Introduction to Co-Teaching: A Model for Effective Instruction for All Students Kevin Schaefer Debra...
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Transcript of Introduction to Co-Teaching: A Model for Effective Instruction for All Students Kevin Schaefer Debra...
Introduction to Co-Teaching: A Model for Effective Instruction for All Students
Kevin Schaefer Debra Herburger [email protected] [email protected]
January 21-22, 2015
Learning TargetsParticipants will be able
to……Understand the
pedagogy and purpose of co-teaching;
…Identify the challenges of and needs for
successful implementation of co-teaching;
…Create a plan for successful
implementation of co-teaching;
…Establish criteria for the measurements of
success.
Improving Access to General Education Curriculum for
Students With Disabilities Through Collaborative
Teaching
The Goal of Co-Teaching
What Do We Know About Special Education?
• It is both reliant upon and symptomatic of general education.
• It is a set of supports and services, not a location or a state of treading water.
• It is intended to accommodate for or address a disability that affects learning, not make up for poor instruction.
• Students with disabilities are general education students first and should be treated as such both instructionally and fiscally.
What is the “least restrictive environment”?
1975: The Education for All Handicapped Children Act mandated that students receive education in the least restrictive environment (LRE).
1990: Individuals with Disabilities Act (IDEA) encouraged the placement of students with disabilities in general classroom settings.
What is the “least restrictive environment”?
• The LRE is the setting in which children with disabilities may be educated with typically developing peers to the maximum extent possible.
• Every child should be educated in the regular classroom, in the school he or she would attend if not disabled, with “supplementary aids and services.”• Special classes, separate schooling or other removal of
children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily
What is the “least restrictive environment”?
• The LRE is the setting in which children with disabilities may be educated with typically developing peers to the maximum extent possible.
• Every child should be educated in the regular classroom, in the school he or she would attend if not disabled, with “supplementary aids and services.”• Special classes, separate schooling or other removal of
children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily
What is the “least restrictive environment”?
Over the past several decades, the philosophy
of “inclusion” has significantly altered the
instructional landscape for students with disabilities.
The Effectiveness of the Co-Teaching Model—Literature Review
Hanover Research, 2012.
Aligning Practices Through Co-Teaching
• Co-teaching is becoming one of the fastest growing inclusive practices in school.
• Despite this rapid increase in popularity, co-teaching remains one of the most commonly misunderstood practices in education. Steele, Bell, & George, 2005
We [special ed teachers] have Response to Intervention (RTI) making waves throughout general education scene. And we have Universal Design for Learning being cited as an effective research-based framework for meeting the needs of all learners. The premise and principles of each framework fall solidly on the practices that special education teachers have routinely followed for many decades.
Raising the Bar for Students with Disabilities
It is clear that special education teachers will need to speak up and raise the roof! We need to support our general education colleagues. We have the knowledge of research-based practices that align seamlessly with the expectation that all students will gain the skills and knowledge to achieve more within the College and Career Ready Standards universe.
Stein, Elizabeth. Co-Teaching and the Common Core. MiddleWeb Blog. 2013
Raising the Bar for Students with Disabilities
Raising the Bar for Students with Disabilities
Because special educators cannot be
masters of ALL content areas, researchers
note, “collaboration with generaleducation is essential.” Co-
teaching thusfunctions as a means of facilitating
suchcollaboration.
Dieker, Lisa A. Preventing School Failure. 2001.
“Co-teaching draws on the strengths of both
the general educator, who understand the
structure, content, and pacing of the general
education curriculum, and the special educator,
who can identify unique learning needs of
individual students and enhance curriculum and
instruction to match these needs.” --Magiera, Kathleen and Naomi Zigmond
True Co-teaching requires the expertise of both educators.
“The use of a co-teaching model, in which two adults share the responsibility of meeting the diverse needs of all students, results in better academic and social outcomes for those students” (ERIC Clearinghouse, Including students with disabilities in general education classrooms).
If it was easy, it would not be called‘work’!
“The two teachers delivering content to the class have equivalent licensure or status and participate fully in the instructional process. In other words, both teachers work with ALL students.”
--Marilyn Friend
Qualities of Effective Co-teaching
MO
ST L
EA
ST
Continuum of LRE Supports
Murawaski, Wendy. 2010
Special Day Class/Self-
Contained Class
Special Ed ‘pull out’ at
varying levels (for example, pull out twice a
week for language/
speech therapy, pull out
every day for a
significant period of
time)
A homogeneous class of all
SWDs, taught be a special ed or
gen ed teacher; limited
interaction with non-disabled peers;
possibly lower
expectations both
academic and
behavioral
CO TAUGHT A mix of
students with and without disabilities in the same gen
ed class where the gen ed and special ed teachers
work collaboratively to meet the
diverse academic and social/behavioral needs of all students
In-class support (push-
in) When the support is
brought into the gen ed class; may occur daily, weekly, or monthly.
Monitoring (consult);indirect,
rather than direct,
support. Gen ed teacher provides
differentiation for all
learners.
