Collaboration and Co-Teaching Workshop


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This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform

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  • Hello, and welcome to the webinar on “Collaboration and Coteaching” webinar, in support of the Mathematics Improvement toolkit. The Mathematics Improvement Toolkit is a set of resources designed to support teachers in developing mathematical understand for all students. This webinar will focus on one of the tools from the toolkit – a professional development workshop designed to address issues of collaboration and co-teaching.
  • We are going to be talking a bit about the Mathematics Improvement Toolkit today. The toolkit was developed from funds from the U.S. Department of Education through a grant to the National Forum to Accelerate Middle Grades Reform. The National Forum, along with four partner organizations, developed a set of resources to support mathematics instruction, specifically for teachers of disenfranchised students or populations. These tools address the needs of educators and professional developers who want to provide high quality mathematics learning to students who often struggle in the math classroom. For more information about the toolkit, visit our website at The tool we are addressing today focuses on collaboration and co-teaching strategies for mathematics and special education teachers.
  • NOTES: Below is the script you can use or customize to your needs as part of your introduction and housekeeping. My name is Steve Best, and I am the organizer for this webinar. In addition to being a member of the MIT team, I will be handling the controls for this webinar. Before we get started, I want to review a few housekeeping items and let you know how you can participate in today’s Web event. We’re looking at an example of the GoToWebinar Attendee Interface which is made up of two parts. The Viewer Window is where attendees see the presenter’s screen. The Viewer Window can be resized by clicking and dragging the lower right corner. The Control Panel is where attendees can interact with organizers. Move mouse over the Grab Tab You should see something that looks like this on your own computer desktop in the upper right corner. Click 1 Clicking the arrows on the Grab Tab opens and closes the Control Panel. Click 2 The Audio pane provides audio information. (If the organizer has given attendees a choice) There are two options. You can join audio through your computer; select Use Mic & Speakers. Click 3 Click Audio Setup to select your computer speaker or headset devices. We recommend this way of listening to the webinar. Click 4, 5 and 6 You can choose to join audio through your telephone, using the number on the screen on your control panel. You may wish to use this if you are having a hard time hearing the presentation. However, the number is not a toll free call. If you wish to use the telephone, Select Use Telephone, dial the number listed and enter both the Access Code and Audio PIN when prompted. Click 7 During (at the end, etc.) the presentation, you have the ability to send questions to me or Emily, our presenter, through the Questions pane. Simply type in your question and click send. During the presentations, Emily may ask a few questions of you all, and you should use this area to respond. You can also use this to pose any questions you have along the way, and I will respond directly, or will pass some of these questions on to Emily at different breaks during the presentation. Click 8 During the presentation we may ask you to answer a question by raising your hand. This option is located on the Grab Tab. Click 9 and 10 If you prefer to keep your control panel open during the presentation, click View in the top menu and un-check Auto-Hide the Control Panel.
  • Now, let’s get on to the webinar. I am happy to introduce our presenter, Emily Fagan, from the Education Development Center. Emily is going to be presenting the collaboration and co-teaching tools of the toolkit over the next hour or so. You will note that a handout for the webinar, which contains some handouts and questions about the topic, can be downloaded from the webinar site, listed here. I will also put the direct link in the question section. Now, on to the webinar…
  • Collaboration and Co-Teaching Workshop

    1. 1. <ul><li>Supporting Teachers in Developing </li></ul><ul><li>Mathematical Understanding for Students </li></ul>Collaboration and Co-teaching
    2. 2.
    3. 3. GoToWebinar Attendee Interface 1. Viewer Window 2. Control Panel
    4. 4. About this Webinar <ul><li>Presented by: Emily Fagan Education Development Center (EDC) </li></ul><ul><li>60 minutes </li></ul><ul><li>Handout resources available at: </li></ul>
    5. 5. Getting to Know the Toolkit <ul><li>Improving access to mathematics through improved collaboration and practice </li></ul><ul><li>Tool name: Collaboration and Coteaching </li></ul>
    6. 6. Purpose of Webinar <ul><li>Receive an overview of a specific tool on the Mathematics Improvement Toolkit </li></ul><ul><li>Experience activities from the workshop </li></ul><ul><li>Learn about how you might use this tool in your school or district </li></ul>
