co- teaching: a collaborative journey... adapted from “supervising co-teaching teams: whose line...
TRANSCRIPT
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Co- Teaching: a collaborative journey. . .
Adapted from “Supervising Co-Teaching Teams: Whose line is it Anyway?
www.k8accesscenter.org
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Aligning Practices through Co-Teaching
• Co-teaching is becoming one of the fastest growing inclusive school practices
• Despite this rapid increase in popularity, co-teaching remains one of the most commonly misunderstood practices in education
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Collaboration won’t just happen
• Deliberate• Structured• Systematic• Ongoing
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Why won’t it just happen?
• Some findings…– General educators begin with the curriculum first
and use assessment to determine what was learned
– ESL educators begin with assessment first and design instruction to repair gaps in second Language learning
– Sometimes we speak in Different languages
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Defining Co-Teaching
• Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space (Cook and Friend, 1995, pg 1)
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Three Major Models
• Consultant model• Coaching Model• Collaborative (or Teaming) Model
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• In the consultant model, the support staff serves as a consultant to the general educator in areas pertaining to curriculum adaptation, skills remediation, and assessment modification.
• The coaching model involves the support staff and general education teachers take turns coaching each other in areas of the curriculum and pedagogy in which they are the acknowledged experts.
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• The teaming or collaborative model incorporated equitable sharing of the lesson planning, implementation, and assessment.
• Highly recommended by researchers
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Most Common Approaches
• One Teaching, One Drifting• Parallel Teaching• Station Teaching• Alternative Teaching• Team Teaching
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One teach, one observeOne teach, one support
Parallel teaching
Alternative teaching
Team teaching
Station teaching
Adapted from: Friend, M. & Barsack, W. (1990). Including students with special needs: A practical guide for classroom
teachers. Boston: Allyn and Bacon.
Co-Teaching Models*
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Co-Teaching Models Working Form
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One Teaching, One Supports
• Easiest approach to start with• One teacher plans and instructs, one teacher
provides adaptations and other support as needed
• Requires very little joint planning• Should be used sparingly
– Can result in one teacher, most often the general educator taking the lead role the majority of the time
– Can also be distracting to students, who may also become dependent on drifting teacher
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Parallel Teaching
• Teachers share responsibility for planning and instruction
• Class is split into heterogeneous groups and each teacher instructs half on the same material
• Content covered is the same, but methods of delivery may differ
• Both teachers need to be proficient in the content being taught
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Station Teaching• Teachers divide the responsibility of planning and
instruction• Students rotated on pre-determined schedule
through stations• Teachers repeat instruction to each group that
comes through--though delivery may vary according to student needs
• Approach can be used even if teachers have very different pedagogical approaches
• Each teacher instructs every student
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Alternative Teaching• Teachers divide responsibility for planning and
instruction• The majority of students remain in large group
setting, while some students work in a small group for pre-teaching (Frontloading) , enrichment, re-teaching or other individualized instruction
• Allows for highly individualized instruction to be offered
• Teachers should be careful that the same students are not always pulled aside (may differ with ESL students).
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Team Teaching• Teachers share responsibility for planning
and instruction• Teachers work as a team to introduce new
content, work on developing skills, clarify information, and facilitate learning and classroom management
• This requires the most mutual trust and respect between teachers, and that they are able to mesh their teaching styles
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Benefits of collaboration
• Shared responsibility for educating all students
• Shared understanding and use of common assessment data
• Supporting ownership for programming and interventions
• Creating common understanding• Data driven problem solving
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Sounds good…now what?
Getting co-teaching started at the building and classroom levels
http://www.cehd.umn.edu/CI/faculty/projects/bigelow/technique.html