Co teaching in an inclusion classroom

Slide 1: 

Meeting the Needs of All Students Co-Teaching in an inclusion classroom

Co-teaching in an inclusion classroom : 

Co-teaching in an inclusion classroom Agenda What is co-teaching? Range of learners in our classroom The co-teaching match: Analyzing Your Co-Teaching How similar is my co-teacher? What do we need to work on? Collaborative teaching responsibilities: What are shared responsibilities?What are individual responsibilities? Which responsibilities are not clear? Co-teaching Action Plan Models of co-teaching: Lead & Support Model Duet Model Speak & Add/Chart/Modify Model Skills Group Model Station teaching Model Learning Style Model Parallel teaching Model Next Steps

What is co-teaching? : 

What is co-teaching? Think-Pair-Share

WHAT IS CO-TEACHING? : 

WHAT IS CO-TEACHING? Two or more adults Simultaneously instructing a heterogeneous group of students In a coordinated fashion "Collaborative teaching is a service delivery structure in which teachers with different knowledge, skills, and talents have joint responsibility for designing, delivering, monitoring, and evaluating instruction for a diverse group of learners in general education classrooms." DeBoer & Fister, 1995. "Co-teaching occurs when two educators jointly deliver instruction to a group of students, primarily in one classroom." Adams, Cessna & Friend, 1993. "Co-teaching is the collaboration between general and special education teachers for all of the teaching responsibilities of all students assigned to a classroom... In a co-taught classroom, teachers share the planning, presentation, evaluation, and classroom management in an effort to enhance the learning environment for all students." Gately & Gately, 200 1.

THE ELEMENTS OF CO-TEACHING : 

THE ELEMENTS OF CO-TEACHING 1. Coordinate their work to achieve at least one common, publicly agreed-on goal 2. Share a belief system that each of the co-teaching team members has unique and needed expertise 3. Demonstrate parity by alternatively engaging in the dual roles of teacher and learner, expert and novice, giver and recipient of knowledge or skills 4. Use a distributed functions theory of leadership in which the task and relationship functions of the traditional lone teacher are distributed among all co-teaching group members 5. Use a cooperative process that includes face-to-face interaction, positive interdependence, performance, as well as monitoring and processing of interpersonal skills, and individual accountability

What are the benefits of co-teaching? : 

What are the benefits of co-teaching? Activity

Preparing to Co-teach : 

Preparing to Co-teach Metaphor of arranged marriage Create a snapshot/calling card of your specialties and areas of expertise as well as areas of weakness or dislike. Approach with flexibility and open mind. Communication on roles, policies, philosophies Build a workable schedule that includes planning time, groups students equitably. Handout Co-teaching Analysis Worksheet; Co-Teaching Beliefs

The Co-Teacher Match : 

The Co-Teacher Match Co-Teaching Arrangements work best when: Co-Teachers agree to work together There is parity at every level – this is OUR Class in every way Co-teachers treat each other respect and as professionals Co-teachers learn from each other

What do I bring? : 

What do I bring? Professional strengths I bring are... Personal gifts I bring are... Situations I find stressful are... Areas I hope to grow are... Activity: Prerequisite Skills, What do I Bring?

Write an ad for your co-teacher : 

Write an ad for your co-teacher

What Is Your Match With Your Partner? : 

What Is Your Match With Your Partner? Write a Personal Ad for your Co-Teaching Partner Personal Information: Years of experience Educational background Degree/s Majors/minors What are teaching? What do you love to teach? Previous co-teaching experience? Qualities you bring to teaching: Seeking in a co-teaching match:

Every Class Has A Range of Learners : 

Every Class Has A Range of Learners All general education classes have a mix of students with a range of abilities, talents, behaviors. When teachers work together, they are better able to reach the range of students and deliver rigorous content!

Plot your patterns of learners : 

Plot your patterns of learners Refer to the graph on the next slide. Start with your class list. Plot where each students falls when you consider their academic and behavioral performance in your class. Observe where your special education students are on this graph Note the range of differences among your students

Plot the patterns of academic and behavioral performance for each student in your class. : 

Plot the patterns of academic and behavioral performance for each student in your class. ACADEMIC PERFORMANCE BEHAVIORAL PERFORMANCE HIGHEST WELL BEHAVED LOWEST POORLY BEHAVED

Instructional Delivery Models : 

Instructional Delivery Models Differentiated Instruction Aligned Curriculum Scaffolding Lessons & Instruction Regular Classrooms Co-Teaching Academic Supports Academic Modifications Alternative Instruction Pull Out

Analyzing Your Co-teaching : 

Analyzing Your Co-teaching Where are the discrepancies between what we value as important and our current situation? What works well? What do we need to work on? What are our goals for this year? Activity

