Co teaching
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Co teaching






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Co teaching Presentation Transcript

  • 1. Co-teaching in Regular Education Classrooms
    Presented by
    Ajay Das, Ph.D.
    The University of Melbourne, Australia
  • 2. What is Co-teaching?
    Two or more people sharing responsibility for teaching all of the students assigned to a classroom.
    Villa, Thousand, Nevin (2004)
  • 3. 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
  • 4. 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.)
  • 5. 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)
  • 6. 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
  • 7. Teacher Benefits
    Not isolated
    Shared chores
    Parent conferences are more effective
    Fewer discipline problems
    Share and learn expertise and strategies
    Shared accountability
  • 8. Co-teaching Models
    Supportive teaching
    Parallel teaching
    Team teaching
  • 9. Issues to Resolve in Planning Co-teaching Lessons
    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?
  • 10. Evaluation
    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?
  • 11. 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.
  • 12. 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