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Co Teaching
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Co Teaching

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Co Teaching Co Teaching Presentation Transcript

  • Co-Teaching Models Source: Friend & Cook (2000). Interactions
  • Objectives
    • Define co-teaching
    • Describe the rationale for using co-teaching
    • Identify six approaches to co-teaching and provide examples of each
  • Co-teaching Rationale
    • Meets the individual needs of students
    • Goal is to provide individualized instruction (less fragmented and more contextualized) in a general education environment
    • Reduce stigma attached by pull-out programs
    • Provide opportunities for flexible scheduling
    • Creates positive social interactions
    • Co-teachers have a sense of collegial support
    View slide
  • Characteristics of Co-teaching
    • Two or more professionals (Peers with shared teaching responsibility)
    • Jointly delivering instruction (General education provides the instructional framework, yet the curriculum may be modified for students with disabilities or others who need accommodations)
    • Diverse group of students (Allows for teachers to respond to the diverse range of needs of their students, lowers student/teacher ratio and expands professional expertise)
    • Shared classroom space (Co-teachers teach in a single classroom)
    View slide
  • Co-teaching Approaches
    • One Teaching~One Observing
    • One Teaching~One Drifting
    • Station Teaching
    • Parallel Teaching
    • Alternative Teaching
    • Team Teaching
  • One Teaching/One Observing
    • +Requires little joint planning time
    • +Provides opportunity for ESE teachers to learn about General Education Curriculum
    • +Particularly effective for teachers new to collaboration
    • -Can result in special educator as being relegated to role of an assistant
  • One Teaching/One Drifting
    • +Requires little joint planning time
    • +Provides opportunity for ESE teachers to learn about General Education Curriculum
    • +Particularly effective for teachers new to collaboration
    • -Can result in special educator as being relegated to role of an assistant
    • -The second teacher can sometimes be a distraction
    • -Students can become dependent on the “drifter”
  • Station Teaching
    • +Each professional has separate responsibility for delivering instruction
    • +Lower teacher:student ratio
    • +Students with disabilities can be more easily integrated into small groups
    • -Noise level can be distracting
    • -Movement can be distracting
  • Parallel Teaching
    • +Lower teacher:student ratio
    • +Heterogeneous grouping
    • +Allows for more creativity in lesson delivery
    • -Teachers must both be comfortable in content and confident in teaching the content
    • -Should not be used for initial instruction
  • Alternative Teaching
    • + Helps with attention problem students
    • +Allows for re-teaching, tutoring, or enrichment
    • -Can be stigmatizing to group who is alternatively taught
    • -ESE teacher can be viewed as an assistant if he/she is always in alternative teaching role
  • Team Teaching
    • +Greatest amount of shared responsibility
    • +Allows for creativity in lesson delivery
    • +Prompts teachers to try innovative techniques neither professional would have tried alone
    • -Requires greatest amount of trust and commitment
    • -Most difficult to implement
  • School-wide Factors that Influence Co-teaching
    • Administrative Support
    • ESE Caseload
    • Voluntary vs. Involuntary Participation
    • Scheduling (For teaching and planning)
    • Problem-solving techniques