Co teaching
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This document discusses co-teaching models for student teachers. It outlines five approaches to co-teaching including one teach one support, station teaching, parallel teaching, alternative teaching, and team teaching. Requirements for student teachers are listed such as uploading reflections to a wiki, completing an assumptions chart, creating a vodcast, and being prepared to teach lessons starting the week of February 6th when observations will begin.
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Co teaching presentation
The document defines co-teaching as involving two or more teachers jointly delivering instruction to a diverse group of students in a shared classroom space. It describes six approaches to co-teaching: one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching. The rationale for using co-teaching is that it meets student needs, provides less fragmented instruction, reduces stigma, and fosters support while also expanding teacher expertise and lowering student-teacher ratios. Key factors that influence co-teaching implementation include administrative support, teacher caseloads, voluntary participation, scheduling, and problem-solving techniques.
Co teaching
The document discusses co-teaching, which involves two or more teachers jointly teaching students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support. It also discusses the benefits of co-teaching for students and teachers. It provides recommendations for effective co-teaching such as providing co-planning time and ensuring co-teachers have clearly defined roles and shared responsibilities in the classroom.
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In a time of AYP, NCLB, and IDEA there is a need for a form of teaching that can help meet the needs of both students and staff. Co-Teaching is the most commonly used form at this time.
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This document provides an overview of co-teaching strategies and best practices. It defines co-teaching as two or more teachers sharing responsibility for a classroom of students, including planning, instruction, and evaluation. It outlines four common co-teaching approaches: supportive teaching, parallel teaching, complementary teaching, and team teaching. It also emphasizes the importance of co-teachers establishing clear objectives, communicating effectively, managing conflicts, and finding time to plan lessons together.
Co Teaching (For Teachers)
This document provides an overview of collaborative teaching and co-teaching strategies to improve access to the general curriculum for students with disabilities. It discusses the benefits of co-teaching, examples of co-teaching approaches like one teach one assist and parallel teaching. It emphasizes the importance of co-planning and getting to know your co-teaching partner. Administrators are encouraged to support co-teaching by providing co-planning time and a gradual implementation process.
Team Teaching
The document discusses team teaching, which involves two or more teachers working together in the same classroom. It defines team teaching as having multiple teachers present who cooperate strongly with each other and students. This allows for differentiation of instruction and a higher focus on individual pupils. The benefits of team teaching include addressing growing student differences, reducing large class sizes, providing relief for teachers, and allowing more individual attention. However, team teaching is also expensive, demands high collaboration between teachers, and requires compatible personalities. Different forms of team teaching include teaching one subject, multiple subjects, or mixed age groups.
Co-Teaching
Co-teaching involves two or more teachers sharing instructional responsibilities for a single group of students in the same classroom. There are several co-teaching models including one teach/one observe, station teaching, parallel teaching, and team teaching. Challenges of co-teaching include finding time to plan, establishing trust and roles between teachers, and agreeing on classroom management. However, benefits include a sense of belonging for special needs students, differentiated instruction, and support for teachers.
Co Teaching Workshop
The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to a diverse group of students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios and more individualized attention. Effective co-teaching requires strong communication and understanding between the teachers.
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Co teaching presentation
The document defines co-teaching as involving two or more teachers jointly delivering instruction to a diverse group of students in a shared classroom space. It describes six approaches to co-teaching: one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching. The rationale for using co-teaching is that it meets student needs, provides less fragmented instruction, reduces stigma, and fosters support while also expanding teacher expertise and lowering student-teacher ratios. Key factors that influence co-teaching implementation include administrative support, teacher caseloads, voluntary participation, scheduling, and problem-solving techniques.
Co teaching
The document discusses co-teaching, which involves two or more teachers jointly teaching students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support. It also discusses the benefits of co-teaching for students and teachers. It provides recommendations for effective co-teaching such as providing co-planning time and ensuring co-teachers have clearly defined roles and shared responsibilities in the classroom.
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In a time of AYP, NCLB, and IDEA there is a need for a form of teaching that can help meet the needs of both students and staff. Co-Teaching is the most commonly used form at this time.
