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Co-Teaching

Co-Teaching . An Effective Way to Reach ALL Struggling Learners. Co-Teaching Debate. Benefits. Frustrations. Lack of common planning time. Co-teaching pairs not appropriately placed. Co-teacher placed in subject area not conducive to background. Lack of shared responsibility.

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Co-Teaching

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  1. Co-Teaching An Effective Way to Reach ALL Struggling Learners

  2. Co-Teaching Debate Benefits Frustrations Lack of common planning time. Co-teaching pairs not appropriately placed. Co-teacher placed in subject area not conducive to background. Lack of shared responsibility. • Two teachers in the classroom. • Opportunities for concepts to be re-taught • Improvement of instruction/reflection • Increased opportunity for UDL and differentiated instruction to take place

  3. Most Common Turn Offs • Lack of common planning time • Lack of consistent co-teaching partnerships (i.e. same person throughout the day) • Lack of co-teacher background/comfort with content. (i.e. different subjects each term) • Lack of relationship in partnership.

  4. What Co-Teaching Is • Delivery method for instruction • Equally qualified individuals • Shared and equal responsibility • Accountability is shared • Focusing on all • Differentiated Instruction

  5. What Co-Teaching Is Not • One teaches and one helps • Pull out method • Targeting certain students • Isolating responsibilities • Following a lead • Lack of collaboration

  6. Who Benefits? • Just as in differentiated instruction and Universal Lesson Design (UDL), the purpose to help all learners succeed. • Those that benefit the most are struggling learners.

  7. How Can It Benefit Struggling Learners? • Increased observation of student success and struggle. • Re-teaching • Strategy instruction • Modeling alternative formats • Increased opportunity for teacher/student relationship. • Decrease inappropriate student behaviors and model appropriate social skills (McDuffie, Landrum, & Gelman, 2007) • On-task reminders and cues • Differentiated instruction

  8. Greatest Factor to Making Co-Teaching Work • Team work and collaboration • Handout: “Steps in Effective Collaboration” • Break- 10 minutes. When we come back we will be looking at specific models of co-teaching and how to plan for co-teaching.

  9. Six Models of Co-Teaching • One teach, one observe • Station teaching • Parallel teaching • Alternative teaching • Teaming • Assist

  10. One Teach, One Observe • One teaches one observes pre-determined components (i.e. who is struggling, taking notes, etc.) • Teachers take turns teaching and observing. • Teachers analyze data together. • Video: http://www.youtube.com/watch?v=TCn4qDyuZVE&feature=fvw

  11. Teaming • Both teachers teach same content to the entire class. • The time is shared equally between teachers. • Most difficult approach, but often most effective. This approach takes time. • Video: http://www.youtube.com/watch?v=TCn4qDyuZVE&feature=fvw

  12. Station Teaching • Teachers divide the content in half and divide the class in half. • One teacher works with one group while the other works with the other. • Groups alternate at equal time intervals. • http://www.youtube.com/watch?v=_BKCur0DvRo

  13. Parallel Teaching • Like station teaching, but both teachers teach the SAME content simultaneously. • This could benefit students that need more one on one focus or opportunities to participate. • Could be distracting in small spaces. • Video: http://www.youtube.com/watch?v=YyxLvaScI0Q

  14. Alternative Teaching • One teaches larger group and one works with smaller groups. • Great for remedial instruction, catching students up, etc. • Video: http://www.youtube.com/watch?v=Q-xEPmd72RI

  15. Assist • This is the stereotypical model of co-teaching where one rotates the room and quietly assists students while the other teaches. • Use sparingly.

  16. Discussion • Which models of co-teaching seem most conducive to the science classroom? Why?

  17. Planning for Co-Teaching • Should be done on a consistent basis • Completed in a tiered fashion in what the team wants all students to learn, the majority of students to learn, and what they want a few students to learn (Schumm, Vaughn, & Leavell, 1994).

  18. Planning for Co-Teaching • Roles- who teaches what? • Specific tasks and material creation • How will learning be assessed? • Who needs follow up? Who will address this?

  19. Sample Planning FormTaken from: Vaughn, S., Schumm, J.S, & Arguelles, M.E. (1997). The ABCDEs of Co-Teaching. Teaching Exceptional Children, 30(2), 4-10.

  20. Wrap Up • There are six models of co-teaching: observe, teaming, alternative, stations, parallel, and assist. • Collaboration and planning are vital to co-teaching success. • Tiered approach is best practice when planning for all learners. • Discussion and questions

  21. References and Resources McDuffie, K., Landrum, T.,& Gelman, J. 2007) Co-Teaching and Students With Emotional and Behavioral Disorders. Beyond Behavior. Fall, pg. 11-16 Schumm, J. S., Vaughn, S., & Leavell, A. (1994). Planning Pyramid: A framework for planning for diverse student needs during content area instruction. The Reading Teacher. 47(8), 608-615. Vaughn, S., Schumm, J.S., & Arguelles, M.E. (1997). The ACBDEs of co-teaching. Teaching Exceptional Children, 30(2), 4-10. http://www.youtube.com/watch?v=TCn4qDyuZVE&feature=fvw http://www.youtube.com/watch?v=_BKCur0DvRo http://www.youtube.com/watch?v=YyxLvaScI0Q http://www.youtube.com/watch?v=Q-xEPmd72RI

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