Presentation on theme: "Co-Teaching in the Middle School Regular Ed Math Classroom"— Presentation transcript:
1Co-Teaching in the Middle School Regular Ed Math Classroom Kim Trendel&Michelle Koenig
2Agenda Difference between Team-Teaching and Co-Teaching Benefits of Co-TeachingHow do we make it workAssessmentAccommodation vs. ModificationWhat benefits/results have we seen?
3Kim Trendel Nationally Board Certified- Exceptional Needs Specialist In my 12th year of teaching at FPMSCross-categorical teacherTeach self-contained math and resource.5th year co-teaching in regular education math classrooms.
4Michelle Koenig Nationally Board Certified-EA Math 11th year of teachingFHS & FPMSCurrently teaching 8th grade math & algebra5th year team teaching
5Feedback Evaluations/ Feedback forms Please provide specific comments: What did you learn?How will you implement what you learned today?Any suggestions for improvement
6Forest Park in Franklin Middle class suburban district600 students in our school (about 300 per grade level)Grades 7 & 8 (ran out of room for grade 6)Organized in House systemSpecialist is assigned to each House (CWD or ELL)
7Population of our Team-Teaching Hour Students labeled with a disability (SLD or OHI)Math Lab studentsStudents that are basic or minimal on WKCEStudents that struggle in mathStudents that “hate” math
8Our Definition Equal partnership in planning and implementing curriculum, and assessingstudent work to best meet the needs ofall students in the same classroom. Thereare different models to reach this goalbased on instructional and student need.K. Trendel & M. Koenig 2010
9Are all models of team-teaching the same? We think that there is a difference between team teaching and co-teaching. You will probably start team teaching but our goal is to get you to the co teaching level…this is where students will be taken to the next level.
10What’s the Difference? Team Teaching: Co-Teaching: Sharing in planning Share instruction loadShare in creation of assessmentsProvide accommodations and modificationsCo-Teaching:Share in planningShare instruction loadShare in creation of assessmentsBoth actively assess student work*Embed specialized instruction*
12Monitoring TeacherThis situation occurs when one teacher assumes the responsibility for instructing the entire class, while the other teacher circulates the room and monitors student understanding and behavior.Roles shift between teachers during the class period or week.
13Parallel InstructionIn this setting the class is divided into small 2 larger groups/smaller groups/partners and both teachers circulate and provide individualized support.
15Active PartnershipThe teachers actively share the instruction of content and skills to all studentsExamples: One teaches while one constructs concept map, dialog between teachers is exchanging and discussing ideas in front of learners
17Differentiated Split Class This type of teaching involves dividing the class into smaller groups according to learning needs. Each educator provides the respective group with the instruction required to meet their learning needs.This could be remedial or enrichment instruction.Flexible groupingInteger unit, x-y graphing unit,
18Station TeachingStudents are divided into groups and rotate through organized stations. Both teachers are teaching at their own station. There are two ways to accomplish this task: Same material is taught but teacher stations address different learning styles or different material related to the same concept is taught in both teacher stations.Fractions, slope
20Teacher Benefits of Co-Teaching Share work load (copies, lesson plans, assessments, classroom management)Someone to process ideas withPlay off each other in the classroomTag team with difficult studentsShare strengthsKnow “regular” classroom expectations and curriculum to benefit self-contained studentsNot a one way streetDealing with absent students
21Student Benefits of Co-Teaching Getting caught up after an absenceMore individualized instructionSWD do not stand outSmaller teacher: student ratioMore engaging environmentMore likely to ask for helpTeachers are more accessible to students
22Team-Teaching Tips Make the development of the team a top priority. Don’t just assume the team will work well together; work on making the group function at the top of its game.Students need to see teachers as equalsSet clear goals for the team, and then ensure its activities lead to those goals.
23More Tips…Communicate clearly and honestly to survive and grow stronger from conflict.Honor individual and team success.Assume responsibility for assigned roles.Be prepared for team discussions and work.
24How do we make it work? Dedicated to this model Similar Philosophy (Grading, Classroom Management, children & Instruction)OUR classroom, OUR studentsMake time to meet & plan (outside of scheduled time)Open to new ideas & strategiesSense of humorShare the work loadWhen taking about similar philosophy discuss the rules, roles, classroom management, and Mom VS. Dad. Also discuss how we communicate with parents together.