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This document provides an overview of co-teaching strategies and best practices. It defines co-teaching as two or more teachers sharing responsibility for a classroom of students, including planning, instruction, and evaluation. It outlines four common co-teaching approaches: supportive teaching, parallel teaching, complementary teaching, and team teaching. It also emphasizes the importance of co-teachers establishing clear objectives, communicating effectively, managing conflicts, and finding time to plan lessons together.
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This document provides an overview of collaborative teaching and co-teaching strategies to improve access to the general curriculum for students with disabilities. It discusses the benefits of co-teaching, examples of co-teaching approaches like one teach one assist and parallel teaching. It emphasizes the importance of co-planning and getting to know your co-teaching partner. Administrators are encouraged to support co-teaching by providing co-planning time and a gradual implementation process.
Team Teaching
The document discusses team teaching, which involves two or more teachers working together in the same classroom. It defines team teaching as having multiple teachers present who cooperate strongly with each other and students. This allows for differentiation of instruction and a higher focus on individual pupils. The benefits of team teaching include addressing growing student differences, reducing large class sizes, providing relief for teachers, and allowing more individual attention. However, team teaching is also expensive, demands high collaboration between teachers, and requires compatible personalities. Different forms of team teaching include teaching one subject, multiple subjects, or mixed age groups.
Co-Teaching
Co-teaching involves two or more teachers sharing instructional responsibilities for a single group of students in the same classroom. There are several co-teaching models including one teach/one observe, station teaching, parallel teaching, and team teaching. Challenges of co-teaching include finding time to plan, establishing trust and roles between teachers, and agreeing on classroom management. However, benefits include a sense of belonging for special needs students, differentiated instruction, and support for teachers.
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The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to a diverse group of students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios and more individualized attention. Effective co-teaching requires strong communication and understanding between the teachers.
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This document outlines the key aspects of co-teaching, including:
1. It defines co-teaching as two certified educators bringing their knowledge to help satisfy students' needs and allow those with special needs to receive support.
2. It discusses the 6 steps to successful co-teaching: establishing rapport, identifying teaching styles, discussing strengths/weaknesses, discussing IEPs and goals, formulating a plan of action, and taking risks to grow.
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The document defines co-teaching as two or more professionals jointly delivering instruction to a diverse group of students in a shared classroom space. It describes six approaches to co-teaching: one teach one observe, one teach one drift, station teaching, parallel teaching, alternative teaching, and team teaching. The rationale for co-teaching is that it meets students' individual needs and provides inclusive, individualized instruction in a general education environment.
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This document outlines the key aspects of co-teaching, including:
1. It defines co-teaching as two certified educators bringing their knowledge to help satisfy students' needs and allow those with special needs to receive support.
2. It discusses the 6 steps to successful co-teaching: establishing rapport, identifying teaching styles, discussing strengths/weaknesses, discussing IEPs and goals, formulating a plan of action, and taking risks to grow.
3. It explores different co-teaching models like lead/support, station teaching, and duet teaching and how to integrate them, emphasizing the importance of planning, disposition, and evaluation.
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Elena Apăvăloaei
Objectives:
By the end of the lesson, students will be able to:
- describe their hometown
- ask and answer questions about their hometown
- take notes while listening to others' presentations
- work in groups with students from another class
- give constructive feedback to others
Materials:
- handouts with questions about hometown
- notebooks
- pens/pencils
Procedure:
1. Warm-up (5 min)
- Introduce the topic and aim of the lesson
- Brainstorm words related to hometown
2. Presentation (10 min)
- Model a short presentation about my hometown
- Focus on answering the
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Team teaching. Both teachers plan lessons and work together to teach students. This helps students see the teachers as equals with each other. It also gives students the chance to ask questions and get assistance during a lesson. This can be especially helpful for students with accommodations.
One teaches, one assists and/or observes. Having one teacher actively teaching frees up the other teacher to assist and give individual help as needed. Or the other teacher can observe. For instance, an observing teacher may collect information about how a child responds to different teaching approaches and about his attention and behavior. That kind of data is valuable for IEPs and for behavior intervention plans.
Station teaching. Teachers may be responsible for different parts of the lesson plan. This allows them to play to their teaching strengths. Students are divided into groups and move from one station to the other. Or the teachers rotate from group to group.
Parallel teaching. The class is split in half, and each teacher takes one group. Both groups are taught the same thing but in a different way.
Alternative teaching. One teacher handles a larger group of students. Meanwhile, the other teacher works with a small group on a different lesson or gives more support to struggling learners.