Reflections : 

Reflections

Collaborative Teaching Responsibilities : 

Collaborative Teaching Responsibilities What are shared responsibilities? What are individual responsibilities? Which responsibilities are not clear? Activity

Roles : 

Roles "Somehow team members must have three conditions in effect: all members must know the task they must complete without the roles and responsibilities becoming straightjackets and cutting off circulation to the brain while making sure that all necessary work gets done, including the scut work, which thinking people hate." Have you………….. delineated the tasks thoroughlyconsidered team members' expertise and availabilitydivided the responsibilities fairly

Responsibilities : 

Responsibilities All responsibilities are shared in terms of being responsible for some aspect of curriculum, adaptations and modifications, parent communication. Specific roles at times for some teachers become day to day lists of "I'll do this, you do that" or how they break curriculum planning up.

Building Co-Teaching Relationships : 

Building Co-Teaching Relationships Relationships are dynamic and always evolving. Stages – “Getting to Know You” “Give and Take” “In Sync” Teachers negotiate stages at different rates and in different ways.

Got Creativity? : 

Got Creativity? There is not “Right” or “Wrong” way to co-teach No one way will work all the time, nor should it The content of the day, along with the skill set of the teachers, drives the decision on a day-to-day, class-by-class basis

Action Plan : 

Action Plan

Instruction : 

Instruction Use of different models based on Marilyn Friend's 6 Models of Co­Teaching. These models vary depending on the lesson and students' needs. Lead and Support Model Duet Model Speak and Add/Chart/Modify Skills Group Model Station Teaching Model Learning Style Model Parallel Teaching Model

Lead and Support Model : 

Lead and Support Model One educator takes a lead in providing instruction, while the other monitors the classroom for management and understanding and assists individual students as needed. This is the simplest approach because it requires very little planning or coordination between the two teachers. However, the teacher who assumes the assisting role may not be utilizing their full teaching skills and may feel like a glorified teaching assistant. This makes it critical for the teachers to share in the roles of teaching and assisting

Suggestions for One Teach/One Assist Roles : 

Suggestions for One Teach/One Assist Roles Modeling notetaking/writing instructions on board. Taking roll, following up with students who were absent in previous days. Collecting homework and scheduling help sessions for students who do not have it complete. Asking aloud questions students may feel shy about asking or questions needed for clarification. Proximity control Setting up materials for stations, labs Providing additional examples of work On-the-spot help for students who struggle during work time. Implementing accommodations, assistive tech

Station Teaching : 

Station Teaching Teachers divide the instructional content into two or more segments and present this content at separate locations (stations) in the classroom. Each teacher takes responsibility for one station and a third might be created for students to work independently. This arrangement requires a clear division of labor, as each teacher is responsible for planning and teaching their part of the content. This separating of instruction can increase the comfort level of inexperienced co-teachers. Students can benefit from the reduced teacher-pupil ratio and be exposed to a wider range of experiences as they move from station to station. Disadvantages include additional planning and prep, noise, and timing issues.

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Station Teaching

Station Teaching Applications : 

Station Teaching Applications Math Language Arts Social Studies Science

Parallel Teaching : 

Parallel Teaching Teachers plan the instruction jointly, but each delivers it to a part of the class. The teachers do not exchange groups. The teachers address the same content, but may address different learning goals and levels of understanding. This approach requires that the teachers coordinate their efforts so that all students receive exposure to the same general content and information. Group composition may vary from mixed to same ability, depending on students’ needs and the goal of the lesson.

Skills Group Model : 

Skills Group Model One teacher selects a group of students who require instruction that is different from the other class members. There is little collaboration in planning and delivering instruction. Alternative teaching can be used for a variety of purposes, including preteaching, additional review, reteaching, conducting authentic assessments, teaching students to use learning strategies, etc. This arrangement may lead to stigmatization and negative attitudes of students if students with learning difficulties are taught in the same heterogeneous group and this model is over-utilized.

Team Teaching/Duet Model : 

Team Teaching/Duet Model Co-teachers share in the process of instructing all students, whether that occurs in large group, monitoring students working independently, or facilitating groupwork. Teaching responsibilities reach parity and involvement is fluid and seamless. This arrangement requires the highest degree of collaboration and trust between the co-teachers. It also requires that the two teachers are able to mesh or blend their teaching styles. Overall, this model can be the most rewarding both for the teachers and the students

Slide 34: 

• Small groups are pulled based on performance in previous lessons and other assessments. Needs are taken into account in terms of specific academic skills and strategies, organization and processing of information. • During homogeneous partner work, especially during writing and math investigations some teams have found that having one teacher take a small group of 2 or 3 partnerships that need a lot of support while the other teacher circulates the other partnerships works well.

