Michele Wilson KamensProfessor Director of Special Education ProgramsRider University mkamens@rider.edu

Co-teaching: Meeting the Needs of all Students ORWhat to do with that other teacher in

my classroom?

Collaboration – critical elements

Co-teaching – how to do it

We will discuss . . .

What do you know about co-teaching strategies?

What does co-teaching look like in your classroom/school?

Turn and talk (to someone you don’t know):

“Collaboration is a style for interaction between co-equal parties voluntarily engaged in shared decision making as they work toward a common goal” (Friend & Cook, 1996)

Reflect on your own collaboration skills…

Collaboration – What is it?

Positive Attitude Willingness to Learn Ability to Communicate Effectively Awareness/Sensitivity Enthusiasm Patience Flexibility Helpfulness Commitment to Hard Work Honesty Sense of Humor

Essential Skills for Collaboration

Parity – each individual’s contribution is valued equally

Shared, mutual goals Shared responsibility Shared accountability Shared resources Voluntary

Elements of Effective Collaboration

“Co-teaching occurs when two or more teachers, one a general educator and the other a special service provider, share physical space in order to actively instruct a blended group of students, including students with disabilities.”

Friend & Cook, 1996

Co-teaching – how to do it

It looks like. . . both teachers are teaching the same information at the same time, but the class is divided into smaller groups.

Things to consider. . . can increase opportunities for student participation noise level, size of classroom

Might be used . . . when students need more individualized attention for review, re-teaching, drill and practice activities

Co-Teaching Approach :Parallel teaching

It looks like. . . Teachers split groups and content Each teacher takes a group, then they switch groups

Things to consider. . . A third group might be working independently Allows coverage of more content or content in more depth Classroom size, noise level

Might be used . . . When some of instruction is review When content has varied topics When smaller groups are appropriate

Co-Teaching Approach :Station teaching

It looks like. . . one teacher is responsible for the large group while the other is working with a smaller group

Things to consider. . . noise, structure and size of room should rotate student membership in groups!!

Might be used . . . when some students need additional review, practice for mastering a concept for enrichment activities when some students need differentiated curriculum

Co-Teaching Approach:Alternative teaching

It looks like. . . both teachers are instructing the class at the same time

Things to consider. . . teachers need to have worked together, and be comfortable with one another individual styles of the teachers specific observation can take place careful planning is critical complex, hard to do

Might be used . . . When the lesson is appropriate for interaction When teachers have similar or complementary experience and expertise

Co-Teaching Approach :Team teaching

It looks like. . . one teacher is observing while the other manages the classroom or runs the lesson

Things to consider. . . specific observation can take place should rotate roles teachers can observe one another as well as students may target specific information to gather

Might be used . . . when you want to check student progress or explore concerns in new co-teaching situations

Co-Teaching Approach :One teach, one observe

It looks like. . . one teacher is leading the lesson while the other teacher circulates throughout the room and gives assistance to students Things to consider. . . specific observation can take place should rotate roles teachers can observe one another as well as students may target specific information to gatherMight be used . . . Should be used as a last resort When one teacher has more expertise when the lesson format is most appropriate for one teacher when student work needs monitoring In new co-teaching situations . .

Co-Teaching Approach :One teach, one assist

Teachers must rotate roles within each model !!!

This is the critical part:

Looks Like:

Congratulations! You have just met your new co-teaching partner for the 2016-2017 school year.

This is your first meeting! Discuss. . . How will you get to know one another? What is

important to know? How will you communicate? What things do you need to discuss about setting

up your classroom? What structures will you use for co-teaching

lessons?

Co-teaching – how to do it?

Your philosophy Who are you? Shared reflection Classroom organization Classroom environment Materials Classroom management Instructional Planning Instructional Strategies Grading/assessment Teaching style Curriculum issues/content Others…

Things to discuss with your co-teacher:

What have you learned that you might apply to your own co-teaching situation?

Closure /Share

strategies?

Read each vignette and discuss these with the people at your table.

Let’s look at some cases. . .

Questions ???

A story ending . . .

Cook, L. & Friend, M.(1995). Coo-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16 Friend, M. & Cook, L. (2010). Interactions:

Collaboration skills for school professionals (4th ed.). New York: Addison Wesley-Longman.

Cook, L. & Friend, M. (2004, April). Roles of co-teachers: The good, the bad, and the ugly. Presented at the annual convention of the Council for Exceptional Children, New Orleans, LA. Mostert, M. P. (1998) Interprofessional Collaboration in Schools. Allyn & Bacon, Needham Heights, MA

References