CoTeaching Collaborating To Establish An Inclusive Classroom CoTeaching
Co-Teaching: Collaborating To Establish An Inclusive Classroom
Co-Teaching: Collaborating To Establish An Inclusive Classroom Collaboration is vital for special education and general education teachers working in the co-teaching model. http: //www. ted. com/talks/rita_pierson_every_kid_needs_a_champion
What is Co-Teaching? Co-Teaching occurs when two or more professionals jointly deliver substantive instruction to diverse, blended groups of students in a single physical space. (Friend & Cook 2007)
Co-Teaching Instruction Sharing Evaluation Grading Lesson Planning Discipline
Benefits of Co. Teaching • Increased instructional delivery • Flexibility with instruction • Better student teacher ratio • Reduced stigma • Increased collaboration • Meets IDEA requirements for Least Restrictive Environment (LRE)
Pre-Requisites to Co-Teaching • Get to know each other • Parity • Shared Goals • Student goals • Coordinated schedules for planning • Sharing responsibilities • Shared resources • Respect each others’ field
Parity Feeling respected and valued. . • Attend training together • Make a commitment • Set up and procedures • Use appropriate language • Try. . . to stay in the classroom • Trust each other
Co-Teaching Models • One Teach/One Support (Supportive) • Team Teaching • Station Teaching • Alternative Teaching • Parallel Teaching
One Teach-One Support • Most frequently used approach • One lead/one actively engaged with students • One plan/instruct-One clerical/communication etc. . • Students remain in one “whole class” approach • Used in conjunctions with other approaches Teacher A Whole Class Teacher B
Team Teaching • Sharing the stage • Trust-Respect-True parity • Large group setting • Model/Role play • Teach ”think outside the box” Teacher B Teacher A Whole Class
Station Teaching • Division of responsibility • Three or more “stations” • Instruction varies Independent Teacher A Teacher B
Alternative Teaching • Division of responsibility • Two groups • Re-teaching/Pre-teaching • Decreases the “pull-out” stigma Small Group Teacher A Large Group Teacher B
Parallel Teaching • Shared responsibility • Class split two groups • Groups with backs to each other facing teacher • Instruction varies Students Teacher A Teacher B
School Practices • Include the Lunch Lady • Check the Doors • Make Every Room A Sensory Room • Exclude the Inclusion Room • Find a Safe Space • Make a Plan for Planning
District Practices • Set Clear and Measurable Goals • Make sure “Inclusion is Inclusive” • Practice What You Preach • Don’t Forget the Science Fair • Research
Community Practices • Celebrate • Newsletters • Hit the Road • Find Funds • Think College
Differentiation
Understanding Differentiation • Classrooms are composed of a variety of learning styles • Adapt curriculum • Allows for homogeneous grouping based on ability • Understanding whole group versus grouping • Reflective and responsive teaching
Strategies for Differentiation • Get to know the students • Build “community” • Assess students regularly • Use instructional strategies to meet diverse students needs
Test Taking Strategies • Teach students to be positive • Break information into small steps • Test vocabulary • Teach test taking tips • Teach time management strategies • Have students design a practice test
Real-World Situations • History- Hold a ‘Party Convention’ to teach the democratic process • History- Reenact major events • Math and science related to music • Use food to teach measurement or fractions • Brainstorm with your co-teacher. . .
Learning Styles Don’t forget to take into account learning styles when planning your lessons. -Use the senses -Start with the big picture -Break down assignments -Use graphic organizers -Allow group working -Allow Think, Pair, Share -Peer assisted learning -Provide information prior to lecture -Allow time for response -Use visual organizers/memory models -Hands on projects
Maintaining Attention • Use a distinct sound to get attention • Silence the pen tapper • Silly Putty • Velcro • Music • Natural lighting • Markers • Allow movement
Improving Reading Comprehension • Highlighters • Tape Summarizations • Ask Questions-Teacher or student directed • Peer teaching • Create Storyboards
Independent Grouping • Use proximity control • Model or show examples of assignment outcome • Teach appropriate behavior and expectations • Use assessment data to determine groups • Acknowledge positive behavior; redirect quietly
Independent Grouping • Match instruction with skill level • Assess student progress • Avoid using worksheets as primary focus • Clarify routines-model/rehearse/practice • Keep groups as small as possible • Assess and change groups
Evaluations • Teachers • Students • Programs
Evaluating Teachers • Cooperative Presence • Cooperative Planning • Cooperative Presenting • Cooperative Processing • Cooperative Problem Solving
Evaluating Programs Building an effective program of co-teaching relies on how well administrators set the tone in a school. Evaluating the program involves how well the teachers are doing in their collaborative efforts, as well as how well students are learning. - Is it working? What is working? What’s not? - What are the barriers? - Are we where we want to be? - Are we reaching our goals that we set? - How are the teachers doing? - What do our stake holders think? - Have we ask for input? - What is the feed back from our students? - What do grades look like? - Change is inevitable. . .
References
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