A Presentation for NAGC 2015

1. Not Just Gifted on Thursdays: Increasing
Differentiation through Collaborative Co-
Teaching
Presentation for the 2015 NAGC Conference
Dr. Liz Fogarty
lizfogarty.weebly.com
fogartye@ecu.edu

2. 2
To DO List :
• Defining: Co-Teaching
• Justification for Co-Teaching
• Integrating the 7 Strategies
• Importance of Co-planning

3. A Working Relationship
Teacher of the Gifted Regular Ed Teacher

4. Text LIZFOGARTY751 to 37607 once to
join, then text your message

5. What is Co-Teaching?
Co-teaching is defined as two or more
teachers working together with groups
of students. They share responsibility for
planning, delivery, and assessment of
instruction, as well as the organization of
the physical space.

6.  Building better relationships
 Communication/Collaboration
 Co-Teaching/Co-Planning
 Use expertise of clinical teacher
 Best way to meet student needs
 Active vs. Passive
 Attitude
At the Heart of Co-Teaching…

7. A Short Video on
Co-Teaching
YouTube Video Created by:
Paulina Genovese, Graduate Student
East Carolina University http://www.youtube.com/watch?v=qq5v
MsA2_Kw

8. Co-Teaching is
Sharing Responsibility
Students

9. Co-Teaching Strategies
One Teach, One Observe
One Teach, One Assist
Station Teaching
Parallel Teaching
Supplemental Teaching
Alternative or Differentiated
Teaching
Team Teaching

10. Short History of Co-Teaching
 PL94-142 (Now IDEA) – Least Restrictive Environment
 SPED and General ED teacher needed to work together
 1995 – Cook and Friend – models of co-teaching
 Kansas State (1999)
 Virginia Consortium (2002)
 St. Cloud State University (2003 – 2010)
 East Carolina University (2011 – 2015)

11. Benefits to K-12 Students
Focus Groups (N=546)
Increased student engaged time
 Able to work in smaller groups
 Receive more individual attention
 Get questions answered faster
 Get papers and grades back faster
 Students behave better
 Fewer class disruptions (for passing out papers,
having projects checked, other housekeeping tasks)
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

12. Working with New Teachers
or Being New Yourself
Three developmental levels of teacher concerns:
1. Survival
2. Task
3. Impact
Frances Fuller (1969)

13. Survival Stage
The New Teacher
Focus on Self
Asking questions like…
• How am I doing?
• Will the students like me?
• Can I handle discipline
problems?
• Will I make it?
• Do others approve of my
performance?
New Teacher Concerns…
Concerns with Survival
include…
• classroom management
• mastery of content
• supervisor evaluations
• demands and limitations
of teaching
• learning to transfer their
own learning to a
classroom teaching
situation
• not knowing how to
respond to students’ needs
Stress level is high

14. Survival Stage

15. Task Stage
The New Teacher
Focus on performance
Asking questions like…
• Am I prepared for the
lesson?
• Have I chosen the right
strategy?
• Is there a better way?
• Will I get finished?
• Will I have time left over?
• How can I improve this?
Coaching
Example questions to ask …
• What did you notice about
how the students
responded to the lesson?
• What do the students need
to know next?
• What assessment method
will you use to determine
the effectiveness of the
lesson?
The Clinical Teacher
Coaching Strategies
• Assist by organizing
materials and providing
planning ideas
• Ask questions to help the
intern move to the next
stage
•Provide time management
suggestions
Keep encouraging them

16. Task Stage

17. Impact Stage
The New Teacher
Change in focus…
As confidence in teaching
grows, the intern moves
from a strong focus on
themselves and their
teaching to a focus on
instructional decisions
and student learning.
The Clinical Teacher
Coaching Strategies
• Use reflective questioning
• Peer dialogue
The New Tacher
Asking questions like…
• Are students learning?
• Are the students bored?
• Are the students
motivated?
• Am I reaching everyone?
• Is the content
appropriate for the
students?
• How can I raise
achievement levels?

