Understanding Co-Teaching at the Secondary Level

Yishun Secondary SchoolYishun Secondary School

• Background• Problem Statement• Purpose, Rationale and Significance of the Study• Literature Review• Research Questions + Hypotheses• Methodology-Research Design, Instrumentation,

Procedures, Data Analysis• Interim Findings • Discussion

Scope

BackgroundYishun Secondary School

• Mixed ability (HA, MA, LA) of students within each class, despite streaming

• Big class size of 30-40• Greater challenges faced in NT classes (8

classes), in student management and student engagement in T&L

• NT students academically challenged

Background

• 4 AEDs (1 untrained)• More classes deploying 2 teachers (AED + EO or 2EOs), especially NT stream• For NT EL and Math classes, 6/16

classes (37.5%) have co-teachers.

Problem Statement

• In NT classes, teachers face three main challenges in T&L:

1. Maintaining classroom discipline 2. Differentiated Abilities 3. Using engaging pedagogies to match kinesthetic/visual learning styles

Purpose of the Study

The study aims to 1. understand and deploy the different

models of co-teaching effectively so as to enhance the learning in classes.

2. make students more engaged in learning and attain greater academic achievements.

Rationale of the Study1.To identify what co-teaching is and what it

is not.2.To provide greater support for co-teachers

by understanding the various models of co-teaching and their key components.

3.To study the various strategies for co-teaching to succeed in the areas of content, structure, assessment and diversity.

Significance of the Study

Findings of the study will: 1. support the school in terms of

deployment of various co-teaching models effectively for greater engaged learning

2. benefit other schools in the cluster in structuring the co-teaching models

Literature Review

• Definition of Co-Teaching• Models of Co-Teaching• Understanding Co-Teaching Components• Phases of Co-Teaching and the Co-

Teaching Rating Scale• Past Studies on Co-Teaching

Literature Review

Definition of Co-Teaching• “Co-teaching is defined as two

professionals, typically a special education teacher and a general education teacher, delivering substantive instruction to a diverse group of students in a single physical space”.

(Friend & Cook, 2003)

Literature Review

Models of Co-Teaching

1.One Teach, One Assist2.Station Teaching3.Parallel Teaching4.Alternative Teaching5.Team Teaching

(Friend & Cook, 1996)

Literature Review

1. One Teach, One Assist

- one teacher takes an instructional lead while the other assists students when necessary.2.Station Teaching - each teacher works on a specified part of the curriculum, so that students rotate from one station to the other.

(Friend & Cook, 1996)

Literature Review3. Parallel Teaching

- the class is divided into two equal heterogeneous groups; each is taught the same content at the same time by one of the two co-teachers.4. Alternative Teaching - classroom reorganised into one large group and one small group, where one teacher is able to provide main instruction, the other to review a smaller group of students. (Friend & Cook, 1996)

5. Team Teaching

(Friend & Cook, 1996)

Literature Review5. Team Teaching

-both teachers are actively engaged in instruction for the whole class and feed off one another by finishing each other’s sentences, clarifying each other’s comments, or answering student questions.

(Friend & Cook, 1996)

Literature ReviewUnderstanding Co-Teaching Components1. Interpersonal Communication2. Physical Arrangement3. Familiarity with the Curriculum4. Curriculum Goals and Modifications5. Instructional Planning6. Instructional Presentation7. Classroom Management8. Assessment

(Gately & Gately, 2001)

Literature Review3 Phases of Co-TeachingBeginning Stage Guarded, careful communicationCompromising Stage Give and take communication, with a sense of

having to “give up” to “get”Collaborating Stage Open communication and interaction, mutual

admiration (Gately & Gately, 2001)

Literature ReviewThe Co-Teaching Rating Scale

(Gately & Gately, 2001)

Literature ReviewThe Effects of Team Teaching inMathematics Achievement on 8th Graders. (Chung-Yuan Christian University, Taiwan)

1. The average final exam scores of students receiving team teaching were higher than those receiving traditional teaching.

2. Co-generative dialogues resulted in greater teachers’ collaboration3. Regrouping based on students’ ability.

(Jang, 2006)

(Gately & Gately, 2001)

Literature Review Summary 1. Joint planning, instruction and evaluation

essential for success of co-teaching.2. Models to be adopted depends on: i. Student characteristics and needs ii.Teacher characteristics and needs iii. Curriculum iv. Practical considerations3. Level of collaboration between co-teachers is

key to success.

Research Question

• To what extent would co-teaching enhance the academic achievement of Lower Secondary NT students in English and Mathematics?

Hypothesis• Co-teaching enhances the English and Mathematics achievement of students.

• Mixed Research-Quantitative and Qualitative

• Longitudinal Project (1-2 years)• 3 NT Classes-1T2 (Math), 2T2 (EL and

Math) • Project started in Term 1 Week 4, to last

till Term 4.

