Co teaching
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Co teaching

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    Co teaching Co teaching Presentation Transcript

    • Co-teaching in Regular Education Classrooms
      Presented by
      Ajay Das, Ph.D.
      The University of Melbourne, Australia
    • What is Co-teaching?
      Two or more people sharing responsibility for teaching all of the students assigned to a classroom.
      Villa, Thousand, Nevin (2004)
    • Characteristics of Co-taught Classrooms
      Involves two or more professionals
      Heterogenous group of students
      Shared delivery of instruction
      Occurs in a shared physical space
      Participation may vary based on needs of students
    • Difficulties Faced by SWDs in Regular Education Classrooms
      Reading Fluency
      Reading Comprehension
      Math Reasoning/Problem Solving
      Math Computation
      Math Fluency
      Written Expression
      Other difficulties (organization, time management, note taking, receptive and expressive abilities etc.)
    • Why Co-teach?
      Mandates of Federal Laws:
      IDEA (1997) and NCLB (2001) required students with disabilities to be included in regular ed. Classrooms as full participants in rigorous academic and general education curriculum and assessment.
      2. Academic and Social Skills gains:
      Demonstrated benefits for students with and without disabilities (Welch, 2000; Hourcade & Bauwens, 2002)
    • Student Benefits
      Increased homework completion rate
      More opportunity for direct teacher contact
      Availability of different teaching methods
      Helps students build relationships with teachers
      Learning modes are easily accommodated
      Daily work habits are reinforced and monitored
      Conducive to parent support
    • Teacher Benefits
      Not isolated
      Shared chores
      Parent conferences are more effective
      Fewer discipline problems
      Share and learn expertise and strategies
      Shared accountability
    • Co-teaching Models
      Supportive teaching
      Parallel teaching
      Team teaching
    • Issues to Resolve in Planning Co-teaching Lessons
      Instruction
      Student Behavior
      What content will we include?
      Who plans what content?
      How will we share teaching responsibility?
      Who adapts the curriculum and assessment for select students?
      What are our strengths in the area of instruction and assessment?
      Who determines the disciplinary procedures?
      Who carries out the disciplinary procedures and delivers the consequences?
      How will we be consistent in dealing with problem behavior(s)?
      How will we proactively address behavior problems?
    • Evaluation
      Communication
      How will we monitor student’s progress?
      How will we assess and grade student performance?
      Who evaluates which group of students?
      What types and frequency of communication do we each like to have with parents?
      Who will communicate with parents? (sp. ed. kids’ parents??)
      Who communicates with administrators?
    • What Co-teaching is NOT?
      Co-teaching is NOT when one person conducts a lesson and the other stands or sits by and watch.
      Co-teaching is NOT when one person teaches the class and the other prepares instructional materials at the photocopier or grades students’ tests/quizzes in his/her classroom.
      Co-teaching is NOT happening when the ideas of one person prevail for what is to be taught or how it will be taught and assessed.
    • Administrator Actions to Promote Co-teaching
      Publicly articulate rationale for co-teaching
      Identify strengths of special education teachers and pair them accordingly
      Create a master schedule for collaboration
      Provide time for co-teachers to meet by relieving them from non-instructional duties
      Educate school and community members about the accomplishments of collaborative planning and teaching teams