Co-Teaching Whittney Smith Adelphi University

Effective Practices Co-Teaching Model Co-Teaching Model –Specialized support within the heterogeneous, general education class –Special education and general education teachers meet, plan, and teach together –Adaptations in materials, methodology, presentation, and strategy –Benefits students with disabilities, at-risk students, and higher functioning students simultaneously

Six Examples of Cooperative Teaching Content Area Specialist – Observer Content Area Specialist – Observer Content Area Specialist – Floater Content Area Specialist – Floater Parallel Teaching Parallel Teaching Station Approach Station Approach Large Group – Small Group Large Group – Small Group Tag – Team Teaching Tag – Team Teaching

Content Area Specialist - Observer Content Area Specialist presents material to class Content Area Specialist presents material to class Special Educator makes purposeful observations about a student or group of students Special Educator makes purposeful observations about a student or group of students Criteria is determined before-hand and discussed after Criteria is determined before-hand and discussed after Roles can be reversed Roles can be reversed

Content Area Specialist – Floater Most frequently used co-teaching style Most frequently used co-teaching style Content Area teacher delivers the material while the special educator floats around the room addressing individual needs Content Area teacher delivers the material while the special educator floats around the room addressing individual needs Special educator also clarifies directions, asks questions, and facilitates the lesson Special educator also clarifies directions, asks questions, and facilitates the lesson Roles can be reversed Roles can be reversed

Parallel Teaching Both teachers are presenting the material simultaneously to a group of students Both teachers are presenting the material simultaneously to a group of students The groups can be divided either heterogeneously or homogeneously The groups can be divided either heterogeneously or homogeneously This allows for a smaller student to teacher ratio and more individualized attention This allows for a smaller student to teacher ratio and more individualized attention

Station Approach A signal is needed to divide class time A signal is needed to divide class time Each teacher is presenting a different portion of content material to a different group Each teacher is presenting a different portion of content material to a different group At the signal, the groups switch At the signal, the groups switch

Large Group – Small Group Either teacher can take either role (one leads the small group and one the large) Either teacher can take either role (one leads the small group and one the large) These groups could be divided homogeneously and one could leave the room These groups could be divided homogeneously and one could leave the room This may be beneficial if the content needs many adaptations or accommodations to meet the needs of the students with learning disabilities This may be beneficial if the content needs many adaptations or accommodations to meet the needs of the students with learning disabilities

Tag – Team Teaching This approach needs ample planning in order to be successful This approach needs ample planning in order to be successful Models cooperation and teamwork within the class Models cooperation and teamwork within the class Each co-teacher will take over the lesson at different times Each co-teacher will take over the lesson at different times Both voices are heard throughout the lesson Both voices are heard throughout the lesson

Roles and Responsibilities in Co-Teaching

Responsibilities of Inclusion Team Members Plan Curriculum Plan Curriculum Adapt Instruction Adapt Instruction Deliver Instruction Deliver Instruction Assess Student Progress Assess Student Progress Grade / Evaluate Grade / Evaluate Keep Records Keep Records Parent Communication Parent Communication Create / Adapt Materials Create / Adapt Materials Develop Instructional Strategies Develop Instructional Strategies Facilitate Test Modification Re-Teach / Reinforce Lessons Provide Emotional Support Create I.E.P. Implement I.E.P. Create Behavior Modification Plan Implement Behavior Modification Plan

Content Area Specialist Special EducatorTeaching Assistant Teacher Aide

Instructional Strategies

Inclusion Classroom Strategies Course Outline / Unit Assignment Guide Course Outline / Unit Assignment Guide Stick to a routine throughout the year Stick to a routine throughout the year Require students to use a three-ring binder; make sure all handouts are hole- punched Require students to use a three-ring binder; make sure all handouts are hole- punched Distribute inclusion students evenly in classes Distribute inclusion students evenly in classes Refrain from confronting students in front of the class Refrain from confronting students in front of the class

Inclusion Classroom Strategies Be sure teachers and TA’s have copies of test modifications (Chapter 408) Be sure teachers and TA’s have copies of test modifications (Chapter 408) Conduct notebook checks regularly Conduct notebook checks regularly Use graphic organizers Use graphic organizers Develop an interactive study guide Develop an interactive study guide Assign critical vocabulary words and concepts at the beginning of a unit Assign critical vocabulary words and concepts at the beginning of a unit Write notes on board from left to right Write notes on board from left to right

Inclusion Classroom Strategies Survey the class before erasing notes Survey the class before erasing notes Use an outline format Use an outline format Write homework assignments consistently in the same place or utilize a weekly assignment sheet Write homework assignments consistently in the same place or utilize a weekly assignment sheet Provide review guides for exams Provide review guides for exams

Support Strategies for Inclusion Classrooms

Arrangements Cooperative Learning Groups Cooperative Learning Groups Paired Reading / Writing Paired Reading / Writing Reduced seat time Reduced seat time Specific seating arrangement Specific seating arrangement Specific Behavior Plan/Cues Specific Behavior Plan/Cues

Materials / Equipment Books on tape Videos, Software Recorders (Ipods, etc.) Communication aids Computers / laptops (Neo) Calculators

Curriculum Aids Study Guides Study Guides Vocabulary Lists Vocabulary Lists Main Idea Summaries Main Idea Summaries Writing Process Aids Writing Process Aids Pre-Written Notes Pre-Written Notes Graphic Organizers Graphic Organizers Learning Logs Organizational Aids Skeletal Outlines Highlight Reading Materials Multi-sensory Presentations

Individualized Support Facilitation (communication, movement, thinking) Facilitation (communication, movement, thinking) Shortened / Modified Assignments Shortened / Modified Assignments Oral Tests Oral Tests Open Notebook Tests Open Notebook Tests Re-word, Re-phrase Instructions/Questions Re-word, Re-phrase Instructions/Questions Picture Cues Picture Cues Multiple Intelligences Multiple Intelligences

Parent Involvement

What parents want… Communication Communication –Parent open house meetings –Parent newsletters –Notes in the student’s planner –Parent handbooks Clear and concise homework assignments Clear and concise homework assignments A “bag of tricks” to use at home A “bag of tricks” to use at home Us to know their child’s learning style and I.E.P Us to know their child’s learning style and I.E.P

Evaluate the Inclusion Model Student, teacher, parent questionnaires Student, teacher, parent questionnaires ELA and Math Assessments (6 th, 7 th, & 8 th Grades) ELA and Math Assessments (6 th, 7 th, & 8 th Grades) Social Studies and Science (8 th grade) Social Studies and Science (8 th grade) Continued collaboration and reflective practice Continued collaboration and reflective practice