Module one presentation

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Module one presentation

  1. 1.    State the 6 different models of co-teaching Given an instructional context, the learner will identify a type of co-teaching supporting the learning objective Discuss advantages and disadvantages of each model
  2. 2.   Collaborative teaching is an interactive style between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal. Successful co-teaching benefits all parties involved, whether they are teachers or students.
  3. 3.   Collaborative teaching is designed to assist special education students and others within the regular classroom setting to be successful academically, emotionally, and socially through the cooperative team efforts of special and general education teachers. Think for a moment, why is this important?
  4. 4.  The co-teaching model aligns to the following NC Professional Teaching Standards: ◦ Standard 2d: Teachers adapt their teaching for the benefit of students with special needs. ◦ Standard 4a: Teachers know the ways in which learning takes place, and they know appropriate physical, social, emotional, and educational levels of development for their students. ◦ Standard 4b: Teachers plan instruction appropriate for their students.
  5. 5. Let’s find out some different ways you could tackle this in the classroom
  6. 6.       One Teach, One Observe One Teach, One Assist Parallel Teaching Station Teaching Alternative Teaching Team Teaching
  7. 7.  How it works: ◦ One instructor delivers the material to students ◦ The other teacher observes and makes note of the students’ learning processes
  8. 8.  Allows for data collection on students ◦ Teachers can analyze data together ◦ Better preparation of future lessons     Allows for careful documentation of student changes Most frequently used type of co-teaching May not require much change on the demands of both teachers The non-instructing teacher’s role must be to collect the data for analysis
  9. 9.  How it works: ◦ One instructor is the primary deliverer of instruction ◦ The other circulates the room and provides assistance to students as they are working
  10. 10.    Assisting teacher is able to move around and check student work, watch for behavior, answer questions, and distribute materials Assisting teacher must move about in a way that does not disrupt flow of lesson Both teachers must know the type of accommodations and modifications of the students
  11. 11.  How it works: ◦ Class is divided into two groups ◦ Both teachers responsible for delivering information to their groups ◦ This occurs simultaneously
  12. 12.     Both teachers work in the same room with smaller groups – more participation and greater ease of behavior management Each teacher can incorporate his or her own instructional strategies for the group Lessons must be paced at the same time and each group should finish the same amount of work Groups may remain the same or changed when this approach is used
  13. 13.  How it works: ◦ Content and information is divided up by the teachers before class ◦ Each teacher responsible for covering their materials with students ◦ Students are divided into groups and start at one station ◦ Teachers instruct at their station for a set amount of time ◦ After finishing, students move to the other station to receive other instruction
  14. 14.    Teachers must plan together to ensure proper pacing and know the material they are responsible for Often, a third station is involved to allow independent practice and smaller groups Can be used when students need a refresher of information or skills
  15. 15.  How it works: ◦ Used when a small subset needs specialized instruction about a topic ◦ One teacher keeps a large portion of the class to instruct and work with ◦ Other teacher takes a smaller group and provides instruction/differentiation /remediation
  16. 16.    Used when a small group of students needs differentiation of a topic or skill Time small group is kept away must be limited to a short amount (less than 15 minutes) Primary teacher keeps teaching the main lesson to the larger group
  17. 17.  How it works: ◦ Most challenging method to co-teaching ◦ Both instructors are delivering material at the same time ◦ Teachers work off one another ◦ Requires a great deal of planning prior to the lesson
  18. 18.     Teachers must plan and work together on the aspects of the lesson Each teacher can bring specific knowledge, skills, and strategies to the lesson Large group instruction where teachers feed off of each other Students get to see various character traits (i.e. cooperation) in use
  19. 19.    Mr. Fincher and Mr. Tarantino teach Biology to a group of 25 students. They just finished covering Punnent Squares, and a group of 7 students are still struggling with some of the material. Mr. Fincher needs to move forward tomorrow, but he wants Mr. Taratino to pull the small group for a short set of remedial problems tomorrow. What approach are they using? Alternative Teaching
  20. 20.    Mr. Newton works with Ms. Pryor in her third grade classroom. They are reviewing finding theme and main ideas in short stories, and students are having a hard time learning it all at once. They look at their schedule for tomorrow and see they have enough time to work with small groups. They decide to have small groups work with each of them for two blocks of 15 minutes. What strategy are they using? Station Teaching
  21. 21.   Marilyn, F., & Lynne, C. (2003). Interactions: Collaboration skills for school professionals. Pearson. North Carolina Department of Public Instruction – Co-teaching Modules

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