differentiation and co-teaching general education teachers, special education teachers, and other...
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DIFFERENTIATION andDIFFERENTIATION andCO-TEACHINGCO-TEACHING
General education teachers, special General education teachers, special education teachers, and other resource education teachers, and other resource personnel working together to match personnel working together to match
instruction to meet the different needs of instruction to meet the different needs of learners in a given classroomlearners in a given classroom
Why are we doing it?Why are we doing it?• Too many kids are slipping between the cracks.• Students with learning disabilities must take the same
summative assessment (CRCT) as students without learning disabilities.
• Two teachers in a classroom cuts the teacher-student ratio in half.
• The unique knowledge of the special education teacher can benefit other students in the general education setting.
• The general education teacher has much to offer the special education students as well.
• Pulling kids out makes them feel different.
IT’S THE LAW.IT’S THE LAW.
Why are we doing it?Why are we doing it?
Because we are teachers, and we LOVE our
students – especially the fragile ones - and we
know that we may very well be their only chance!
Why are we doing it?Why are we doing it?• According to Reid Lyons
(1997) it takes 30 minutes a day of intervention to raise the reading levels of at- risk kindergarten students to average reading levels (95% of slow readers will catch up)
• It takes 120 minutes a day to raise the reading levels of fourth grade students to average reading levels. After 4th grade 75% will likely never catch up - Mercer and Mercer (1998)
The 3-Tiered Reading ModelThe 3-Tiered Reading Model
Tier Two: Small group, needs-based instruction
focusing on specific skills 7%
Tier One: Whole group instruction in the core program
Tier 3: Intensive Intervention outside of
regular instruction
2%
In a perfect world…
With highly effective teaching and a quality, research-based reading program
How does it work during How does it work during the Reading First blockthe Reading First block??
Whole group instruction followed by teacher led and independent reading centers
Differentiated instruction is implemented at the Teacher-Led Centers, where specific skills are addressed
Morning Work
30 mnutes
Small Group
Instruction45 minutes
Writing Block30 minutes
Teacher ledDifferentiated
instruction based on
need
Group 1
Center Activity
Group 2
Center Activity
Group 3
Center Activity
Group 4
Center Activity
Whole Group
45 minutes
Teacher led Instruction
Phonics Phonemic Awareness
Read AloudsComprehension Stratgies
Fluency Strategies
Response to
Literature 15 minutes
Teacher Led Writing
Conventions 15 minutes
Reading/Language Arts Block
What does the whole group What does the whole group segment look like?segment look like?
1. One teach, one observe (used only for data collection) *
2. One teach, one drift (one teaches, one drifts and assists) *
3. Parallel teaching (both teaching same content to 2 heterogeneous groups)
4. Team teaching (back and forth between teachers)
* Both teachers must * Both teachers must have an opportunity to have an opportunity to
take the role of the “lead take the role of the “lead teacher.” One teacher teacher.” One teacher
should not look like this, should not look like this, while the other is while the other is
teateaching, during whole ching, during whole group instruction:group instruction:
There are several acceptable models for co- teaching during the whole group segment of your reading block.
A variety of models should be used – not just one.
Teacher 1Grade Level Instruction
Student
Teacher 2Data Collection for 2
specified students
StudentStudent StudentStudent StudentStudent
One Teach One Observe
Teacher 1Grade Level Instruction
Student
Teacher 2Assists all students to
ensure on task behavior and understanding of
instruction
Student
Student
Student
Student
Student
Student
StudentStudent
One Teach One Drift
Teacher 1Grade Level Instruction
StudentTeacher 2
Grade Level Instruction
Student
Student
Student
Student
Student
Student
Student
Student
Parallel Teaching
Student
Student
Teacher 1
Student
Teacher 2
Student
Student
Student
Student
Student
Student
Student Student
Co-Teaching
What do I do with students who What do I do with students who cannot work on grade level cannot work on grade level during whole group time?during whole group time?
