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Co Teaching Handout

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Co Teaching Handout

  1. 1. Co-Teaching Approaches Sources: Friend & Cook (2000). Interactions Cook (2004). Co-Teaching: Principles, Practices, and Pragmatics
  2. 2. A definition <ul><li>Two (or more) educators or other certified staff </li></ul><ul><li>Contract to share instructional responsibility </li></ul><ul><li>For a single group of students </li></ul><ul><li>Primarily in a single classroom or workspace </li></ul><ul><li>For specific content (objectives) </li></ul><ul><li>With mutual ownership, pooled resources, and joint accountability </li></ul><ul><li>Although each individual’s level of participation may vary </li></ul>
  3. 3. Rationale/Benefits of Co-Teaching <ul><li>Aligns with philosophy of inclusive practices </li></ul><ul><li>Develops a more heterogeneously-based classroom community </li></ul><ul><li>All students can receive improved instruction </li></ul><ul><li>Support teachers & assistants have a better understanding of the curriculum being addressed as well as expectations </li></ul><ul><li>Fosters a cohesive and supportive environment </li></ul><ul><li>Expands professional expertise </li></ul>
  4. 4. One Teaches/One Observes <ul><li>Description </li></ul><ul><li>Teacher A: Primary planner, shares plan & delivers the lesson </li></ul><ul><li>Teacher B: Supports the instruction </li></ul>Provides an opportunity for more detailed observation of students engaged in the learning process. Teachers should decide in advance what types of information are to be gathered and what system to use for gathering the data. Afterwards, the information should be analyzed together. Use: in new co-teaching situations; when questions arise about students; to check student progress
  5. 5. One Teaches/One Drifts <ul><li>Description </li></ul><ul><li>Teacher A: Primary planner, shares plan & delivers the lesson </li></ul><ul><li>Teacher B: Supports the instruction, circulating through the room providing unobtrusive assistance to students as needed. </li></ul>Use: when the lesson lends itself to delivery by one teacher; when one teacher has particular expertise for the lesson; in new co- teaching situations - to get to know each other; in lessons stressing a process in which student work needs close monitoring
  6. 6. Station Teaching <ul><li>Description </li></ul><ul><li>Teachers A & B: Divide students into instructional groups. Each teacher takes main responsibility for the instruction. Rotate groups through different stations. </li></ul>Teachers divide content and students. Students rotate from one teacher to another and also to an independent station so that each teacher repeats instruction three times and each student accesses both teachers and the independent station. If appropriate, the third station could be set up to require that students work in pairs instead of independently. Use: when content is complex but not hierarchical; in lessons in which part of planned instruction is review; when several topics comprise instruction
  7. 7. Parallel Teaching <ul><li>Description </li></ul><ul><li>Teachers A & B: Both teachers plan and teach the same information to two groups. </li></ul>Student learning sometimes is greatly facilitated if there is more teacher supervision or more opportunity to respond. Use: when a lower student/adult ratio is needed to improve instructional efficiency; to foster student participation in discussions; for activities such as drill and practice, re-teaching, and assessment review
  8. 8. Alternative Teaching <ul><li>Description </li></ul><ul><li>Teachers A & B: Plan together </li></ul><ul><li>Teacher A: Responsible for instruction </li></ul><ul><li>Teacher B: Responsible for teaching skills mastery when necessary to small groups </li></ul>At time small group instruction works best for some. Here, the larger group completes the planned lesson while the small group either completes an alternative lesson or the same lesson taught at a different level or for a different purpose. This arrangement might take an entire class period, or it might be used for just a few minutes at the beginning or end of a lesson. Use: in situations where students’ mastery of concepts taught or about to be taught varies tremendously; when extremely high levels of mastery are expected for all students; when enrichment is desired; when some students are working in a parallel curriculum
  9. 9. Team Teaching <ul><li>Description </li></ul><ul><li>Teacher A and B: Plan and deliver instruction together. May </li></ul><ul><li>‘ tag team it’ or take turns with the delivery. </li></ul>This approach implies that each teacher may speak freely during large-group instruction and moves among all the students in the class. Instruction may become a conversation, not turn-taking. Use: when two heads are better than one or experience is comparable; during a lesson in which instructional conversation is appropriate; in co-teaching situations in which the teachers have considerable experience and a high sense of comfort; when a goal of instruction is to demonstrate some type of interaction to students
  10. 10. Sinatra style – My Way <ul><li>Description </li></ul><ul><li>Teacher A & B (C/D): Share planning and teaching </li></ul><ul><li>Teacher A & B: Each responsible for specific learning styles </li></ul>This approach allows for meeting individual needs according to their learning styles. Both teachers should feel comfortable not only with the content being taught but the with the learning style Use: to encourage and value learning in different ways; would like to give those students who don’t ‘traditionally’ shine an opportunity to display their strengths and abilities
  11. 11. GETTING STARTED <ul><li>Review the elements of collaboration </li></ul><ul><li>Identify personality strengths and weaknesses, areas of expertise, learning styles, teaching styles and what you can bring to the relationship </li></ul><ul><li>Identify your values and beliefs on classroom management, motivating students, what is fair, assessment, grading, instructional strategies (‘more is more’) </li></ul><ul><li>Decide on the best times for meeting and planning for everyone involved </li></ul>
  12. 12. If you remember nothing else….. <ul><li>Talk, Talk, Talk </li></ul><ul><li>Plan for every minute of the day </li></ul><ul><li>Plan for every movement of the student </li></ul><ul><li>Decide who will do what/when/how </li></ul>

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