Focuses on how to co teach third grade math with the special education and the general education in an inclusive classroom

1. Co Teaching Pilot for Third
Grade Math with Special
Education and General
Education Teachers
Patricia Holliday
EDL 660

2. August 21, 2014
 8:00-8:45-breakfast, sign in, meet and greet, purpose of this pilot
 8:45-9:15-Norms for the day and other meetings put in place
 9:15 -9:50-meet with principals to discuss scheduling the forty-five minute block of
time required for co-teaching, received class schedule, make a decisions if the EC
students will be placed in one class or spread out and pulled into this forty-five
minute block of time (Some schools will have more classes and EC students than
others, this is necessary because other third grade teachers not involved in the
pilot will have to make their schedules around this forty-five minute of time).
 9:50-10:00-Break
 10:00-11:00-What is Co-Teaching and what is not Co-Teaching? Introduce the six
models of Co-Teaching and what it might look like using two video clips (give
handouts of the models after watching the videos)
 11:00-12:30-Lunch

3. Setting Norms
What will work and what won’t
Breaks
Lunches will be an hour and a half
End of today’s session at 3:00-not every session will last until 3:00
some shorter, some longer

4. Overview of the Co Teaching Models
LOOK AT THE DIFFERENT MODELS
› http://www.youtube.com/watc
h?v=6llQCG8QhBE
 What model (or models) do you like and not like?
 What do you think will work for you and you partner-
remember you can change models based on what works for
you.
 Share your thoughts with the rest of the team.
 Watch this short clip about what co-teaching might look like
 http://www.authorstream.com/Presentation/aSGuest36339-
309396-Co-teaching-inclusion-classroom-in-Education-ppt-
powerpoint/

5. August 21, 2014
 12:35-1:00-EC and General Education teachers will be engaged in a Math Activity:
given the handout Mathematical Tasks as a Framework for Reflection you will read
pages 268-275.
 1:00-1:45-teachers will be given a set of sixteen elementary math problems to
discuss and asked to sort those tasks into two categories-low and high level
cognitive thinking demands.
 1:45-2:00-Break
 2:00-2:30-feed back on the math problems
 2:30-3:00-closure-questions, anticipations, anything you want to say, settling of
nerves and establish PLC schedules for each school, receive Putting the Practices
Into Action: Implementing the Common Core Standards for Mathematical Practice
K-8 as the read for the book study tentative agenda for the October meeting

6. Focusing on Math Tasks
 Teachers will read Mathematical Tasks As A Framework for
Reflection: From Research to Practice (NCTM) very easy
read
 Each team, EC and General Ed teacher will work together to
sort the following mathematical tasks to determine the level
of complexity (lower-level demand or higher-level demand)
elementary task activity cards
 http://www.mnstateassessments.org/wp-
content/uploads/2013/08/C11-Handout-Cognitive-
Demand-Task-Sort.pdf
Share how you sorted the tasks with the whole group

7. Sample Class Schedule for a Team Teaching
Model (with a 55 minute block)
• 5 minutes-review of prior lesson, Either teacher
• 15 minutes-introduce new content General Ed Teacher
• 10 minutes- guided practice EC Teacher
• 20 minutes –independent practice Both
• 5 minutes- closure Either

8. Closure
 What are your thoughts, takeaways, anxs about today?
 Don’t hesitate to get in touch with your CS or EC Director-we are here for you-
 Our next meeting is set for Oct
 We thank-you for volunteering for this adventure.

9. References
Co-Teaching in an Inclusive Classroom PPT Retrieved from
http://www.authorstream.com/Presentation/aSGuest36339-309396-Co-teaching-inclusion-classroom-
in-Education-ppt-powerpoint/
Desimone, L. (2001). What Makes Professional Development Effective? Results from a National Sample of
Teachers. American Educational Research Journal 38(4) 915-945 Retrieved from
http://www.jstor.org/stable/320507
O’Connell, S. & SanGiovanni, J. (2013) Putting the Practices Into Action: Implementing the Common Core
Standards for Mathematical Practice K-8. Portsmouth, NH: Heinemann
Some Approaches of Co-Teaching (2010-11) Liberty University Student Teaching Handbook. Retrieved
from http://www.liberty.edu/academics/education/teacher/?PID=15896
PC Exceptional Children Department Co-Teaching Reference Guide
Stein, M.K. & Smith, M.S. (1998) Mathematical Tasks as a Framework for Reflection: From Research to
Practice. Mathematics Teaching in the Middle School 3(4), 268-275.
Steiner, L. (2004). Designing Effective Professional Development Experiences: What Do We Know?
Nashville, Ill: Learning Point Associates Retrieved from
http://www.gtlcenter.org/sites/default/files/docs/pa/4_PDResearchPolicyAction/DesigningEffectivePD.
pdf