an introduction to co-teaching -...
TRANSCRIPT
An Introduction to
Co-Teaching Day 1
Jennifer Gondek
Instructional Specialist for Inclusive Education
TST BOCES
What Co-teaching Is: What Co-Teaching is NOT:
Learning Targets:
Participants will be able to
Explain the rationale and research behind integrated co-teaching.
Articulate their own style of collaboration and the collaboration style of their co-teacher, including strengths and challenges.
Describe the 6 models of co-teaching and the advantages and disadvantages of each model.
Discuss signs of parity in the co-teaching relationship, potential roadblocks and solutions, and possible teacher roles.
General Ed. Special
Ed.
General Ed.
Special
Ed.
History
Access Accountability
Separate Inclusive
Placement Service
Attendance High Expectations
Accommodate Design for Access
& Modify and Participation
by All
Data
Access to General Education
https://www.osep-
meeting.org/2012conf/opening_remarks/Monday/posny.html
Percent of School Districts Making Adequate Yearly
Progress For Students with Disabilities in All
Required Subjects and Grades
http://www.p12.nysed.gov/specialed/techassist/statewide-
may2010/presentation_files/textonly/slide23.html
Regents Diplomas awarded to Students with Disabilities
Year Total State
1995-96 526
1996-97 623
1997-98 774
1998-99 864
1999-00 1115
2000-01 1329
2001-02 1839
2002-03 2257
2003-04 2865
2004-05 4673
2005-06 5366
2006-07 5877
2007-08 7000
2008-09 7708
http://www.p12.nysed.gov/specialed/techassist/statewi
de-may2010/presentation_files/textonly/slide19.html
Integrated Co-Teaching “A school district may include integrated co-teaching
services in its continuum of services. Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and nondisabled students. The maximum number of students with disabilities receiving integrated co-teaching services in a class shall be determined in accordance with the students’ individual needs as recommended on their IEPs, provided that the number of students with disabilities in such classes shall not exceed 12 students, unless a variance is provided pursuant to subparagraph (i) or (ii) of this paragraph. School personnel assigned to each class shall minimally include a special education teacher and a general education teacher.. Additional personnel, including supplementary school personnel, assigned to such classes by the district, may not serve as the special education teacher pursuant to paragraph (2) of this subdivision.”
200.6 g (1,2,3)
Stages of the Co-teaching Process
Beginning
Compromising Stage
Collaborating Stage
(Gately & Gately, 2001)
Five Key Elements of
Collaborative Teaching
Collaborative
Existing
Collaborative
Working
Collaborative
Instructing
Collaborative
Teaching
Collaborative
Presence
Collaborative
Presence &
Planning
Collaborative
Presence, Planning
& Presenting
Collaborative
Presence, Planning,
Presenting, Problem
Solving, & Processing
(Gately & Gately, 2001)
Collaboration Style:
Director Socializer
Relater Thinker
Alessandra (2007)
Collaboration Styles:
Trent and Cox (2006)
Miscisin (2001)
Role Play
Anticipation Guide
6 Basic Co-Teaching Structures:
(Friend, 2005)
One teach, one drift
One teach, one observe
Team-teaching
Alternative teaching
Parallel teaching
Station teaching
One teach, one get coffee
One teach, one check e-mail
One Teach, One Assist
One teacher is teaching, the other
teacher is drifting throughout the
classroom, checking for understanding
or providing one-to-one instruction.
(Friend, 2005)
http://www.autismtoday.com/articles/Co-Teaching
%20Proves%20Successful%20Concept.asp?cat=1
Video Clip:
Advantages: Disadvantages:
Re-teaching
opportunities
Unequal teaching
roles
Immediate Feedback Individual students
may feel stigmatized
Formative Assessment Distracting
Classroom
Accommodations
May cause
dependency on
support teacher
Individualized
attention.
Parallel Teaching
Teachers plan collaboratively and
simultaneously teach the same
academic content to two equal
student groups (Friend, 2005)
Video Clip:
Advantages: Disadvantages:
Lower student:teacher
ratio
Both teachers must know
content
Individualization Both teachers must cover
same material and
specificity
Strategic grouping Timing
Separation of students Noise/Distraction
Talk time
Teachers as equals
Accommodates teacher
style
One Teach, One Observe
One teach, one observe occurs when
one teacher teaches the whole group,
and the other teacher observes the
students. (Cook & Friend, 1995)
http://www.oregonlive.com/politics/index.ssf/2008/10/oregon_teachers_fight_me
asure.html
Video Clip:
Advantages: Disadvantages:
Opportunity for data-
collection
Unequal teaching
roles
Allows for peer
feedback
Formative Assessment
Team Teaching
Teachers share equally in planning and
delivering all components of academic
instruction. Both teachers teach a
large group by standing side-by-side.
(Friend and Cook, 2006)
http://storytrail.com/Impact/Chapter_3/main1.htm
Video Clip:
Advantages: Disadvantages:
Both teachers seen as
knowledgeable
Both teachers must
know content
Models collaboration
and cooperation
May not fully address
needs
Different points of
view
Could be distracting
Immediate
clarification
Requires planning
Changing focus Requires compatibility
Alternative Teaching
One teacher teaches a small group of
three to eight students while the
other teaches the whole class (Cook
& Friend, 1995)
http://chasemarch.blogspot.com
http://www.visionsforlearning.net
Video Clip:
Advantages: Disadvantages:
Small group/1:1
instruction
Selecting same
students
Pre/Re-teaching Using same
group/same teacher
Acceleration Feeling of isolation
More talk time
Teachers can rotate
roles
Station Teaching
Teachers divide responsibility for
instructional content. They divide the class
into groups with each group working on a
different activity that contributes to the
attainment of one or more learning goals
for all students. (Friend, 2005)
Video Clip:
Advantages: Disadvantages:
Equal teacher roles Unequal teaching roles
Lower S:T ratio Careful planning and prep
Strategic grouping Noise level
Separation Timing/Pacing
Individualization Requires strong routines
and classroom
management
Differentiate instruction
Allows creativity
Active learning format
Cooperation and
Independence
Anticipation Guide