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Professional Development Collaborative Material
This document provides information on a professional development collaborative material about collaboration between general and special education teachers. It will cover pre-service and in-service gaps impacting collaboration, appropriate accommodations to support student performance, and three collaborative models - team teaching, parallel teaching, and station teaching. Participants will apply what they learn through a "stump your partner" case study activity to assess comprehension. The goal is for collaborative teams to effectively share resources and strategies to address the needs of all students.
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Professional Development Collaborative Material
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- 2. What Will beLearned? Pre-service and in- service professional development “gaps” that impact collaboration ► How to make appropriate accommodations to positively impact student performance using collaborative approaches ► Three research- based, collaborative models and hands- on experience with each model ► Synthesize and demonstrate application of what was learned
- 3. Why Collaborative Learning? Collaboration is an essential form of interaction. It is now a part of the educational process. For all students with special needs and disabilities, collaboration leads to deeper learning (Friend and Bursuck, 2014). Collaboration encourages higher-level thinking, oral communication, self-control, and leadership.
- 4. Pre-service and In-service Pre-service • Before they begin teaching, student teachers are given pre-service training • Pre-service teachers are in the process of obtaining certification to teach (Hess, 2010). In-service • Provides opportunities for working teachers to learn • It is for teachers who have completed their qualification or are already teaching in a classroom (Hess, 2010).
- 5. Pre and InService Gaps that Impact Collaboration Pre-Service • Classes within a program • Practicum Opportunities • Student Teaching In-Service • Collaborative teaching • Integrated Co-teaching • Student development (Hess, 2010).
- 6. Appropriate Accommodations Criteriafor accommodations • All learners should be able to access the curriculum and acquire knowledge • Should be readily available • Provided to students with learning disabilities so as to give them an equal opportunity to complete the same tasks as other students. • The right accommodation should be selected depending on the learner (Seligmann, 2012).
- 7. Appropriate Accommodations Examplesof Appropriate accommodations • Longer time periods • Frequent breaks • Preferential seating • Testing accommodations • Room physical layout • Tutoring from peers and/or teachers • Verbal responses (Seligmann, 2012).
- 8. Collaborative Models Collaborative Models Team Teaching Station Teaching Parallel Teaching Specialeducation teachers in a collaborative learning class work together in planning lessons, teaching, tracking student development, and coordinating the class operations (Aron & Loprest, 2012). This method makes it simpler to teach all students the same material and in holding everyone to similar academic standards. Collaborative teaching strategies include: • Team teaching • Parallel teaching • Station teaching
- 9. Team Teaching Benefits •Both teachers have an active role in the classroom. • Exposes students to a variety of complimentary teaching styles • Models a variety of methods for presenting and interacting with information. • Provides further opportunities to pursue teachable moments that can emerge Challenges • Time consuming for teachers to build work relationships • Requires one to plan a lot and coordinate schedules • Teachers must be equally involved in planning and grading. (Gosse, Hoffmann, & Invernizzi, 2012).
- 10. Parallel Teaching Benefits •Both teachers have an active role in the classroom • Reduces the student-teacher ratio • Small group teaching is possible • Allows students to ask more questions during the class period. • Allows students to collaborate in a variety of classes Challenges • Both teachers must be well- versed in the subject matter • Difficult to maintain control over noise, interruption, and space • Careful timing is needed (Sansosti, Goss & Noltemeyer, 2012).
- 11. Station Teaching Challenges •Necessitates extensive planning • If students fail to move at the same speed, they will not be able to complete all of the stations • Some students can find it disruptive and distracting • Pre-teaching about expectations for independent work time is needed Benefits • Both teachers have an active role in the classroom • Reduces the number of students per instructor • Resets students’ attention, increasing engagement • Supports a Universal Design for Learning (UDL) approach to education. (Seligmann, 2012).