Research Design

1. Mathematics Achievement Tests (Common Tests, SA1)

2. Students’ Survey on Co-teaching3. Students’ Interviews

Instrumentation

Procedures (Sem 2)Class T/S Co-Teaching Model Intervention Period

1T2 (Math)

123.6

One Teach One Assist Term 1

Parallel Teaching* (heterogeneous groups)

Term 2,

Parallel Teaching* (groups org based on ability)

Term 3, 4

2T2 (Math)

128.2

Parallel Teaching*(groups org based on behaviour)Alternative TeachingStation Teaching

Term 1, 2, 3, 4

Term 3Term 3

2T2 (EL)

128.2

Alternative Teaching(groups org based on ability)

Term 1, 3

One Teach One AssistTeam-teachingStation-Teaching

Term 2, 3, 4Term 3Term 3

Academic Results 1T2 Math(39 students)

CA 1 SA 1 CA2 SA2

No. of failures

5 20 13 26

Passing Rate

87.2%

48.7%

38.5%

33.3%

Target 3.95 3.95 3.95 3.95Actual 3.21 3.97 4.33 4.36EPI 0.74 -0.20 -0.38 -0.41

Academic Results 2T2 Math(40 students)

CA 1 SA 1 CA2 SA2

No. of failures

14 32 18 13

Passing Rate

62.2%

20.0%

56.1% 64.9%

Target 3.73 3.77 3.77 3.77

Actual 3.32 4.67 3.54 3.92

EPI 0.41 -0.90 0.23 -0.16

Academic Results 2T2 EL(41 students)

CA 1 SA 1 CA2 SA2

No. of failures

9 5 7 5

Passing Rate

77.5% 87.5%

72.5%

87.5%

Target 3.85 3.85 3.85 3.85

Actual 3.88 4.02 4.0 3.85

EPI -0.02 -0.17 -0.15 0

Findings from SurveysQ. Do you think you learn better when there

are two teachers teaching you? Why?• Yes, because one teacher can teach the

class while the other teacher can maintain discipline in the class. (1T2)

• Yes. It is because one could teach and the other could help those who do not understand. (2T2)

• Yes. Because two teachers can control the class and the class is very quiet. (2T2)

• Yes. Able to work in group discussions better. (2T2)

Findings from SurveysQ. Give some suggestions on how the two

teachers can teach you better in class.• Separate 2 classes (2T2)• Take out the most noisy people in our

class! If only it could be a separate class.

(2T2)• One teaching the weaker ones, the

other teaching the better ones. (1T2)

Conclusions• Academic results for 2T2 EL met target; 2T2

Math did not meet target, but showed improvement from SA1 to SA2 .

Reasons: -2T2 EL co-teachers unchanged in SEM 1 & 2, co-teaching models used were effective -2T2 Math co-teachers were different in Sem 1 & 2, and it took a while for co- teaching models to be effective -2T2 EL co-teachers reached “collaborating stage” much earlier than 2T2 Math

Conclusions• 1T2 Math did not met target and no

improvement shown from SA 1 and SA2 -1T2 Math teachers still experimenting with various co-teaching models in Semester 1 - Change of Math tcr in Sem 2

Recommendations• Which co-teaching model to adopt for your class? One-teach, one assist 1. When the lesson lends itself to delivery by one

teacher/teaching a new topic.2. When one teacher has particular expertise for

the lesson. Parallel Teaching1. When a lower adult-student ratio is needed to

improve instructional efficiency.2. To foster student participation in discussions.

Recommendations Alternative Teaching In situations where students’ mastery of concepts taught or about to be taught varies tremendously, due to great disparity in abilities. •How to group students?

- Based on behaviour or learning abilities.•The Co-teaching Rating Scale will be used extensively to help co-teachers focus on areas that need improvement.

Station Teaching•In class, not feasible, physical space constraint•EL (SIO the same, v hard to do it indoor, 2T2: 36)•Outdoor more successful (Math lesson on Geometry)•A lot of careful planning needed

Recommendations

Hybrid Model 1•1st period-1 teach 1 assist•2nd period-parallel teaching/alternative teachingHybrid Model 2•1st and 2nd period-Station Teaching•Last 10 min (consolidation)-1 teach 1 assist/parallel teaching/alternative teaching

Recommendations

Team-talking (3E8 EL)• It happens in 3E8 (Rachel and Muizz)• Chemistry between 2 tcrs• Subject Content knowledge must be on

par• Regular communication-collaborating

phase• Class will respond when both tcrs

respond

References

• Cook, L., & Friend, M. (2004). Co-Teaching: Principles,Practices, and Pragmatics. New Mexico Public Education Department

Quarterly Special Education Meeting, Albuquerque, NM April 29, 2004.• Dieker, L.A., & Murawski, W.W. (2003). Co-teaching at the secondary

level: Unique issues, current trends, and suggestions for success.The High School Journal; Apr/May 2003; 86, 4; Teacher Journals, pg. 1

• Gately, S.E., & Gately, F. J. (2001). Understanding coteaching components. Teaching Exceptional Children, 33(4), 40-47.

• Jang, S. J. (2006). Research on the effects of team teaching upon two secondary school teachers. Educational Research, Vol. 48, No. 2, June 2006, pp. 177 – 194.

Q & A

Interim FindingsCo-Teaching Rating Scale (CTRS)

Class SEM 1 SEM 2

1T2 (Math) Tcr A 2.86 ?

1T2 (Math) Tcr B 2.36 ?

2T2 (EL) Tcr A 2.86 ?

2T2 (EL) Tcr B 2.86 ?

2T2 (Math) Tcr A

2T2 (Math) Tcr B