LE
AS
T MO
STContinuum of Collaboration Supports
Murawaski, Wendy. 2010
Special Day Class/Self-
Contained Class
Special Ed ‘pull out’ at
varying levels (for example, pull out twice a
week for language/
speech therapy, pull out
every day for a
significant period of
time)
A homogeneous class of all
SWDs, taught be a special ed or
gen ed teacher; limited
interaction with non-disabled peers;
possibly lower
expectations both
academic and
behavioral
In-class support
(push-in) When the support is
brought into the gen ed class; may occur daily, weekly, or monthly.
Monitoring (consult);indirect,
rather than direct,
support. Gen ed teacher provides
differentiation for all
learners.
CO TAUGHT A mix of
students with and without disabilities in the same gen
ed class where the gen ed and special ed
teachers work collaboratively to meet the
diverse academic and social/behavioral needs of all students
Continuum of Co-Teaching
A gen ed or special ed
teacher with a homogeneous
mix of students in the same classroom; a
second educator comes into the classroom for
part of the time to help
individual students.
Two educators in the same
classroom; one teacher clearly
takes the lead in all areas including
planning, instructing, managing behaviors,
communicating with parents, etc.
Two educators working
collaboratively to meet the academic
and social-emotional learning needs of diverse students; both
educators have a shared sense of
responsibility for all learners; may not plan and assess
together; co-instruction is limited to one teacher/one support or observe.
Two educators working
collaboratively to meet the academic
and social-emotional learning needs of diverse
students; co-planning, co-
instructing (using a variety of the instructional
models) and co-assessing takes
place on a consistent basis; both educators create shared
responsibility for all learners and all
learning.
Potential Challenges Challenges Strategies to
Overcome Challenges
Resources/Supports to Overcome Challenges
Roles and Responsibilities for All Role Responsibility
(in supporting effective co-teaching implementation)
Looks Like
General Ed Teacher
Special Ed Teacher
Para-educators
Site Admin
District/County/State Support Personnel
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).
Co Teaching
How is what the two of you are doing
together substantively
different and better for students than what each of you could do alone?
The lens you should look through
• There are several instructional models for co-teaching—different structures that serve different purposes.
• You will not use any one model all of the time—it will depend on the goals and objectives of the lesson and how you are structuring student interaction for that particular lesson.
Instructional Models for Co-Teaching
Lead and Support (aka one teach, one assist/ one teach, one observe) • Both educators are present with one
taking a clear lead in the classroom while the other observes and assists students.
Click the icon to view the video
Station Teaching• Teachers divide instructional content into several
segments and present the content in separate stations around the classroom.
• With two stations, the General Educator and Special Educator each teach their half of the content and then switch groups. Alternatively, both teachers may move between groups in order to provide support.
• If students are able to work independently with content, a third station may be established.
Click the icon to view the video
Parallel Teaching• General Educator and Special Educator
plan instruction jointly, but each delivers instruction to a heterogeneous group consisting of approximately half the class.
Click the icon to view the video
Alternative Teaching• One teacher works with a small group
while the other teacher interacts with the larger group.
• Small groups can be pulled for pre-teaching, re-teaching, enrichment, interest groups, special projects, make-up work or assessment groups.
Click the icon to view the video
Team Teaching• Both the General Educator and the Special
Educator share the instruction of students.• One teacher may lead discussion while the
other models or demonstrates. • Team teaching affords the ability to model
quality team and interpersonal interactions.
Click the icon to view the video
Both teachers have presence in their roleA climate of success for all students is
created - with both teachers focusing on ALL
Progress is monitored and learning assessed daily
Academic and social skills are taughtObjectives are clearEngaged learning time is maximizedDifferentiation is expected by both
teachers• Lisa Dieker
Common Characteristics of an Entire Lesson
Elements to consider when choosing one of the instructional model
• Lesson objectives and learning outcomes • Student needs• Make up of the class • Available resources• Educator expertise• Each co-teacher’s comfort level with
content • Purposeful student grouping • Opportunities to take advantage of having
two educators
How is what the two of you are doing
together substantively
different and better for students than what each of you could do alone?
Elements to consider when choosing one of the instructional model
• Lesson objectives and learning outcomes • Student needs• Make up of the class • Available resources• Educator expertise• Each co-teacher’s comfort level with
content • Purposeful student grouping • Opportunities to take advantage of having
two educators
Observation Checklist
Review Wendy Murawaski’s Co-teaching observation checklist—what would you want to add or change?
Reflection Tools Reflection Tool Part 1: When should you use this tool? What purpose will it serve?
Reflection Tool Part 2: The focus is on INSTRUCTION—when and how could you use this tool?
Reflection Tool Part 3: Setting or refining your co-teaching goal. When could you use this tool?
Planning, planning, planning…
“In preparing for battle, I have always found that plans are useless, but planning is indispensable.”
Getting to know each other packet…
How can pages 5-8 be used as a guide for weekly co-teacher planning sessions?
What other tools will you need to ensure co-teacher planning sessions are productive for both teachers?
Last Thoughts: • Co-teaching will be the Least Restrictive
Environment for a majority of our students with disabilities.
• 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).
• Co-teaching requires one of the highest levels of collaboration between general ed and special ed, as well as support from colleagues and administration.
• For co-teaching to be successful and sustainable, administration must provide tangible, actionable support.