Co-Teaching Academy 2 v.1: Co-Teaching Strategies Participant ...
Co-Teaching
description
Transcript of Co-Teaching
Co-Teaching
Presented byDr. Eugenia Damron
RESA 2 Special Education Director
A recorded version of this presentation will be posted tohttp://wvde.state.wv.us/osp/sebta.html
“Our challenge as educators is to make sure that we provide all children in our public schools the opportunity for success. Teachers of children with special needs understand this challenge more than most. They are dedicated individuals who have a passion for teaching and high expectations that every child can learn given an opportunity.” – James B. Phares, Ed.D.
• Understanding definition of Co-Teaching• Identify components of effective Co-
Teaching• Identify practical strategies
Combination of the works • Anne Beninghof • Marilyn Friend
Objectives
Two or more adults simultaneously instructing
a heterogeneous group of students in a coordinated fashion.
-Anne Beninghof
What is Co-Teaching?
• Provides Specialized Instruction
“…the content, methodology, or delivery of instruction to address the unique needs of the child…”
IDEA 2004
Why do We Need to Co-Teach?
ImprovedStudent
Outcomes
• Support for Personalized Learning – Targeted instruction within the classroom– Meeting the needs of all students– Focusing on the social/behavioral and academic
needs of every child
Co-Teaching and SPL
The West Virginia Support for Personalized Learning (SPL) framework is a state-wide initiative that suggests flexible use of resources to provide relevant academic, social/emotional and/or behavioral support to enhance learning for ALL students.
SPL is designed to improve outcomes for students with a variety of academic and behavioral needs.
Framework
• ALL Students can learn and achieve high standards as a result of effective teaching.
• ALL students must have access to a rigorous standards-based curriculum and research-based instruction.
• Intervening at the earliest indication of need is necessary for student success (Prek-12).
• A comprehensive system of multi-level instruction is essential for addressing the full range of student needs.
• ALL members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability.
Core Principles
Policy 2510
Co-Teaching and Next Generation CSOshttp://wveis.k12.wv.us/Teach21/public/ng_cso/NG_CSO.cfm
What can I do as a co-teacher to help my
students master NxGs?
http://wvde.state.wv.us/spl/Documents/spl_guidance_document.pdf
SPL Glossary Pages 43-45
Where do we start?
What do co-teachers do together that is
substantively different and better for kids than
what each teacher would do alone?
Murawski and Lochner, 2010
• Each teacher is equally valued and makes unique contributions to the learning experience
• Both have equal power in decision-making
• Teachers are respectful of each other
Collaboration
Team Development Wheel of
Stages
1Forming
2Storming
3Norming
4Performing
Parity
• 1. How will we establish parity among ourselves?• 2. When/How will we plan?• 3. How will roles be determined?• 4. How will we handle grading, parent phone calls,
IEP meetings, etc.• 5. How will we handle various behaviors?• 6. How will we divide up routines/tasks?• 7. Where will the co-teacher’s materials/supplies be
kept?
Parity Questions to Discuss
• 1. Put both teachers’ names on classroom materials• 2. Put both names on door outside classroom• 3. Use plural language• 4. Share responsibility of handling logistics
(attendance, etc.)• 5. Establish roles• 6. Understand/Respect one another’s teaching styles.• 7. Both should represent the class at problem solving
team meetings.
Ways to Establish Parity
• Differences in teaching styles• Differences in philosophical approaches• Ethics and belief systems• Feelings of insecurity• Issues of trust• Issues of confidence in each other • Organization style
Potential Barriers
Planning
• Plan for planning in advance• Exchange teaching materials before you meet• Honor starting and ending times• Stick to task Schedule your next collaborative meeting
before you end Keep a short log of your meetings Speak from “we” point of view
Planning
3 Components of “True” Co-teaching
Co-Plan
Co-InstructCo-Assess
What It Is… Teacher A has primary responsibility for planning
lesson/unit of study. Teacher B shares in delivery, helps monitors and
evaluate.
One Teach/One AssistLead and Support
• What It Is… Teacher A has primary responsibility for planning
and delivering a unit of instruction. Teacher B determines and provides adaptations for students who are struggling.
One Teach/One AssistAdaptation
• What It Is… Teacher A has primary responsibility for designing
and delivering Teacher B adds and expands with questions,
rephrasings, anecdotes, or may record important information on board or charts.
One Teach/One AssistSpeak and Add/Chart Model
One Teach, One Assist
Whole ClassAB
• What It Is…
Both teachers plan and instruct. Teachers take turns delivering various parts of lesson.
Teaming
Whole Class
A B
• What It Is… Both teachers plan and design. The class splits
into two groups. Each teacher takes a group for the entire lesson.
Parallel Teaching Model
Half of Class
Half of Class
A B
What It Is… Teacher A is responsible for overall instruction
while Teacher B is teaching a small group of specific skills they have not learned
Example: Targeted Group
Station Teaching Model
Small Group
Small Group
A BSmall Group
• What It Is… Students are divided into 2-4 groups based on their
instructional level. Each teacher takes primary responsibility for one or two groups.
OR Instruction may take place in groups or whole group
setting with differentiated levels.
Skills Group Model
• Have directions spelled out• Have predetermined start/end times written down• Prepare an activity for early finishers• Have rotation signs posted • Allow students to work in pairs (if needed)• Use independent groups to provide Kinesthetic opportunities• Have “Independent Group Rules/Procedures” in place and
review at beginning
Tips for Managing Independent Groups
Co-Teaching ChecklistWhat does co-teaching look like in action.
What is the evidence?
Look Fors Listen Fors
Ask Fors
Murawski and Lochner
Thank YouPower Point and Resource
ContributionsKaren Ruddle
Wendy Murawski Wendy Lochner
Eugenia Damron, [email protected]
Thank you for your participation. At the
conclusion of this webinar,please download the
NCIPP mentor-mentee attachments.
If you require additional assistance please contact the Office of Special Programs
304-558-2696