CO-TEACH PA

RT 3

USING TECHNOLO

GY TO BUILD

COLLABORATI

ON

L A UR A F I S H

E R

L F I S HE R @

S P E E D8 0 2 . O

R G

AGENDAPart 1 Teaching StylesPart 2 LogisticsGetting started with TechnologyChoosing a technology resourceGoogle docsWiki space

CO-TEACH ISSUES FOR DISCUSSION AND PLANNINGCo-Teaching Check list for Issues and Discussion

Experiences

• What is the current experience?

Improvements

• What would be ideal?

Barriers

• What are the barriers to achieving the ideal?

Overcoming Barriers

• What must be in place in the system to allow us to go forward?

Pay OFF

• What is the benefit for moving forward?

4

HONORING DIVERSE TEACHING STYLES

Edward Pajak, PhDGraduate Division of

EducationJohns Hopkins University

epajak@jhu.edu

COLLABORATIVE SCHEDULING

Collaborative Scheduling A

Collaborative Scheduling B

Collaborative Scheduling C

Walsh & Jones, 2004

PHYSICAL ARRANGEMENT

PHYSICAL ARRANGEMENT: BEGINNING STAGE

Impression of separatenessStudents with disabilities vs. general education students

Little ownership of materials or space by special educator

Delegated spaces which are rarely abandoned

Gately & Gately, 2001

PHYSICAL ARRANGEMENT:BEGINNING STAGE (CONT.)

Invisible wallsA classroom within classroom

Gately & Gately, 2001

PHYSICAL ARRANGEMENT:COMPROMISING STAGE

More movement and shared spaceSharing of materialsTerritoriality becomes less evident.Special educator moves more freely around

the classroom but rarely takes center stage.

Gately & Gately, 2001

PHYSICAL ARRANGEMENT:COLLABORATION STAGE

Seating arrangements are intentionally interspersed.

All students participate in cooperative grouping assignments.

Teachers are more fluid in an unplanned and natural way.

Gately & Gately, 2001

PHYSICAL ARRANGEMENT:COLLABORATION STAGE (CONT.)

Both teachers control space: Like an effective doubles team in tennis, the classroom is always “covered.”

Space is truly jointly owned. Gately & Gately, 2001

FAMILIARITY WITH THE CURRICULUM

FAMILIARITY WITH THE CURRICULUM: BEGINNING STAGE

Special educator may be unfamiliar with content or methodology used by the general educator.

General educator may have limited understanding of modifying the curriculum and making appropriate accommodations.

Unfamiliarity creates a lack of confidence in both teachers.

Gately & Gately, 2001

FAMILIARITY WITH THE CURRICULUM: COMPROMISINGCOLLABORATIVE STAGES

Special educator acquires a knowledge of the scope and sequence and develops a solid understanding of the content of the curriculum.

Special educator gains confidence to make suggestions for modifications and accommodations.

Gately & Gately, 2001

FAMILIARITY WITH THE CURRICULUM: COMPROMISINGCOLLABORATIVE STAGES (CONT.)

General educator becomes more willing to modify the curriculum, and there is increased sharing in planning and teaching.

Both teachers appreciate the specific curriculum competencies that they bring to the content area.

Gately & Gately, 2001

CURRICULUM GOALS AND MODIFICATIONS

CURRICULUM GOALS AND MODIFICATIONS: BEGINNING STAGE

Programs are driven by textbooks and standards, and goals tend to be “test-driven.”

Modifications and accommodations are generally restricted to those identified in the IEP; little interaction regarding modifications to the curriculum.

Special educator’s role is seen as “helper.”

Gately & Gately, 2001

CURRICULUM GOALS AND MODIFICATIONS: COMPROMISING STAGE

General educator may view modifications as “giving up” or “watering down” the curriculum.

Gately & Gately, 2001

CURRICULUM GOALS ANDMODIFICATIONS: COLLABORATIVE STAGE

Both teachers begin to differentiate concepts that all students must know from concepts that most students should know.

Modifications of content, activities, homework assignments, and tests become the norm for students who require them.

Gately & Gately, 2001

INSTRUCTIONAL PRESENTATION

INSTRUCTIONAL PRESENTATION:BEGINNING STAGE

Teachers often present separate lessons.

One teacher is “boss”; one is “helper.”

Gately & Gately, 2001

INSTRUCTIONAL PRESENTATION:COMPROMISING STAGE

Both teachers direct some of the activities in the classroom.

Special educator offers mini-lessons or clarifies strategies that students may use.

Gately & Gately, 2001

INSTRUCTIONAL PRESENTATION:COLLABORATIVE STAGE

Both teachers participate in the presentation of the lesson, provide instruction, and structure the learning activities.

The “chalk” passes freely.Students address

questions and discuss concerns with both teachers.

Gately & Gately, 2001

CLASSROOM MANAGEMENT

CLASSROOM MANAGEMENT:BEGINNING STAGE

Special educator tends to assume the role of “behavior manager.”