    7. 7. Getting to Know the Tool <ul><li>Collaboration and Coteaching is a full-day workshop that can be facilitated by someone in your district. </li></ul><ul><li>Facilitation materials are free & downloadable. </li></ul><ul><li>A dvd must be purchased for $35. </li></ul>
    8. 8. Audience <ul><li>Math and Special Education Teachers: </li></ul><ul><li>middle grades mathematics </li></ul><ul><li>inclusive classrooms with students with mild to moderate learning disabilities </li></ul><ul><li>Co-teaching pairs </li></ul><ul><li>The workshop may also be appropriate for teachers who teach mathematics in self-contained classrooms, but this is not the intended audience. </li></ul>
    9. 9. Design Philosophy <ul><li>Interactive PD workshop </li></ul><ul><li>Provide opportunities for teachers to: </li></ul><ul><ul><ul><li>Learn from one another </li></ul></ul></ul><ul><ul><ul><li>Discuss </li></ul></ul></ul><ul><ul><ul><li>Practice </li></ul></ul></ul><ul><ul><ul><li>Reflect </li></ul></ul></ul><ul><ul><ul><li>Bring their learning back to their own classroom practice </li></ul></ul></ul><ul><li>The workshops are structured around four key elements: Information, Video, Activities, and Discussion </li></ul>
    10. 10. Workshop Goals are to : <ul><li>Deepen understanding of the benefits of collaborative teaching practices in the mathematics classroom </li></ul><ul><li>Learn ways to strengthen collaboration and co-teaching between math and special educators </li></ul><ul><li>Share expertise and strategies and try out collaborative planning </li></ul><ul><li>Examine different models of co-teaching </li></ul><ul><li>Set goals for building collaboration in your practice </li></ul>
    11. 11. What’s the Difference? <ul><li>What is the difference between: </li></ul><ul><li>Collaboration </li></ul><ul><li>and </li></ul><ul><li>Cooperation ? </li></ul>
    12. 12. Workshop Topics <ul><ul><li>Collaboration between math and special educators </li></ul></ul><ul><ul><li>Coteaching: </li></ul></ul><ul><ul><ul><li>Strategies for making mathematics accessible to a range of learners </li></ul></ul></ul><ul><ul><ul><li>Roles for co-teachers </li></ul></ul></ul><ul><ul><li>Coplanning for co-teaching </li></ul></ul>
    13. 13. Improving Student Learning Requires Collaboration! <ul><li>Math Educators </li></ul><ul><li>Knowledge of mathematics content, pedagogy, and curriculum </li></ul><ul><li>Special Educators </li></ul><ul><li>Knowledge of disabilities and experience making accommodations </li></ul>Administrators Support, structures, supervision, and professional development to foster collaboration 8 © 2009, EDC
    14. 14. What’s the Difference? <ul><li>What is the difference between: </li></ul><ul><li>Collaboration </li></ul><ul><li>and </li></ul><ul><li>Cooperation ? </li></ul>
    15. 15. One Definition of Collaboration <ul><li>A shared professional effort that requires: </li></ul><ul><li>Commitment on the part of each individual </li></ul><ul><li>A shared goal </li></ul><ul><li>Careful attention to communication skills </li></ul><ul><li>Equity in relationships and time allotments </li></ul><ul><li>(Source: Friend, 2000) </li></ul>
    16. 16. Two Messages About Collaboration <ul><li>There are many models of collaboration. </li></ul><ul><ul><li>There is no ONE best way to collaborate. </li></ul></ul><ul><li>Building collaborative teaching relationships takes time, commitment and support. </li></ul><ul><ul><li>For each situation, there are ways to strengthen collaboration. </li></ul></ul>
    17. 17. <ul><li>Co-teaching requires teacher collaboration with the goal of enhancing learning for ALL students. </li></ul><ul><li>A specific case of collaboration: </li></ul><ul><ul><li>Instructional Strategies </li></ul></ul><ul><ul><li>Roles </li></ul></ul>Co-teaching Roles and Strategies
    18. 18. Background on Mathematics <ul><li>Students have been using a visual approach to solving algebraic equations using a “pan balance” model. </li></ul><ul><li>Strategy emphasizes keeping the sides of the equation balanced. </li></ul><ul><li>Students have worked with this model for a week. </li></ul>Handout - #1
    19. 19. Video Background: Class and Teachers ©2009, EDC <ul><li>Class </li></ul><ul><li>7 th grade inclusion class in an urban school with a large population of students who are ELLs </li></ul><ul><li>Teachers </li></ul><ul><li>Math Teacher and Special Educator have been working together for 3 years. </li></ul><ul><li>The Special Educator is in the class every day. </li></ul><ul><li>They do not have scheduled co-planning time. </li></ul>
    20. 20. Video: Co-teaching <ul><li>Provides one example of co-teaching to spark reflection and exploration of collaboration/co-teaching. </li></ul><ul><ul><li>The video is a snapshot of two teachers on one day. </li></ul></ul><ul><ul><li>It focuses on the teachers in order to show how they work together in the classroom. </li></ul></ul><ul><ul><li>It is an example—not an exemplar. </li></ul></ul>
    21. 21. Focus Question: <ul><li>What roles did the co-teachers take in this part of the lesson? </li></ul><ul><li>What strategies did they use to support student learning in mathematics? </li></ul>Video: Warm UP Handout - #2
    22. 22. What Happens Next in the Workshop? <ul><li>After watching the video teachers discuss their observations in small groups </li></ul><ul><li>Then, they look more carefully at the strategies and roles & apply the ideas to their own teaching situation. </li></ul>Handout - #3