• Identify students’ ability levels using a variety of assessment tools (phonics inventories, spelling inventories, timed readings and comprehension surveys)
• Determine which segments of grade level instruction the student can benefit from
• Develop a plan which involves students in appropriate grade-level instruction but provides differentiated instruction in areas of significant deficit
Morning Work Whole Group
InstructionSmall Group Instruction
Teacher 110-12
students
Teacher 29-10
students
Teacher 1 Teacher 2 Alternate Leading
Group 160 minutes
Grade Level Instruction
Group 230 minutes
Grade Level Instruction
Occurring simultaneously
Teacher 160 minutes
10-12 students
Teacher 290 minutes
9-10 students
Independent centers
5-7 students
Teacher led instruction
3-5 students
Independent activity 1
Independent activity 2
Group 125 minutesteacher led instruction50 minutes
independent instruction
Group 3 25 minutes teacher led instruction50 minutes
independent instruction
Group 2 25 minutes teacher led instruction50 minutes
independent instruction
Study SkillOrganizational Skills
15 minutes 9-10 students
Oral Reading Practice
Teacher LeadChoralPartnerSilent
Reading Block with Significant Number of Children Significantly Below Grade Level
What does the small group What does the small group segment look like?segment look like?
During small groups, teachers should each be responsible for a teacher-led group. Two models of co-teaching are
appropriate for small group work:
1. Alternative Teaching: One teacher pre-teaches, re-teaches, supplements, or enriches instruction, while the other teacher instructs the large group.
2. Station Teaching: Students are divided into needs-based groups and work at classroom stations with a teacher to address specific skills.
Be careful not to pull the same kids every
day.
Most commonly used model of co-teaching.
Highly effective.
What am I teaching during small group time?
• Look FIRST at the Houghton Mifflin (or your core program) lesson to be taught
• Look NEXT at most recent student data to determine which skills need to be reinforced for which students
• Look NEXT at the IEPs of special education students to identify related goals
• Teachers plan together what groups will work on which skills
• RESOURCES: Houghton Mifflin Extra Support Handbook or other core program resources, leveled readers, Words Their Way, and other materials appropriate for support / remediation
What does the small group What does the small group segment look like?segment look like?
• Each teacher leads a small group while other students participate in independent learning centers
• Groups are small and flexible and are based on student data and observations
• 3-5 per group for struggling readers / 5-7 for other students
• Struggling readers should be seen by a teacher in a small group setting every day for 20-30 minutes
• Other students should be seen at least 3 times per week
• Instruction should be skills-focused and tailored to the particular needs of the students in the group
Whole Group
Instruction60 minutes
Teacher 1Grade Level
Instruction-All students
Small Group Instruction
45-60 minutes
Teacher 1 Small Group Instruction
3-7 studentsBased on Needs
20-30 minutes
Teacher 2Push In ModelSmall group
3-5 students- based on needs20-30 minutes
Teacher 1 Whole Group
Instruction
3-5 students at Center Activities
3-5 students at Center Activities
3-5 students at Center Activities
3-5 students at Center Activities
Reading Block with Push In Teacher
Whole Group
Instruction60 minutes
Teacher 1Grade Level
Instruction-All students
Small Group Instruction
45-60 minutes
Teacher 1 Small Group Instruction
3-7 studentsBased on Needs
20-30 minutes
Para ProfessionalPush In
Small group 3-5 students- Drill and practice based
on needs20-30 minutes
Teacher 1 Whole Group
Instruction
3-5 students at Center Activities
3-5 students at Center Activities
3-5 students at Center Activities
3-5 students at Center Activities
Reading Block with Para Professional
What we’re hearing…What we’re hearing… • The general education
teacher won’t let me teach!
• I don’t have enough time to address the specific goals listed in my special education students’ IEPs.
• Who’s in charge of classroom management?
• Who will provide grades for which students?
• I’m not Highly Qualified in reading, so I can’t teach it or I’ll get in trouble!
Tips for Making Tips for Making Co-Teaching Co-Teaching
WorkWork
For the resource teacher:For the resource teacher: COMMUNICATE (student centered) Reassure them that you don’t want to
take over their classroom. Share your educational beliefs and
expectations. Explain any absences you might
have from the classroom while on campus
Discuss all student modifications with the teacher--get them to have a stake in the modification.
Do not change the grading scale, etc. without first discussing this with the general education teacher.
For the general education For the general education teacherteacher::
COMMUNICATE (student centered) Realize many co-teachers feel just
as uncomfortable as you with the situation--they might even feel as if they are invading your classroom
Don't assume the co-teacher wants to take over.
Don't assume the co-teacher is judging you.
Share your beliefs and expectations with the co-teacher so that they know where you're coming from.
Ask what the co-teacher's expectations are for you.
Don't treat your co-teacher like an aid! They're a teacher too.
$ Share the Wealth $$ Share the Wealth $
You are each an individual gold mine of strengths which can benefit all students in your classroom exponentially.
Ben Franklin said it best…Ben Franklin said it best…
We must all hang together,or assuredly, we shall all
hang separately.