Gately & Gately, 2001

CLASSROOM MANAGEMENT:COMPROMISING STAGE

More communication and mutual development of rules

Some discussion for individual behavior management plans

Gately & Gately, 2001

CLASSROOM MANAGEMENT:COLLABORATIVE STAGE

Both teachers are involved in developing a classroom management system that benefits all students.

Common to observe individual behavior plans, use of contracts, tangible rewards, and reinforcers

Development of community-building and relationship-building activities as a way to enhance classroom management

Gately & Gately, 2001

COLLABORATION

EFFECTIVE CO-PLANNING

PRE-PLANNING

Co-teaching requires thoughtful planning time.Administrative support is essential.Here is where the alignment of special and general education

occursMake this time as focused as possibleTake turns taking the lead in planning and facilitating

Murawski & Dieker, 2004; Dieker, 2002

PROVIDE WEEKLY SCHEDULING CO-PLANNING TIME

Co-teaching teams should have a minimum of one scheduling/planning period (45–60 minutes) per week.

Experienced teams should spend10 minutes to plan each lesson.

Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996

EFFECTIVE CLASSROOM-LEVEL PLANNING Co-teachers should show a shared

commitment and enthusiasm.Both teachers’ names should be posted

on the door and in the classroom.All meetings and correspondence with

families should reflect participation from both co-teachers.

Skilled planners trust the professional skills of their partners.

Walther-Thomas, Bryant, & Land, 1996

EFFECTIVE CLASSROOM-LEVEL PLANNING (CONT.)

Effective planners design learning environments for their students and for themselves that demand active involvement.

Effective co-planners create learning and teaching environments in which each person’s contributions are valued.

Effective planners develop effective routines to facilitate their planning.

Planning skills improve over time.

Walther-Thomas, Bryant, & Land, 1996

TWO STAGES OF CLASSROOMCO-PLANNING

1. Getting to know each other2. Weekly co-planning

Walther-Thomas, Bryant, & Land, 1996

GETTING TO KNOW EACH OTHER

Ease into working with one anotherDeal with the “little” things firstThese typically become the

deal-breakers down the road, and preventing these road blocks earlycan make life easier.

Walther-Thomas, Bryant, & Land, 1996

GETTING TO KNOW EACH OTHER (CONT.)

Important to spend time talking and getting better acquainted with eachother’s skills, interests, and educational philosophies

Having a semi-structured preliminary discussion can facilitate this process.

Discuss current classroom routinesand rules

Walther-Thomas, Bryant, & Land, 1996

GETTING TO KNOW EACH OTHER (CONT.)

Consider a “pilot test”It may be necessary to plan together during the

summer (i.e., prior to development days involving all staff).

Walther-Thomas, Bryant, & Land, 1996

GETTING TO KNOW EACH OTHER (CONT.)

Consider completing a teaching style inventory

Compare how each of you prefers to structure assignments, lessons,classroom schedule, etc.

Exampleshttp://fcrcweb.ftr.indstate.educationu/tstyles3.html

http://www.longleaf.net/teachingstyle.html

WEEKLY CO-PLANNING

Effective weeklyco-planning is based on regularly scheduled meetings,rather than “fittingit in.”

Important to stay focusedReview content in advance of meeting

Walther-Thomas, Bryant, & Land, 1996

WEEKLY CO-PLANNING (CONT.)

Guide the session with the following fundamental issues: What are the content goals? Who are the learners? How can we teach most effectively?

Walther-Thomas, Bryant, & Land, 1996

WEEKLY CO-PLANNING (CONT.)

Shape instructional plansEstablish timelines and prioritiesAssign preparation tasks

Walther-Thomas, Bryant, & Land, 1996

STRATEGIES FOR FINDING TIMEBorrowed Time-Common Plan TimeTiered TimeRescheduled TimeRelease TimeFreed-up TimePurchasedFound TimeNew TimeTechnology

WHY USE WIKI?

http://www.commoncraft.com/video/wikis

WIKI COLLABORATION IN 3 STEPS

Wiki-Foundation

Build Your Wiki-Space

Customize Your Space

WIKI-FOUNDATION

Wiki-Terms- User Account, Space, Page, Public, Protected, Private

Registering & Creating Your Space-Teachers get Plus account for free ($50/yr value)

Wiki-Help- http://www.wikispaces.com/content/private-label-tour

www.wikispaces.com/site/for/teachers

BUILDING YOUR CLASSROOM WIKI-SPACE(S)

After You Name Your Wiki Home you must Sign in

Add,Edit, Save & Preview Pages

Navigation MenuDiscussion BoardMaintenance

After You Name Your Wiki Home you must Sign in

Add,Edit, Save & Preview Pages

Navigation MenuDiscussion Board

Maintenance

CUSTOMIZING YOUR WIKI

WIKI-CONCLUSIONWikispaces Tips & Tricks- www.wikispaces.com/wikitipsWikispaces Help- www.wikispaces.com/help+indexWikispaces Tours- www.wikispaces.com/site/tourCreating Educational Wikis- www.wikispaces.com/site/for/teacherWidgets for Your Wiki- www.snipurl.com/wikiwidgets

LET’S CREATE YOUR WIKI ACCOUNTStep by Step Directions……