CoTeaching p 9 4 Key elements to coteaching

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Co-Teaching

Co-Teaching

p 9 4 Key elements to co-teaching. . . 1. 2. 3. 4. two

p 9 4 Key elements to co-teaching. . . 1. 2. 3. 4. two or more professionals working together in a classroom instruction occurs within the same physical space sharing of teaching responsibilities instruction is provided to a heterogeneous group of students

Types of Teaching collaboration inclusion teaming team teaching mainstreaming job sharing co-teaching

Types of Teaching collaboration inclusion teaming team teaching mainstreaming job sharing co-teaching

Collaboration an ongoing process whereby professionals with different expertise voluntarily work together to create

Collaboration an ongoing process whereby professionals with different expertise voluntarily work together to create solutions to problems that are impeding student’s success, as well as to carefully monitor and refine those solutions. Collaboration is enhanced by trust, respect, openness, and clear communication among the participants. Inclusion refers to a broad belief system or philosophy embracing the notion that all students should be welcomed members of a learning community, that all students are part of their classrooms even if their abilities differ. The term teaching is often used to describe the situation in which two general education teachers combine classes and share instruction. In an elementary school, this might occur when two fourth grade teachers decide to open the portable that divides their rooms and teach the entire group as one. In a secondary school, this might occur when an English teacher and a history teacher combine two classes to present an American studies course.

Co-teaching is different from this type of team teaching in two important ways: First,

Co-teaching is different from this type of team teaching in two important ways: First, in co-teaching the teacher-student ratio is drastically improved. Second, in co-teaching, two significantly different orientations toward teaching are blended. Finally, team teaching in the middle school literature often refers to a process for planning interdisciplinary instruction, but not sharing instructional delivery. Mainstreaming refers to the practice of educating students with special needs in regular classes during specific time periods based on their skill. This means regular educationclasses are combined with special education classes. Schools that practice mainstreaming believe that special needs students who cannot function in a regular classroom to a certain extent “belong” to the special education environment. Job Sharing is an employment arrangement where two people are retained on a part-time or reduced basis to fulfill the job normally performed by one person. Collaboration is implicit in the performance of the job to ensure that there is continuity in the classroom.

Co-teaching is a proactive approach to education. Co-teaching pairs general and special educators. Co-teaching

Co-teaching is a proactive approach to education. Co-teaching pairs general and special educators. Co-teaching takes place in heterogeneous, integrated settings. Co-teachers are simultaneously present in the classroom setting. Co-teachers maintain joint responsibility for classroom instruction. Co-teachers work in a coactive and coordinated fashion. Co-teachers design instruction to meet the needs of all students in the class.

 • One instructs, one observes and collects data • Roles should not be

• One instructs, one observes and collects data • Roles should not be static • Teachers should create systematic method for taking down observations

 • Divide and concur • Students rotate around stations • Teachers offer support

• Divide and concur • Students rotate around stations • Teachers offer support to all students

 • Joint planning • Split the class into two heterogeneous groups • Diversity

• Joint planning • Split the class into two heterogeneous groups • Diversity in both groups

 • Small group of students receives separate instruction • Teachers’ roles should not

• Small group of students receives separate instruction • Teachers’ roles should not be static • Small group membership and composition should be fluid

 • Both teachers are responsible for planning and share in the instruction of

• Both teachers are responsible for planning and share in the instruction of all students

 • one teacher teaches while the other supports in instructional process

• one teacher teaches while the other supports in instructional process

Co-Teaching is not: • One teacher—typically the general educator—acting as the main teacher with

Co-Teaching is not: • One teacher—typically the general educator—acting as the main teacher with the special educator in the role of “helper. ” • The special educator only working with the students with disabilities. • The general educator only working with the students without disabilities. • Two teachers who take alternating turns teaching their students. • Solely a way to help the students with disabilities. • Planned at the last minute or improvised.

Co-teaching Benefits Lower teacher – student ratio Classroom of diverse learners Teachers can respond

Co-teaching Benefits Lower teacher – student ratio Classroom of diverse learners Teachers can respond effectively to varied needs of students Another professional can provide different viewpoints and more ideas for instruction Teachers can be motivational for one another Co-teaching can positively affect the general educator’s instructional behavior

Questions?

Questions?