- 12. What was Learned? Stump Your Partner Case Study • Students take a minute to come up with a tough question based on what they've learned so far in class • The question is posed by the students to the person sitting next to them • Ask students to write down their questions and turn them in to take this activity a step further. You may use these questions to make assessments or exams. They can also be used to assess student comprehension
- 13. Conclusion In specialeducation, collaboration is a team teaching approach Collaboration between general and special education teachers is critical in addressing the needs of this student population Collaborative teams share resources and ideas, energy, and a desire to see all students excel Collaborative sessions for instructional preparation and progress assessment are common among special education teachers
- 14. References Aron, L.,& Loprest, P . (2012). Disability and the education system. Friend, M. P ., & Bursuck, W. D. (2014). Including students with special needs: A practical guide for classroom teachers. Upper Saddle River, NJ Pearson Education. Gosse, C., Hoffman, L., & Invernizzi, M. (2012). Overlap in speech-language and reading services for kindergarteners and first graders. Sansosti, F., Goss, S., & Noltemeyer, A. (2011). Perspectives of special education directors on response to intervention in secondary schools. Seligmann, T. J. (2012)> Sliding doors: The Rowley decision, interpretation of special education law, and what might have been.
Editor's Notes
- #3 The Agenda for this presentation includes the following: Identifying pre-service and in-service professional development “gaps” that impact collaboration Providing information on how to make appropriate accommodations to positively impact student performance using collaborative approaches Listing three research-based, collaborative models and providing hands-on experience with each model Providing an opportunity to synthesize and demonstrate application of what was learned
- #4 In special education, collaboration refers to a team teaching approach. A joint team can include speech, behavioral, and/or physical therapists in addition to the regular classroom teacher and the special education teacher. Collaboration is an important interactive process and has become a part of educational activity. Collaboration leads to deeper learning for all students with special needs and disabilities (Friend and Bursuck, 2014). Collaboration promotes higher-level thinking, oral communication, self-management, and leadership skills. Collaboration allows students to be in the least restrictive setting possible. More special education students are being taught in normal classes these days, and collaboration is becoming more common. Collaboration aims to ensure that children with learning disabilities receive a free, adequate public education in a traditional classroom, including personalized instruction.
- #5 Pre-service teacher education refers to the education and training that student teachers receive before they begin teaching. In-service teacher preparation, on the other hand, offers resources for working teachers to learn. In general, in-service teachers are seen as the center of educational development. Any learning opportunity for working teachers is referred to as in-service teacher education. In comparison to a preservice teacher, who is in the process of becoming a teacher, an in-service teacher has credentials or is already teaching in a classroom (Hess, 2010).
- #6 Teaching classes within a curriculum is the first opportunity for pre-service teachers to gain professional development. Pre-service teacher education students must complete both their degree and teacher training programs at the same time. In principle, given the unique nature of education, a diverse spectrum of experience and research may help to better educate students in schools. Practicums are intended to highlight the value of hands-on learning. A healthy, efficient classroom atmosphere is created by student teaching (Hess, 2010). The first opportunity for in-service teachers is collaborative teaching. Collaborative teaching helps teachers to reach a wider variety of students by utilizing methods that engage students' imaginations while still accommodating individual learning differences. Integrated co-teaching is another opportunity. An integrated co-teaching classroom is one in which a general education and a special education teacher work together to educate a class of students with and without disabilities. Student development is the next opportunity, which combines academic learning programs with broader issues of personal development and growth (Hess, 2010).
- #7 Accommodations are changes to the way tasks are delivered that enable students with learning disabilities to perform the same assignments as their peers. Accommodations do not change the quality of tasks, offer students an unfair advantage, or change what a test tests in the case of evaluations. They do allow students with learning disabilities to demonstrate their knowledge without being hampered by their disability. School tasks and assessments with accommodations should be assessed in the same way as those without accommodations are. After all, accommodations are supposed to give everyone equal and immediate access to the task at hand, rather than giving the user an unfair advantage (Seligmann, 2012).
- #8 After a child has been officially identified with a learning disability, the child or parent can require accommodations tailored to that child's unique needs. According to the Individuals with Disabilities Education Act, a child's individualized education program (IEP) team, which includes both the parent and the child, must determine which accommodations are suitable for him or her. A student's IEP should include all necessary accommodations. Examples of Appropriate accommodations Longer time periods Frequent breaks Preferential seating Testing accommodations Room physical layout Tutoring from peers and/or teachers Verbal responses Testing Accommodations (Seligmann, 2012).
