Kim Trendel & Michelle Koenig

1. Monitoring & Parallel Stations The Models of Co-Teaching Differentiated Split Active Partnership Kim Trendel & Michelle Koenig Franklin Public Schools

2. Kim Trendel • Nationally Board Certified- Exceptional Needs Specialist • In my 13th year of teaching at FPMS • Cross-categorical teacher • Teach self-contained math, Math Lab and Home Base • 6th year co-teaching in regular education math classrooms

3. Michelle Koenig • Nationally Board Certified-EA Math • 12th year of teaching • FHS & FPMS • Currently teaching 8th grade math & algebra, Core Plus, and Home Base • 6th year team teaching

4. Feedback • Evaluations/ Feedback forms • Please provide specific comments: • What did you learn? • How will you implement what you learned today? • Any suggestions for improvement

5. Questions Your questions are important to us, but we also want to make sure we get to cover all of our material. • As we present, please fill out the question sheet. We will answer questions at the end of the presentation. • If we run out of time, we will use your contact info (as given to us on the sheet) to get an answer to you.

6. Forest Park in Franklin • Middle class suburban district • 600 students in our school (about 300 per grade level) • Grades 7 & 8 (ran out of room for grade 6) • Organized in House system • Specialist is assigned to each House (CWD or ELL)

7. Population of ourTeam-Teaching Hour • Students labeled with a disability (SLD, EBD, or OHI) • Math Lab students • Students that are basic or minimal on WKCE • Students that struggle in math • Students that “hate” math

8. Our Definition Co-Teaching Equal partnership in planning and implementing curriculum and assessingstudent work to best meet the needs ofall students in the same classroom. There are different models to reach this goal based on instructional andstudent need. K. Trendel & M. Koenig 2010

9. Are all models of co-teaching the same? We think that there is a difference between team teaching and co-teaching. You will probably start team teaching, but our goal is to get you to the co-teaching level… this is where students will be taken to the next level.

10. What’s the Difference? Co-Teaching: • Plan lessons together • Share instruction load • Create and grade assessments together • Both actively assess student work • *Embed specialized instruction* Team Teaching: • Share in planning • Share instruction load • Share in creation of assessments • Provide accommodations and modifications

11. Models Team-Teaching • Monitoring • Parallel Teaching Co-Teaching • Station Teaching • Differentiated Split Class • Active Partnership

12. Monitoring

13. Monitoring Teacher • This situation occurs when one teacher assumes the responsibility for instructing the entire class, while the other teacher circulates the room and monitors student understanding and behavior • Roles should shift between teachers during the class period or week

14. Monitoring: Lead teacher: takes responsibility in the delivery of instruction, planning, and leading the classroom Support teacher: takes responsibility for classroom management, paperwork, adaptations, and support as needed, should have the same authority as the lead teacher, can quickly and quietly remove students as to not disrupt classroom learning environment, this role is an active role to improve the quality of learning. What it is

15. Monitoring: Both teachers should share in the role of assessment Teachers should check-in and make any necessary changes to lesson or management Students remain in whole class instruction These roles should change on a regular basis- PARITY! This model should be used in conjunction with other co-teaching models What it is

16. Monitoring: One teach, one grade One teach, one make copies One teach, one check email One teach, one get caught up on paperwork Every day regular ed teacher teach, special ed teacher support What it is NOT

17. Monitoring • There is no student benefit to using this model if the special education teacher has no role in lesson planning. • This strategy should be used only about 15 – 20% of time.

18. Pros of using Monitoring • Similar to traditional teaching • Comfortable for teachers • Little to no prep time • Classroom management • Can increase instructional time • Struggling students can be identified • Both teachers can lead • Ensures that accommodations and modifications will be in place

19. Cons of using Monitoring • Does not work for all students • No real “pay-off” if one teacher is always in the support role • Can lack collaboration • Teachers might feel that when they are not lead teacher they can do other work instead of working with students • May not have similar philosophies and styles for management, assessment, classroom expectations, rules • Spec ed teacher often becomes an assistant • If spec ed teacher only works with spec ed students a stigma can be created • Can turn into a reactive approach rather than a proactive approach (instead of planning individual needs into the lesson the spec ed teacher must rely on triage, pre-teaching or re-teaching)

20. Monitoring If co-teachers are merely taking turns delivering instruction, it begs the question: “What is substantively different about this class as compared to that of a traditionally solo taught class?”

