teacher can be viewed as an assistant if he/she is always in alternative teaching role
29 Team Teaching Greatest amount of shared responsibility Allows for creativity in lesson deliveryPrompts teachers to try innovative techniques neither professional would have tried aloneRequires greatest amount of trust and commitmentMost difficult to implement
30 Poll Question #5If you are a co-teacher, which model do you most frequently use? If you are an administrator, which model do you most frequently observe?Lead and SupportStation TeachingParallel TeachingAlternative TeachingTeam Teaching
32 Table 3 Teacher Actions During Co-Teaching If one of you is doing thisThe other is doing thisLecturingModeling note taking on the board/over head; ensuring brain breaks to help students process lecture informationTaking rollCollecting and reviewing last nights homework; introducing a social or study skillPassing out papersReviewing directions; modeling first problem on the assignmentGiving instructions orallyWriting down the instruction down on the board; repeating or clarifying any difficult conceptChecking for understanding with large heterogeneous group of studentsChecking for understanding with small heterogeneous group of studentsCirculating, providing one-on-one support as neededProvide direct instruction to whole classPrepping half of the class for one side of a debatePrepping the other half of the class for the opposing side of the debateMurawski & Dieker (2004)
33 Re-teaching or pre-teaching with a small group Monitor large group as they work on practicing materialsFacilitating sustained silent readingReading aloud quietly with a small group; previewing upcoming informationReading a test aloud to a group of studentsProctoring a test silently with a group of studentsCreating basic lessons plans for standards, objectives, and content curriculumProviding suggestions for modifications, accommodations, and activities for diverse learnersFacilitating stations or groupsAlso facilitating stations or groupsExplain new conceptConduction role play or modeling concept; asking clarifying questionsFacilitating a silent activityCirculating, checking for understandingProving large group instructionCirculating, using proximity control for behavior managementRunning last minute copies or errandsReviewing homework; providing a study or test taking strategyConsidering modifications needsConsidering enrichment opportunitiesMurawski & Dieker (2004)
34 Putting it all together PlanningClassroom ManagementEstablished Roles for Both TeachersPet PeevesGrading and AssessmentInstructional StrategiesShared ResponsibilityCo-planning, Co-instructing, Co-assessing, and Co-managing
35 Tips for Successful Co-Teaching Friend and Bursuck, page 86 Planning is key!!!Effective Communication is Essential!!!Discuss your views on teaching and learning with your co-teacher.Attend to detailsPrepare parentsAvoid the “paraprofessional trap.”When disagreements occur, talk them out.Determine classroom routines (inc. grading)Plan for disciplineDiscuss ways to give and receive feedbackDetermine acceptable noise levelsShare pet peevesREMEMBER…..The three C’s of Co-teaching