Improving Access to General Curriculum for All Students Through Co-Teaching

1. Improving Access to General Curriculum for All Students Through Co-Teaching Some Information from The Access Center: Improving Outcomes for All Students US Department of Education http://www.k8accesscenter.org

2. “One doesn’t uncover new lands without consenting to lose sight of the shore for a long time.” Andre Gide

3. Change from MDE • Impact of high school reform • High school credits & primary teaching • Change in MTTC credit • District steps • Co-teaching

4. Agenda for the Day Morning LunchAfternoon Welcome Specific Planning PowerPoint Reflection Information Next Meeting Discussion Reflection General Planning

5. Objectives for Session #1 We will: • Explore common approaches to co-teaching. • Identify and demonstrate effective teaming practices. • Plan practical strategies for learning. • Plan future co-teaching ventures. • Celebrate our successes.

6. Defining Co-Teaching • 2 or more professional teachers • Meaningful instruction • Set curriculum & assessments • Diverse/blended group of students • Single classroom IN PETOSKEY HIGH SCHOOL GE Teacher SE Teacher

7. See Handout #1: Co-Teachers Our Temperature: Cool = 1 Moderate = 2 Hot = 3

8. Major Co-Teaching Approaches • One Teaching, One Drifting • Parallel Teaching • Station Teaching • Alternative Teaching • Team Teaching Friend & Cook, 2003

9. One Teaching, One Drifting Approach • One teacher- plans & instructs • Other teacher- provides adaptations & support • Joint planning- little • Research indicates- use sparingly Friend & Cook, 2003

10. Parallel Teaching Approach • Both teachers- share responsibility for planning & instruction • Both teachers- proficient in content • Each teaches- ½ of class in heterogeneous groups • Content- same • Methods- may differ slightly Friend & Cook, 2003

11. Station Teaching Approach • Divide responsibility- planning & instruction • Students- divided into groups & rotate • Teacher- repeats instruction to each group • Each teacher- instructs every group • Delivery- may vary • Content- somewhat similar Friend & Cook, 2003

12. Alternative Teaching • Teachers- divide planning & instruction • Student majority- large group setting • Small group(s)- individualized preteaching, enrichment, reteaching, etc. • Groups- should not always be the same • Strength- individualized instruction Friend & Cook, 2003

13. Team Teaching Approach • Both teachers- plan & instruct together • Team work- responsible for teaching & learning • Requires- communication, time, trust, respect, & meshing teaching styles • High potential- for student achievement Friend & Cook, 2003

14. See Handout #2A & 2B. • What percent of our time is spent on each co-teaching approach? • Draw your present co-teaching pie chart. • Draw your future co-teaching pie chart. • Document ideas to reach your future goals. • What resources will you need to reach those goals?

15. Begin by Building Bridges • See Handout #3, “Myth Busters.”

16. Team Collaboration Needs • Student-driven reasons • Structure & purpose • Resources • Time together • Open communication • Support services • Others? Where are you strongest? Weakest?

17. Celebrate Successes! • Secret Doodle • Shared Doodle

18. Common Difficulties General Educators Special Educators Curriculum first Assessment first Assessment-what learnedInstruction- repair gaps Where are you and your team member?

19. Facets of Co-Teaching • Co-teaching approaches & physical space • Familiarity with curriculum (SE & GE) • Curriculum objectives/GLCEs & modifications • Instructional presentation • Classroom management • Assessments Is your team clear about these? Gately & Gately, 2001

20. Co-Teacher’s Self Assessment Discuss and fill out Handout #12 together. “If you want them to HEAR it, you talk. If you want them to LEARN it, they talk.” (Sharon Bowman)

21. Thoughtful Planning • Align GE and SE concepts. (Handout #4) • Schedule & focus time. • Post both names on the door. • Know student needs. (Handout #5) • Correspondence & meetings reflect participation of both teachers. • Prepare respectful learning environment. • Create & teach effective routines. (Walther-Thomas, Bryant, & Land, 1996)

22. Instructional Tips • Develop signals- each other & students • Instructional approaches- varied • Agenda & objectives- displayed clearly in classroom • Teacher roles- show equality & cooperation of team • Respect- each other & students • Learning styles- honored Murawski & Dieker, 2004

23. Get to Know One Another Deal with the “little” things first. • Do Handout #6 solo. Then discuss and come to an agreement on “bottom-line” answers.

24. Get to Know One Another Do Handout #7 solo. Share with your partner. Where do you agree/disagree? Where do you/do you not need to agree? Where do you need to compromise? Grand Conversation to follow in 10 minutes.

25. Weekly Co-Planning • Schedule a meeting time. • Cover your bases. (Handout #8) • Stay focused on task(s). • Review content before meeting. • Keep it simple: • Instructional plans/objectives/GLCEs • Modifications/adaptations • Timelines & priorities • Formative assessments • Tasks for each teaching partner

26. Your General Plans for Next Week • Work on Handouts #10 & #11A or 11B as a generalized structure for next week. • Which co-teaching approach will you be using each day/lesson?

27. Time for More Detailed Plans • Take a future lesson or unit and plan it together! • Remember your target GLCEs! • Experts to support and guide are among us!!!

28. References Available from The Access Center American Institutes for Research 1000 Thomas Jefferson Street, NW Washington, DC 20007 Differentiating Instruction for Mixed-Ability Classrooms, ASCD Tools for High-Quality Differentiated Instruction, ASCD S. Bowman, Preventing Death by Lecture, 2005 S. Bowman, How to Give It So They Get It, 2005 L. Slanec, 2007