    23. 23. Finding Roles That Work <ul><li>Co-teachers need roles that allow them to: </li></ul><ul><li>Meet students’ needs </li></ul><ul><li>Use their own expertise </li></ul><ul><li>Learn from each other’s expertise </li></ul><ul><li>Feel valued as a professional </li></ul><ul><li>Share perspectives </li></ul>
    24. 24. <ul><li>Models </li></ul><ul><li>Matching Models to Situations </li></ul>Co-teaching Models
    25. 25. Models of Co-Teaching <ul><ul><li>Teach & Support </li></ul></ul><ul><ul><li>Teach & Observe </li></ul></ul><ul><ul><li>Team Teaching </li></ul></ul><ul><ul><li>Parallel Teaching </li></ul></ul><ul><ul><li>Stations </li></ul></ul><ul><ul><li>Alternative Teaching </li></ul></ul>Handout - #4
    26. 26. Parallel Teaching <ul><li>Students are split into two heterogeneous groups with each teacher teaching one group. </li></ul><ul><li>Math goals and content are the same for each group. </li></ul><ul><li>Instructional methods, styles and contexts may vary. </li></ul>
    27. 27. Stations <ul><li>Students rotate through stations working to complete a variety of tasks. </li></ul><ul><li>Each teacher works at a designated station. </li></ul><ul><li>Students work independently at some of the stations. </li></ul>
    28. 28. Stations Example Station 1: (co-teacher) Explore an algebra tool from NCTM Illuminations website . Station 3: (co-teacher) Complete a mini-lesson from primary curriculum materials. Station 2: (independent) Write an “I’m thinking of a number” problem. Solve 2 written by classmates. Station 4: (independent, individualized) Skills practice
    29. 29. Alternative Teaching <ul><li>Small Group and Large Group </li></ul><ul><li>Different Instruction </li></ul><ul><li>Students assigned to groups or given a choice </li></ul><ul><li>Students not always in the same group </li></ul>
    30. 30. Alternative Teaching Example Large Group Extension activity from current unit Large Group Practice with a skill or concept EXAMPLE ONE: Small Group Review of skills for an upcoming unit EXAMPLE TWO: Small Group Apply skill or concept to new situation
    31. 31. Matching Models to Needs and Situation <ul><li>Teachers work in small groups to consider: </li></ul><ul><ul><li>What are the benefits of the model? </li></ul></ul><ul><ul><li>What is required to use the model? </li></ul></ul><ul><ul><li>When would you use the model? </li></ul></ul>Handout - #5
    32. 32. <ul><li>Effective co-teaching requires some co-planning. </li></ul><ul><li>Requirements for co-planning depend upon the model. </li></ul><ul><li>Common planning time should be consistent, focused and protected. </li></ul>Topic 3: Co-Planning
    33. 33. Process for Planning in a Co-Teaching Model Students Strengths Difficulties Lesson Math Goals Demands Barriers/ Difficulties Co-Teaching Planning Accessibility Determining Roles Assessment © 2009, EDC Handout - #6
    34. 34. Messages About Co-Teaching <ul><li>Relationships need time, continuity and support to evolve. </li></ul><ul><ul><li>One teach, one support or One teach, one observe are good starting places. </li></ul></ul><ul><ul><li>Set goals to move beyond these models. </li></ul></ul>
    35. 35. Messages About Co-Teaching <ul><ul><li>As teachers get to know one another, they can move to other models, even with minimal planning time. </li></ul></ul><ul><ul><li>Communication is key! </li></ul></ul><ul><ul><li>Planning is important </li></ul></ul><ul><ul><li>Keep focus on students’ needs. </li></ul></ul>
    36. 36. In the next section, you’ll learn more about the facilitation support materials and explore how you might conduct a workshop from the toolkit in your school or district. Workshop Facilitation
    37. 37. What you need to get started: <ul><li>Visit the Mathematics Improvement Toolkit website: </li></ul><ul><ul><li>try sample activities and view video </li></ul></ul><ul><ul><li>download Facilitator’s Guide and PowerPoint </li></ul></ul><ul><li>Purchase DVD </li></ul>
    38. 38. Who Will Facilitate? <ul><li>Experienced math or special education teacher leaders or curriculum specialists </li></ul><ul><li>Co-facilitation with representation of mathematics and special education departments is recommended. </li></ul>
    39. 39. Facilitator’s Guides <ul><li>Before the Workshop </li></ul><ul><li>Planning, logistics, agendas, handouts, facilitation tips </li></ul><ul><li>During the Workshop </li></ul><ul><li>Slide notes guide with talking points; pacing guides and suggestions </li></ul><ul><li>Workshop Follow-Up Options </li></ul><ul><li>Ideas for sustaining the learning </li></ul>
    40. 40. Questions? <ul><li>For more information on implementation, visit the Mathematics Improvement Toolkit website: </li></ul>
    41. 41. Thank you <ul><li>This concludes the webinar presentation. </li></ul><ul><li>A recording of this webinar will be posted at: </li></ul>
    42. 42. Improving Accessibility in Middle Grades Mathematics: Collaboration and Co-Teaching was developed at Education Development Center, Inc (EDC) in Newton, MA. This tool is part of the Mathematics Improvement Toolkit, a project of the National Forum to Accelerate Middle Grades Reform, and was supported by The U.S. Department of Education's Comprehensive School Reform Quality Initiative, grant # S332B060005. Opinions expressed are those of the authors and not necessarily those of the Department. © 2009, EDC