- #9 Integrated coteaching (collaborative team teaching) is becoming more popular as more schools shift toward inclusion. Teachers from general education and special education collaborate to schedule lessons, instruct, track student development, and manage a shared learning class (Aron & Loprest, 2012). However, not all teachers are aware of co-teaching models, the preparation and teamwork that goes into them, or the various ways they can be implemented in the classroom. It's a method for teaching all students the same material and holding them to the same educational expectations. Team teaching, parallel teaching, and station teaching are examples of collaborative teaching techniques.
- #10 In team teaching, all teachers are in the room at the same time but take turns teaching the entire class. The instructor does not usually plan who takes which part of the lesson, and when one of you makes a point, the other can jump in and expand if needed (Gosse, Hoffmann, & Invernizzi, 2012). With team teaching, both teachers have an active role in the classroom. It exposes students to a variety of complimentary teaching styles. This strategy also models a variety of methods for presenting and interacting with information. It provides further opportunities to pursue teachable moments that can emerge (Gosse, Hoffmann, & Invernizzi, 2012). However, team teaching is time consuming for teachers to build work relationships. It requires one to plan a lot and coordinate schedules. Nonetheless, teachers must be equally involved in planning and grading (Gosse, Hoffmann, & Invernizzi, 2012).
- #11 The team divides the class into two groups and each teacher teaches the same knowledge at the same time in parallel teaching. When the content being taught is exceedingly tough, parallel teaching works well to distinguish instruction. Learning challenging material in a smaller group may be beneficial to students (Sansosti, Goss & Noltemeyer, 2012). Both teachers have a hands-on role in the learning process. Reduces the student-to-teacher ratio and the workload associated with educating a broad group. Small group teaching is possible, which can be particularly beneficial for students who study and think differently. During class, students have the opportunity to ask more questions. It allows students to collaborate in a variety of group. Finally it maintains the intellectual rigor of a challenging lesson when sharing responsibility between both teachers (Sansosti, Goss & Noltemeyer, 2012). However, both teachers must be well-versed in the subject matter in order for the students to learn the same content. W hen working in the same classroom, it can be difficult to regulate noise, distraction, and space. To ensure that both teachers finish the lesson at the same time, meticulous timing is needed (Sansosti, Goss & Noltemeyer, 2012).
- #12 The class is divided into three or more groups, and the classroom has several learning centers in station teaching. Teachers teach the same content in different ways to each group as the students cycle through the stations (Seligmann, 2012). On a positive note, station teaching gives both teachers have a hands-on role in the learning process. It reduces the ratio of students to teachers. With each station rotation, students' attention is reset, increasing interaction. Moreover, each adult in the room has a specific teaching obligation. Finally, it supports a Universal Design for Learning (UDL) approach to education (Seligmann, 2012). However, teaching and material training necessitate extensive planning. If students do not move at the same speed, they will not be able to complete all of the stations. Some students can find it disruptive and distracting. Pre-teaching about expectations for independent work time is needed (Seligmann, 2012).
- #13 Stump Your Partner is an example of a classroom activity that promotes collaborative learning. First, students take a minute to come up with a tough question based on what they've learned so far in class. Then, the question is posed by the students to the person sitting next to them. Following this, the teacher asks students to write down their questions and turn them in to take this activity a step further. The teacher may use these questions to make assessments or exams. They can also be used to assess student comprehension.
- #14 Collaboration is a team teaching approach. Collaboration between general and special education teachers is critical in addressing the needs of this student population. Collaborative teams share more than just tools and ideas; they also share a passion for seeing all students excel. Students with learning disabilities and other special education needs, as well as students in general education, benefit from this. Special education teachers usually prepare, schedule, and lead a series of meetings, including regular IEP meetings and ongoing joint meetings that are essential for instructional preparation and progress tracking.