Using the Models : 

Using the Models Each of the models of co-teaching can be effective in different classroom situations. Co-teachers have to determine which arrangement best suits the needs of their students in a particular situation. The models are meant to be flexible and used interchangeably. For specific video examples see: The Power of Two (videos) Exceptional Children 1-888-232-7733 www.powerof2.org (web site)

Suggestions for Routine Involvement by Sped Teacher in Team Teaching : 

Suggestions for Routine Involvement by Sped Teacher in Team Teaching Taking charge of daily warm up/review, priming background knowledge Connecting new content to Big Idea Unit Overview Vocabulary Word Wall/notebook Cooperative Learning Process Specialist Creating/demonstrating models/examples of larger assignments or projects Modeling self-talk, self-instruction Directly teach and reinforce study skills

Literacy Instruction : 

Literacy Instruction Looks like a mini lesson followed by independent reading, conferring and small groups simultaneously. One team reports that they have built in the need for review of skills through the share once a week becoming an open discussion through clarification and reflection of strategies learned that week.

Math Instruction : 

Math Instruction Looks different depending on the day and team. For some teams it looks like reading . Other teams do a lot of alternate teaching in math. For example, while one teacher teaches the larger group the other pulls a small group that needs to work on other underlying skills before they can be ready for what the larger group is working on. Parallel teaching is also seen. Half the class with each teacher. For string work one team has found forming 3 distinct leveled string groups and then while two groups work with a teacher the third group plays a math game. Overall, it seems that across teams homogeneous grouping for the different models by skill needs (regardless of IEP or no IEP) has been found successful. Use of open problems and games that allows access at all levels. Word problems having a part one and then extension to take into account children who are/working on single step verses multi step word problems, yet the whole class getting the initial problem.

I. Planning : 

I. Planning First and foremost plan with the grade . Depending on the team, whether they are a new team or whether the grades units of study are already solidly planned out, you can find teachers: Splitting up curriculum for long term planning, for example one teacher takes reading and writing and the other math and social studies. Then coming back together sharing and planning more specifically day by day and for small groups. Teachers taking large chunks of time to plan, for example a prep and lunch back to back, afternoons or weekends. Have the overall unit and weekly planning done in advance so the day to day planning becomes adaptations and small group planning.

Community and Climate : 

Community and Climate Building a unified team for students. Whatever one teacher says the other says too. Not creating a "good cop, bad cop" scenario. Sharing responsibility of general management and individualized behavior plans. When individualized behavior plans are not carried out and presented by both teachers they have been found to not be as successful. Fair isn't always equal. Creating a community where children understand that we're all good at different things and what one person needs to help them may not necessarily be what another needs.

Adapting Instruction for All Students : 

Adapting Instruction for All Students Ecological adaptations Curricular Adaptations Instructional Adaptations

Pyramid Planning : 

Pyramid Planning Some students will………..

Questions to ask when planning : 

Questions to ask when planning What are the major concepts/skills in the unit that ALL students must learn? What are the major concepts/skills that will be most important in student’s future? Prioritize concepts and skills using The Planning Pyramid (Schumm, Vaughn, & Harris, 1997)

Analyze the Difficulties : 

Analyze the Difficulties What concepts/skills are likely to cause all students difficulty? What concepts/skills are likely to cause special needs students difficulty? What concepts/skills have caused difficulties for students in the past?

Strategies : 

Strategies Strategies go beyond explaining by giving students a structure to understand and remember the concept/skill Create a list of preferred strategies, make use of strategies already created by others (e.g., Kansas University strategies). Decide which strategy type would best teach each area of difficulty Assign team members the task of creating strategies Time needed is approximately

Learning Strategies : 

Learning Strategies Acronym Rhyme/Song Movement Storytelling/Drama Key Word Picture Alternative Algorithm Scaffolding Extra Prompt Manipulatives Analogy Technology

Evaluation : 

Evaluation Did the process adequately support student learning? Consider all sources of student performance data and ask: “Were the big ideas identified accurately?” “Were the areas of difficulty predicted accurately?” “Were the strategies successful in teaching the material?” “Were the strategies effective and efficient for students and teachers?” “What would we do differently next time?”

Ideas for Effective Use of Spacein the Co-Taught Classroom : 

Ideas for Effective Use of Spacein the Co-Taught Classroom The visiting teacher should have a space to call his or her own. The room should be arranged to allow for maximum movement by teachers and students. The lesson plan book should be readily available to any co-teaching team members. The room should send the message that all students are full members of the class, and that both adults are teachers of the class. A "Last Minute Updates" board or notebook should be readily available for the visiting teacher.