21. Correcting homework • Giving directions • Lesson recap EXAMPLES of Monitoring

22. Parallel Instruction

23. Parallel Instruction • In this setting the class is divided into 2 large groups/smaller groups/partners and both teachers circulate and provide individualized support

24. Parallel Instruction: Both teachers are responsible for planning and delivering instruction, management, and assessment while students are working in small groups or pairs. Dual partnership Allows small group activities for students while getting individualized help from 2 different instructors Students doing the same activity What it is

25. Parallel Instruction Regular ed teacher works with regular ed students and special ed teacher works with special ed students One teacher doing classroom management One teacher leading and one teacher MIA What it is NOT

26. Pros of using Parallel Instruction • Students are more likely to ask questions and participate • Students are active in learning • Good integration of special ed students with their peers • Both teachers know the instructional goal • Peer partner work is an authentic way to integrate social and behavior goals for special ed students • Students complete the same activity while assignments can be tiered for differentiation • Get absent students caught up

27. Cons of using Parallel Instruction • Both teachers have to know and be comfortable with the material • Noisy and distracting classroom environment • Transitions can be noisy and time consuming

28. Group/ partner work EXAMPLES of Parallel Instruction

29. KEYS in Co-Teaching: 1. Always demonstrate parity (teachers and students) • Use plural language • Both should have adult furniture • Spec ed students see the spec ed teacher is their “leader” • Both should have a place for supplies • Sharing grading responsibility • Both names should be on classroom materials • Send home a classroom letter • Communicate with parents as a team (conferences, email, phone calls) • Both give input at CST meetings

30. KEYS in Co-Teaching: 2. Vary instructional models • Look through content to take advantage of all the models to ensure an increase in achievement

31. Station Teaching

32. Station Teaching • Students are divided into groups and rotate through organized stations. Both teachers are teaching at their own station. • Two ways to accomplish this task: 1) Same material is taught but teacher stations address different learning styles or 2) different material related to the same concept is taught in both teacher stations.

33. Station Teaching: Both teachers plan a lesson in which students rotate through stations that are lead by a teacher or independent work stations. There can be between 2 and 4 (or more stations) occupied by students at any given time. Stations are created to “chunk” information. Teachers will need to plan for which students start in particular stations and how the stations will be rotated What it is

34. Station Teaching: Students should rotate through all stations Both teachers create student groups and determine how to rotate them Students will need to be taught how to rotate between stations and how to behave in independent work stations Both teachers lead stations and/or monitor independent stations Station groups should change occasionally What it is

35. Station Teaching: For lessons that are linear in which one skill depends on a previous skill Should not be used to divide students only on ability Tracking groups What it is NOT

36. Pros of using Station Teaching • Smaller student-teacher ratios • Smaller groups provide for safer environment for students to ask questions or participate • Allows for movement breaks • Helps students focus on one task • Share materials- especially useful if a whole-class set isn’t available • Allows teachers to teach the topic they feel most comfortable • Allows teachers to become an expert at their station because teachers will teach it several times • Can be a time to provide intensive interventions

37. Cons of using Station Teaching • Teachers might be tempted to always group by ability • Can be noisy, transitions can be difficult • Students may have a difficult time putting together the “chunks” or making connections • Teachers may need to manage more than one station

38. Activities • Direct instruction • Independent work • Multi-media- video clips • Reading textbooks, articles, newspaper • Cooperative learning activity • Project work- group or independent EXAMPLES of Station Teaching

39. Differentiated Split

40. Differentiated Split Class • This type of teaching involves dividing the class into smaller groups according to learning needs. • Each educator provides the respective group with the instruction required to meet their learning needs. • This could be remedial or enrichment instruction.

41. Differentiated Split: Both teachers share in lesson planning and instruction by breaking the class into groups and instructs their group with the added benefit of smaller student-teacher ratio. Both teachers need to feel comfortable with the material for this model to be successful. What it is

42. Differentiated Split: There are 3 different ways to use this model Teach the same material in the same way Teach the same material in a different way Take into account students likes/dislikes, learning styles, readiness levels, differentiate material and tier assignments Teach different material Students won’t switch groups and repeat instruction What it is

43. Differentiated Split: Teachers face each other, students face away from each other to help minimize noise and help keep students focused on their lesson Both teachers make modifications and accommodations as necessary. What it is

44. Differentiated Split: “Separate but equal” approach Yours and mine Special ed students always in the same group Tracking Pull-out program What it is NOT

45. Pros of using Differentiated Split • Both teachers are actively involved in the lesson • Both teachers are lead teachers • Smaller student-teacher ratio • Flexibility in that students may work with one teacher or both teachers • Teachers can be creative when grouping students • Encourages teachers to be more creative and teach to different learning styles • Allows teachers to “chunk” information in to smaller manageable pieces • Teachers can plan their own group which is less time than planning with co-teacher

46. Cons of using Differentiated Split • Teachers may feel the need to do their own thing rather than collaborating with co-teacher • Teachers may feel uncomfortable with the material • Room space, noise and board-space can be an issue • All activities must be the same amount of time • Not all topics can be divided into differentiated split groups • Some may be encouraged/inclined to always group the special ed students together in the same group • The assumption is that the special ed teacher always works with remedial group and/or special ed students

47. Flexible grouping • Fractions • Graphing linear equations with tables EXAMPLES of Differentiated Split

48. Active Partnership

49. Active Partnership: • The teachers actively share the instruction of content and skills to all students • Examples: • One teaches while one constructs concept map • Dialog between teachers is exchanging and discussing ideas in front of learners

50. Active Partnership: Teachers share in the lesson planning to deliver to a whole class as teachers work as a team to deliver instruction, work on building skills, clarify information, and facilitate learning and classroom management Teachers much trust and respect each other so they can share the stage What it is