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This document discusses co-teaching in education. Co-teaching involves two or more teachers sharing instructional responsibilities for a class. It has benefits for both students and teachers, such as improved academic instruction, increased individualized attention, and opportunities for professional collaboration. There are several styles of co-teaching, including one teach/one observe, parallel teaching, and team teaching. The document also notes some challenges of co-teaching, such as a lack of common planning time and increased workload.
Differentiation pd 8.17.2011
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
Principles of effective collaboration mm
The document discusses principles of effective collaboration and co-teaching between general and special educators. It identifies four key principles: respecting each other's knowledge and skills, establishing communication systems, having a common understanding of the classroom environment, and sharing co-accountability. It also outlines various models of co-teaching, including one teach one assist, station teaching, parallel teaching, alternative teaching, and team teaching. The models vary in their strengths and challenges for implementing collaborative instruction.
Co Teaching Workshop
Slideshow presented as part of a discussion about coteaching in the EFL classroom and in particular Korea.
Coteaching
The document discusses co-teaching, which involves two or more teachers jointly teaching academic content to a diverse group of students. It outlines different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, and team teaching. Effective co-teaching requires strong communication, shared planning time, understanding of curriculum goals, and playing to each teacher's strengths. Regular meetings and establishing trust between co-teachers is important for a successful co-teaching relationship.
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Co teaching
- 1. Co-Teaching
- 2. Debriefing How did it go? Good? Bad? Ugly? Concerns? Questions about the explicit lesson plan?
- 3. Wiki Making new pages Uploading documents Linking to pages and documents Scheduling observations
- 4. Coming up…. Student Teaching Handbook Reflection on this week of observation due by Monday. Upload to Wiki. Class Schedules Assumptions chart p. 26-28 (due next class) Vodcast due Feb 3 Next week…at least one wonderfully crafted lesson! You are to be teaching (something)by the week of Feb 6th! We could possibly start observations the week of February 6th , for sure by February 13th ! Posting Lesson Plans and weekly reflections
- 5. Co-Teaching (or how to spec ed in someone else’s classroom) Co-Teaching is an educational approach in which two teachers work in a coactive and coordinated fashion to jointly teach academically and behaviorally heterogeneous groups of students in an integrated setting.
- 6. Benefits of Co-Teaching Expedites transition into the general education setting Enables teachers to function on a proactive basis Increases job satisfaction Reduces stress and burnout Increases teaching and learning potential Decreases problems with generalization across settings Provides students with more cohesive programs
- 7. Benefits of Co-Teaching (contd.) Provides the expertise of two professionals in planning and problem solving Provides students with a model of collaboration Allows students to work with teachers with different styles Allows student assessment to be classroom- based Increases the potential for students who are having difficulty to receive assistance
- 8. Co-Teaching Components Co-Planning * Co-Instructing Co-Assessing
- 9. Co-Teaching Thereare 5 models of what co teaching can look like (6 really) One teach, one support Station teaching Parallel teaching Alternative teaching Team teaching One teach, one come in and modify tests
- 10. One Teach, One Support Most Common One lead teacher (usually the core certified teacher) Teaches the class One support teacher (usually the special education teacher) Circulates and gives individual support to all students (special ed and general ed) Little co-planning happens
- 11. Station Teaching Teachers divide content Students are distributed evenly (both teachers teach both gen ed and spec ed) Separate but shared responsibilities
- 12. Parallel Teaching Both teachers teach the same content (at the same time Each deliver instruction to half the class (heterogeneous make up of students in each half) Joint planning (including accommodations and modifications)
- 13. Alternative Teaching One large group, one small group Small group pre-teaches, reinforces or reteaches large group Small group can be made of both spec ed and gen ed students Joint planning
- 14. *Team Teaching Shared instruction Coordinated activities in one lesson Mutual trust and commitment Co-planning
- 15. Reflection on this week of observation due by Monday. Upload to Wiki. Make a wiki page/link to a page with your classroom/day schedule Assumptions chart p. 26-28 (due next class) Vodcast due next week! (Feb 3) Next week….at least one wonderfully crafted lesson. You are to be teaching (something)by the week of February 6th! We could possibly start observations the week of February 6th , for sure by February 13th ! Posting Lesson Plans/Reflections