25Assessment Common Assessment PLC teams: all large common assessments (3 reg ed & 1 spec ed)Meet and agree on smaller scale quizzesMeet and agree on gradingSpecial Ed teacher should participate in grading assessments
26Accommodations vs. Modifications DifferenceExamplesHandout
27What benefits/results have we seen? SY-2-5% points higher on tests compared to non-team teach hours-19 students increased or maintained their grades from 1st to 4th quarterSY-14 students increased or maintained their grades from 1st to 4th quarter
28Data (2008-09 SY) Assessment Team-Taught Class Ave (%) Independently TaughtClass Ave (%)Mod 1 Quiz9189.289.3Mod 1 Test A91.487.688.3Mod 1 Test B92.389.883.8Mod 2 Quiz85.788.685.4Mod 2 Test A8085.682.1Mod 2 Test B84.886.787.9Mod 3 Quiz83.282.8Mod 3 Test A8884.485Mod 3 Test B90.1Semester Exam87.1Mod 4 Test A89.193.394.1
29Data (2008-09 SY) Assessment Team-Taught Class Ave (%) Independently TaughtClass Ave (%)Mod 5 Quiz86.492.890.1Mod 5 Quiz #284.489.288.8Mod 5 Test A87.891.791.1Mod 5 Test B9093.2Mod 6 Quiz8891.8Mod 6 Test A78.586.684.2Mod 6 Test B90.291.6Semester Exam8789.1
30Data (2009-10 SY) Assessment Team-Taught Class Ave (%) Independently TaughtClass Ave (%)Mod 1 Quiz84.58586.4Mod 1 Test A9288.592.4Mod 1 Test B91.991.392.7Mod 2 Quiz89.488.188.8Mod 2 Test A89.786.186.7Mod 2 Test B87.187.3Mod 3 Quiz87.68691.5Mod 3 Test A92.68991.6Mod 3 Test B91.891.792.2Mod 4 Quiz8793.6
31Data (2009-10 SY) Assessment Team-Taught Class Ave (%) Independently TaughtClass Ave (%)Mod 5 Quiz90.290.591Mod 5 Test A92.391.191.7Mod 5 Test B9393.792.9Mod 6 Quiz90.385.8Mod 6 Test A90.685.588.6Mod 6 Test B90.886.391.3
32Data ( SY)AssessmentTeam-TaughtClass Ave (%)Independently TaughtClass Ave (%)Mod 1 Quiz93.484.283.2Mod 1 Test A92.288.589.1Mod 1 Test B90.691.292Mod 2 Quiz84.986.1Mod 2 Test A8787.586Mod 2 Test B89.889.289.3Mod 3 Quiz90.486.9Mod 3 Test A93.793.692.3Mod 3 Test B95.294.4Mod 4 Quiz93.893.1Mod 5 Quiz92.892.5
33What results have we seen? Student comments“We get help faster.”“We cover more material.”“It is more fun.”“You can learn two different ways to do math and pick the one that works for you.”
34More student comments . . .Q: What worked well for you this year?A: Having 2 teachers.“When I started working with Mrs. Trendel & Mrs. Koenig it (math) got easier.” (This student was moved into our co-teaching class mid-year.“We have a lot of fun and learn a lot, too.”
35Even more student comments . . . “I actually liked math class this year.”“I will never forget the niceness of my teachers, how much I’ve learned, and the wonderful experience of math with you two.”
36What results have we seen? Parent comments“Jeff actually likes math this year.”“These are the best math grades Cody has ever received.”“My daughter tells me she LOVES your class! [Student] is dyslexic. All odds were against her. Keep up the great work.”
37More Parent Comments!Because of you and your teaching methods my daughter who did NOT like math and could not read until the 4th grade now not only LOVES math, but embraces it. The biggest part of the success is you are a TEAM! You’re both funny and make learning fun The Math Divas!! You both take extra time if you see someone does not get it. You have a song and dance for everything You make the kids not only laugh but also REMEMBER.I can only hope the Franklin Public School system knows how LUCKY they are to have a team of great teachers like you and Mrs. Trendel.
38What benefits/results have we seen? To the teachers-Inclusion of special ed teachers in the departments-Special ed teachers seen as teachers instead of just “helper” in the room-Sharing of teaching strategies-Benefit for special ed to see the expectations in regular ed classroom
39What benefits/results have we seen? What is our district’s response?-Expanded to a second hour for Mrs. T-Making it the focus for other special education teachers (where applicable, possible, and workable), especially at the high school level-Offering a class to expand this practice to other classrooms/levels/schools
40A strong team includes a variety of different teaching styles A strong team includes a variety of different teaching styles. " Students will respond differently to these different teachers. … It is also essential that the teachers value and support each other in those roles." -- Glen Lawson
41Feedback Evaluations/ Feedback forms Please provide specific comments: What did you learn?How will you implement what you learned today?Any suggestions for improvement
42Enjoy this clip while filling out the feedback form
43Contact InfoKim Trendel- Spec EdMichelle Koenig- Reg Ed