Co-Teaching Meeting the Needs of all Students
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This workshop explores ways to begin and nurture a co-teaching relationship including various co-teaching models and keys to a successful partnership.
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Co-Teaching Meeting the Needs of all Students
- 1. Michele Wilson Kamens Professor Director of Special Education Programs Rider University mkamens@rider.edu Co-teaching: Meeting the Needs of all Students OR What to do with that other teacher in my classroom?
- 2. ∗ Collaboration – critical elements ∗ Co-teaching – how to do it We will discuss . . .
- 3. What do you know about co-teaching strategies? What does co-teaching look like in your classroom/school? Turn and talk (to someone you don’t know):
- 4. “Collaboration is a style for interaction between co-equal parties voluntarily engaged in shared decision making as they work toward a common goal” (Friend & Cook, 1996) Reflect on your own collaboration skills… Collaboration – What is it?
- 5. ∗ Positive Attitude ∗ Willingness to Learn ∗ Ability to Communicate Effectively ∗ Awareness/Sensitivity ∗ Enthusiasm ∗ Patience ∗ Flexibility ∗ Helpfulness ∗ Commitment to Hard Work ∗ Honesty ∗ Sense of Humor Essential Skills for Collaboration
- 6. ∗ Parity – each individual’s contribution is valued equally ∗ Shared, mutual goals ∗ Shared responsibility ∗ Shared accountability ∗ Shared resources ∗ Voluntary Elements of Effective Collaboration
- 7. “Co-teaching occurs when two or more teachers, one a general educator and the other a special service provider, share physical space in order to actively instruct a blended group of students, including students with disabilities.” Friend & Cook, 1996 Co-teaching – how to do it
- 8. It looks like. . . ∗ both teachers are teaching the same information at the same time, but the class is divided into smaller groups. Things to consider. . . ∗ can increase opportunities for student participation ∗ noise level, size of classroom Might be used . . . ∗ when students need more individualized attention ∗ for review, re-teaching, drill and practice activities Co-Teaching Approach : Parallel teaching
- 9. It looks like. . . ∗ Teachers split groups and content ∗ Each teacher takes a group, then they switch groups Things to consider. . . ∗ A third group might be working independently ∗ Allows coverage of more content or content in more depth ∗ Classroom size, noise level Might be used . . . ∗ When some of instruction is review ∗ When content has varied topics ∗ When smaller groups are appropriate Co-Teaching Approach : Station teaching
- 10. It looks like. . . ∗ one teacher is responsible for the large group while the other is working with a smaller group Things to consider. . . ∗ noise, structure and size of room ∗ should rotate student membership in groups!! Might be used . . . ∗ when some students need additional review, practice for mastering a concept ∗ for enrichment activities ∗ when some students need differentiated curriculum Co-Teaching Approach: Alternative teaching
- 11. It looks like. . . ∗ both teachers are instructing the class at the same time Things to consider. . . ∗ teachers need to have worked together, and be comfortable with one another ∗ individual styles of the teachers ∗ specific observation can take place ∗ careful planning is critical ∗ complex, hard to do Might be used . . . ∗ When the lesson is appropriate for interaction ∗ When teachers have similar or complementary experience and expertise Co-Teaching Approach : Team teaching
- 12. It looks like. . . ∗ one teacher is observing while the other manages the classroom or runs the lesson Things to consider. . . ∗ specific observation can take place ∗ should rotate roles ∗ teachers can observe one another as well as students ∗ may target specific information to gather Might be used . . . ∗ when you want to check student progress or explore concerns ∗ in new co-teaching situations Co-Teaching Approach : One teach, one observe
- 13. It looks like. . . ∗ one teacher is leading the lesson while the other teacher circulates throughout the room and gives assistance to students Things to consider. . . ∗ specific observation can take place ∗ should rotate roles ∗ teachers can observe one another as well as students ∗ may target specific information to gather Might be used . . . ∗ Should be used as a last resort ∗ When one teacher has more expertise ∗ when the lesson format is most appropriate for one teacher ∗ when student work needs monitoring ∗ In new co-teaching situations . . Co-Teaching Approach : One teach, one assist
- 14. Teachers must rotate roles within each model !!! This is the critical part:
- 15. Looks Like:
- 16. Congratulations! You have just met your new co- teaching partner for the 2016-2017 school year. This is your first meeting! Discuss. . . ∗ How will you get to know one another? What is important to know? How will you communicate? ∗ What things do you need to discuss about setting up your classroom? ∗ What structures will you use for co-teaching lessons? Co-teaching – how to do it?
- 17. ∗ Your philosophy ∗ Who are you? Shared reflection ∗ Classroom organization ∗ Classroom environment ∗ Materials ∗ Classroom management ∗ Instructional Planning ∗ Instructional Strategies ∗ Grading/assessment ∗ Teaching style ∗ Curriculum issues/content ∗ Others… Things to discuss with your co-teacher:
- 18. What have you learned that you might apply to your own co-teaching situation? Closure /Share strategies?
- 19. Read each vignette and discuss these with the people at your table. Let’s look at some cases. . .
- 20. Questions ??? A story ending . . .
- 21. ∗ Cook, L. & Friend, M.(1995). Coo-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16 ∗ Friend, M. & Cook, L. (2010). Interactions: Collaboration skills for school professionals (4th ed.). New York: Addison Wesley-Longman. ∗ Cook, L. & Friend, M. (2004, April). Roles of co-teachers: The good, the bad, and the ugly. Presented at the annual convention of the Council for Exceptional Children, New Orleans, LA. ∗ Mostert, M. P. (1998) Interprofessional Collaboration in Schools. Allyn & Bacon, Needham Heights, MA References
Editor's Notes
- Quiz! Handout # 1