18. Impact Stage

19. 1-6 Reading Gains
• Woodcock Johnson III – Research Edition
• Individually administered
• Pre/Post test
• Statistically significant gains in all four years
Woodcock Johnson III
Research Edition
W Score Gains
Co-Taught
Not
Co-Taught
p
2004-2005
15.7
N=221
9.9
N=99
.001
2005-2006
24.4
N=225
18.7
N=124
.024
2006-2007
14.8
N=322
11.8
N=172
.010
2007-2008
19.6
N=245
14.8
N=182
.001
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

20. Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
 Woodcock Johnson III – Research Edition
 Individually administered, pre/post test
 Statistically significant gains in 2 of 4 years; positive trend in
each year
1-6 Math Gains
Woodcock Johnson
III Research Edition
W Score Gains
Co-Taught
Not
Co-Taught p
2004-2005
17.2
N=221
13.9
N=99
.039
2005-2006
20.3
N=206
17.4
N=143
.075
2006-2007
14.3
N=313
12.1
N=182
.045
2007-2008
17.9
N=250
16.0
N=177
.089

21. Co-Teaching is an attitude of sharing
the classroom and the students!
Co-Teachers must always be thinking…
WE’RE
BOTH
TEACHING!!

22. Implementing Co-Teaching
One Teach,
One Assist
Team Teaching
Station Teaching
Parallel Teaching

23. One Teach, One Observe
One teacher has primary
instructional responsibility
while the other gathers
specific observational
information on students or
the (instructing) teacher.

24. One Teach, One Observe
Examples Non-examples
One teaches, one
observes students for
understanding of
directions.
One teaches, one tracks
behavior of specific
student.
One teaches, one watches
the lesson.
One teaches, one cuts out
pictures for the bulletin
board.
Advantages
Provides observation or
data collection
Provides additional
disciplinarian when
needed

25. One Teach, One Assist
One teacher has
primary instructional
responsibility while the
other assists students’
with their work,
monitors behaviors, or
corrects assignments.

26. One Teach, One Assist
Examples Non-examples
One teaches, one
becomes the “voice” for
students who are having
difficulty understanding.
One teaches, one drifts
among students checking
student work.
One teaches, one puts up
the bulletin board while
watching the lesson and
students.
One teaches, one pulls
two students to the side
for remedial work.
Advantages
Provides assistance to
students needing
additional information
or clarification
Provides feedback to
students on their work
Provides additional
disciplinarian when
needed

27. Station Teaching
Each teacher
instructs one of the
groups, groups
then rotate or
spend a designated
amount of time at
each station.
The co-teaching pair
divide the instructional
content into parts.

28. Station Teaching
Examples Non-examples
One station allows
students to play a money
math game, another is a
mock store where
students purchase items
and make change.
Both teachers are
teaching the same
concept/skill in the same
way with two small
groups.
One teacher works with
class, another tutors two
students.
Advantages
Provides active learning
format
Increases response rate
Encourages cooperation
and independence
Increases small-group
attention
Allows strategic grouping

29. Parallel Teaching
In this approach, each
teacher instructs half
the students.
The two teachers are
addressing the same
instructional material
using the same teaching
strategies.

30. Parallel Teaching
Examples Non-examples
Students are divided into
mixed ability groups, both
teachers lead a
question/answer
discussion on a specific
current event and the
impact it has on the
economy.
Students are divided into
two groups, teaching
responsibilities and tasks
are divided between two
teachers.
Students are divided by
ability, both teachers
teach a concept or skill
using different teaching
strategies.
Advantages
Provides effective review
format
Encourages student
responses
Reduces pupil-teacher
ratio for group
instruction/review

31. Supplemental Teaching
This strategy allows one
teacher to work with
students at their expected
grade level, while the other
teacher works with those
students who need the
information and/or
materials extended or
remediated.

