Seven Co-Teaching Strategies Campbellsville University Co-Teaching Workshop

HISTORY: – Marilyn Friend Co-Teaching (Special Education) Began as an innovative way of educating students with disabilities in the general education setting Partnership with a colleague

Special Ed Tier Supports (2) An LEA shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. (3) The continuum shall include the alternative placements of: (a) Instruction in regular classes; (b) Special classes; (c) Special schools; (d) Home instruction; and (e) Instruction in hospitals and institutions. (4) The LEA shall make provision for supplementary services to be provided in conjunction with regular class placement.

HISTORY: Provided learning opportunities and assistance for ALL students Strong emphasis on learning skills, organizational responsibility and preparedness Professional growth…greater personal satisfaction

What it is Not……. “Tag! You’re It! “Tag-Team Wrestling” One teaching on Tuesday and the other teaching on Thursday Two teachers planning together but then group and instruct students in separate classrooms

What it is….. equal partnership same people same place same time Abbott and Costello The Doug & Jackie Show on

What is co-teaching? Co-teaching is two (2) or more professionals jointly delivering substantive instruction to a diverse, blended group of students in a single, physical space.

The Seven Co-Teaching Strategies These 7 strategies emphasize the importance of the Cooperative Teacher (CT) and teacher candidate (TC) actively engaged in all aspects of instruction from the beginning of field placement. These 7 strategies are the heart of the co- teaching model They can be used in any way the CT and TC deem appropriate to meet the needs of the students in the classroom The 7 Strategies must be co-planned, co-taught, and co-reflected

Why? As the TC works with CT- we would like to prepare them for the new evaluation system PGES Requires teachers to reflect with other teachers and professionals TC will need to reflect with CT on a daily basis- placed in their journal

What does this look like? Select a lesson you implemented individually or in a co-teaching model- reflect on each question below: – How did the execution of the lesson go? – How could this lesson be better implemented next time? – What did student growth look like in this lesson? ___ out of ____students understood the concept, completed the task with _____% accuracy, ?

SEVEN CO-TEACHING STRATEGIES One Teach – One Observe One Teach – One Assist Parallel Teaching Station Teaching Supplemental Teaching Alternative (differentiated) Teaching Team Teaching

LEAD AND SUPPORT One Teach-One Observe One Teach-One Assist

ONE TEACH – ONE OBSERVE Definition: – One teacher has primary instructional responsibility while the other observes. – The teacher candidate and the cooperating teacher alternate roles.

ONE TEACH-ONE OBSERVE Application: – Science Lesson Cooperating teacher leads the whole group portion of the daily lesson. Teacher candidate watches the lead teacher and student behavior, paying close attention to student attention. – This strategy enables the teachers to pay closer attention to things that were happening during class that would not have been possible with one teacher present in the room. – This strategy also allows the teachers to provide more specific and speedy feedback to students on their learning, behavior and attention.

ONE TEACH-ONE OBSERVE Reflection: – Teacher candidate and cooperating teacher reflect and make meaningful decisions about lesson taught and next steps. – The teachers take turns in teaching and collecting data. Afterward, during a scheduled time for reflection, the two teachers analyze the information.

ONE TEACH – ONE ASSIST Definition: – One person would keep primary responsibility for teaching while the other circulated through the room providing unobtrusive assistance to students as needed. – This should be the least often employed co-teaching approach.

ONE TEACH – ONE ASSIST Application: – Math Class Teacher Candidate hands out papers Cooperating teacher gives instructions about the bell ringer. Cooperating teacher and the teacher candidate circulate the room. Cooperating teacher presents the new lesson. – Teacher candidate is helping the students stay on task or helping to redirect. Homework assigned and materials collected.

ONE TEACH – ONE ASSIST Reflection – Cooperating teacher and teacher candidate plan time to reflect on the lesson and the strategy used. – CT and TC reverse rolls in the next class.

PARALLEL TEACHING Definition: – The class is divided in half. Both teachers plan instruction jointly and are teaching the same lesson at the same time to heterogeneous groups.

Parallel teaching is like…..Lucy & Harpo e-D0 e-D0

PARALLEL TEACHING Application: – Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. – Each teacher can take a group of students and present issues, each from opposing viewpoints, then the class could regroup and have spirited discussion.

PARALLEL TEACHING Reflection: – Teacher candidate and cooperating teacher reflect and make meaningful decisions about lesson taught and next steps.

LEARNING COMMUNITIES Station Teaching Alternative/Differentiation Teaching Supplemental Teaching

STATION TEACHING Definition: – In station teaching both teachers (cooperating and candidate) divide the instructional content, and each takes responsibility for planning and teaching part of it. – Classroom divided into stations Cooperating teacher and teacher candidate each at individual stations; remaining stations working independently.

STATION TEACHING Application: In social studies stations can be set up to examine the geography, economy, and culture of a region or country. In writing one station addresses comprehension of a recently-read piece of literature, one station can focus on editing of a writing assignment and one station can consist of an activity related to a writing skill being taught.

STATION TEACHING Reflection: Teacher candidate and cooperating teacher reflect and make meaningful decisions about lesson taught and next steps.

SUPPLEMENTAL TEACHING Definition: – This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials re-taught, extended, or remediated.

SUPPLEMENTAL TEACHING A few considerations that the cooperating teacher and teacher candidate might want to keep in mind when utilizing this strategy: – Past performance of students relative to the mastery of relevant concepts/skills required for current lesson content – Clear understanding of students’ background knowledge – Tentative structure of time/materials and needed information to be provided by the co-teachers to the remedial group – This strategy can assist with the RtI process

ALTERNATIVE (DIFFERENTIATED) TEACHING Definition: – This strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different.

ALTERNATIVE (DIFFERENTIATED) TEACHING) Benefit: – Allows us to use alternative methods to re-teach or extend the lesson up or down. This model reminds us that we may need more visual, auditory, tactile, kinesthetic support to successfully communicate certain skills, concepts and ideas.

ALTERNATIVE (DIFFERENTIATED) TEACHING Application: – Teaching content on the classification of plants Teacher Candidate uses a document camera Cooperating Teacher employs manipulatives One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story.

Turn ‘n Talk Take a moment-discuss orally or chat the following:  Discuss how these three “grouping” strategies are different in terms of planning instruction.

TEAM TEACHING Definition: – Teacher candidate and cooperating teacher simultaneously providing instruction in the same classroom.

MODELING Team Teaching

TEAM TEACHING Application: Example: Algebra Class – Teaching length /l/ and width /w/ in a real-life application Objective: students will identify a pattern involving the number of tiles required to form a border around a pool with length /l/ and width /w/ – Teacher candidate leads with a story about asking his/her landlord to build a pool in the back of the apartment complex. The deal is that if the pool was built the tenant would put the tile around the edge of the pool. Pool has an area of 36 square feet. – Cooperating teacher begins with questions, "If the pool has an area of 36 square feet, what are the possible dimensions of the pool?" – Teacher candidate writes student responses (guesses) on the board. – Cooperating teacher discusses an explanation of the distributive property, the order of operations, the associative and commutative properties, and other topics. – Cooperating teachers assigns students to groups and lesson continues….

TEAM TEACHING Reflection: Teacher candidate and cooperating teacher reflect and make meaningful decisions about lesson taught and next steps.

MUDDIEST POINT Question and Answer

Resources on.pdf on.pdf Teachingdefinitionsandexamples.pdf Teachingdefinitionsandexamples.pdf

Quiz Please complete the Quiz on the site. This will be scored and submitted to the Standards Board.