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This is a presentation that was given at the Ohio Middle School Association conference.

This is a presentation that was given at the Ohio Middle School Association conference.

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Transcript

  • 1. Co-Teaching The Power of Two...
    • The Reality…Following the Philosophy
  • 2. PRESENTERS
    • Robin Frederick: 7th grade intervention specialist/DH
    • Loretta Fansler: 7th grade intervention specialist/LD
    • Brad Fuhrer: 7th grade social studies & all around nice guy
  • 3. Tiffin, Ohio Tiffin “ The Education Community”
  • 4. Tiffin Middle School
    • 6th,7th & 8th grades
    • 2 teams, each grade
    • Total population- 734
    • Special needs students- 115
    • Programs: LD, DH, & SBH
    • Cross-categorical: TBI, HI, OHI, tourettes, autism, etc,...
  • 5. History of Co-teaching at TMS
    • 1993- Reorganized to a Middle School
    • 1993- Inclusion of DH students in Ohio History & Health (LD students mainstreamed)
    • 1994- Inclusion of LD students in Civics
    • 1996-Block scheduling which allowed common planning time
    • 1996- Inclusion of LD students in Math
    • 1998- Inclusion of DH students in Science
    • 2002- Lack of funds, schedule flexibility...
  • 6. History Continued...
    • 2003- no team planning
    • 2004- still no team planning, damn it!
    • 2005- inclusion in:
      • social studies
      • science
      • math
    “ Our fearless leader”
  • 7. I can’t take it anymore! We love our jobs! Co-Teaching Before After
  • 8. Before After Co-Teaching
  • 9. Inclusion Traditional & Co-Teaching
    • LD mainstreamed, serviced in Resource
    • room
    • No modified tests & worksheets
    • More discipline problems
    • More classroom management problems
    • Lower success rate
    • Students serviced in the classroom • Modified tests & worksheets • Fewer discipline problems • Fewer classroom management problems • Higher success rates for all students
  • 10. Inclusion Philosophy Vs. Reality
    • All students should have the opportunity to learn in the mainstream with specialized services provided
    • Inclusion: meeting needs of all students in the classroom with in class support
    • Can they? Not without a lot of work! Modify, adapt, modify, adapt and then do it some more! • Yes, two heads are better than one!
  • 11. Inclusion Philosophy Vs. Reality
    • Collaboration: teachers, students, parents, administrators
    • Belief that students with disabilities should be integrated into the mainstream whether or not they can meet traditional curricular standards
    • Ha! Ha! • Not all staff members will support inclusion or team teaching
  • 12. Inclusion Philosophy Vs. Reality
    • Teacher planning, collaboration, and training is necessary for success
    • Just do it!
  • 13. Volunteers Needed:
    • General Education Teachers
    • Special Education Teachers
  • 14. Qualifications
    • Risk taker
    • Open to suggestions
    • Open to criticism
    • Student advocate
    • Flexible
  • 15. Types of Teaching
    • Reverse Inclusion
    • One teach, One drift
    • Diversified study time
    • Classroom consistency
    • Preparation on demand
    • Interactive teaching
    • Humor in the classroom
    • Break away
  • 16. Strategies & Ideas
    • Whip around
    • Fact of the day
    • Technology (smartboard, powerpoint, phonic ear)
    • Folders
    • Study guides
    • Adapted/modified tests, worksheets
    • Community/school projects (friendly competitions between homerooms)
    • Incentive programs (TEAM TMS, Blue Crew Bucks, Stamps, Lunch Bunch, Student of the Month , the Month of Manners, bug roll)
  • 17. More Strategies & Ideas
    • Think write
    • Happy grams
    • Case managing
    • Skim & Shift
    • Books on tape
    • Class room starters
    • Question of the week
  • 18. Even More Strategies & Ideas
    • Tag Team reading
    • Word of the Day
    • Lame Games
    • Color Overlays
    • Slantboards
  • 19. Are Two Heads Better Than One? Let’s Ask the Experts
  • 20. Survey says...
    • Do you get more help when there are 2 teachers in the room?
    • Do you behave differently when there are 2 teachers in the room?
    • Do you ask more questions when there are 2 teachers in the room?
    • Do you get better grades in the inclusion classes than the other classes?
    Yes No 89% 11% 34% 66% 44% 56% 74% 26%
  • 21. More Survey Results... • Do you do a better job on your homework in your inclusion classes? • Do you answer more questions in your inclusion classes? • Do you pay closer attention to the teacher in your inclusion classes? • Do you wish all of your classes could be inclusion classes? Yes No 77% 23% 49% 51% 72% 28% 70% 30%
  • 22. Student Benefits
    • Increased homework completion rate
    • More opportunity for teacher contact throughout the day
    • Opportunity to respond increases
    • More students get assistance
    • Seeking assistance is commonplace
    • Helps students build relationships with teachers
  • 23. More Student Benefits
    • Learning modes are more easily accommodated
    • Opportunity for individual, small group or large group instruction
    • Daily work habits are reinforced and monitored (KST)
    • Social acceptance
    • Conducive to parent support
  • 24. Teacher Benefits
    • Not isolated (no man is an island)
    • Fun
    • Brainstorming
    • Parent conferences are more effective
    • Share and learn expertise and strategies
    • More innovation (Ruts-R-Us no more!)
    • Fewer discipline problems
    • Incidental collaboration
  • 25. More Teaching Benefits
    • Teacher chores are shared
    • Shared accountability
    • Change of routine due to teacher absence is kept to a minimum
  • 26. In conclusion...
    • Teaching is the profession that makes all other professions possible.
    Thank you for attending our presentation.