32. Supplemental Teaching
Examples Non-examples
One works with most of the
students on proofreading their
stories, the other pulls five
students for a remedial lesson
on punctuation.
One teaches a lesson on the
Sit-Ins, the other pulls a group
of three to help research on
the computer the men
involved in the Greensboro Sit-
In and then report to the
whole class.
One teaches a small group a
remedial lesson on fractions,
while the other brings the rest
of the class outside for recess.
One’s person’s ideas prevail
regarding what will be taught
and how it will be taught.
Advantages
Provides additional
support for struggling
students
Facilitates enrichment
opportunities
Offers absent students
“catch up” time
Offers time to develop
missing skills
Keeps individuals and the
class on pace

33. Alternative or
Differentiated Teaching
Alternative teaching
strategies provide two
different approaches to
teaching the same
information.
The learning outcome is
the same for all students
however the avenue for
getting there is different.

34. Alternative or
Differentiated Teaching
Examples Non-examples
One leads a group in
predicting prior to reading
by doing a picture walk,
the other has the same
outcome with her group,
where students predict by
connecting items pulled
from a bag with the story.
One teaches fractions by
dividing chocolate bars,
the other has students
using M&Ms to calculate
their fractions.
Both teachers use the
same strategy with two
groups of students
Advantages
Offers more
individualized learning
Different learning styles
can be considered in
planning of activities
Provides possibility for
more hands-on
activities

35. Team Teaching
Well planned, team taught lessons,
exhibit an invisible flow of instruction
with no prescribed division of authority.
Both teachers are actively involved in
the lesson.
From a student’s
perspective, there is no
clearly defined leader, as
both teachers share the
instruction, are free to
interject information, and
available to assist students
and answer questions.

36. Team Teaching
Examples Non-examples
Both teachers share the
reading of a story or poem
so students hear two
voices.
Both teachers conduct a
demonstration in science,
modeling proper use of
materials and how to
follow directions.
Both teachers facilitate a
review game where one
reads all of the questions
and the other monitors
student behavior.
One teacher teaches one
subject followed by
another who teaches a
different subject.
Advantages
Promotes role and
content sharing
Facilitates appropriate
academic, social, and
help-seeking behaviors
Teaches question
asking
Provides clarification
(concepts, rules,
vocabulary, etc.)

37. Physical Arrangements for Co-
Teaching

38. Co-Planning
During Co-Planning Teachers will Work Together to Determine:
• What content to teach
• What co-teaching strategies to use and when
• Who will lead different parts of the lesson
• How to assess student learning
• The materials and resources needed for the lesson

39. WHY CO-TEACHING?
Co-teaching provides an excellent experience for
both teachers and p-12 students.
Clinical Teachers
• Time to provide consistent
mentoring of interns
• Host interns without giving up their
classroom
• Able to reach more students through
small group work
• Better relationship with their intern
Students
• Enhanced quality of learning for P-
12 students
• Receive more individual attention
through work in smaller groups
• Get questions answered faster and
work back sooner
• Better behavior/fewer disruptions

40. Creating an Environment
for Co-Teaching

41. Sharing Planning
The Gifted Teacher and Regular Teacher
will share:
 What content to teach
 What co-teaching strategies to use
 Who will lead different parts of the lesson
 How to assess student learning
 Materials and resources

42. Sharing Instruction
While Co-Teaching, the Regular Ed Teacher
and the Gifted Teacher will:
 Share leadership in the classroom
 Work with all students
 Use a variety of co-teaching strategies
 Be seen as equal partners
 Manage the classroom together
 Make changes as needed during a lesson

43. Sharing Assessment
While Co-Assessing, the Intern, and Clinical
Teacher will:
 Both participate in the assessment of students
 Share the workload of daily grading
 Provide formative and summative assessment for
students
 Jointly determine grades

44. Dr. Liz Fogarty fogartye@ecu.edu
Questions?