Co-Teachingcollaboration that makes a difference

Educ. 501Brian Verwolf

KALEIDOSCOPES

Co-Teaching is…OSimultaneous instruction, with

a diverse group of studentsODone with two or more teachers O Instruction within the same

physical spaceODone in a coordinated fashion

Oneeds to be pre-plannedO involved collaboration

Co-Teaching is…OA vehicle for school communities

to move from feelings of isolation to feelings of community and collaboration

OA method to meet the diverse needs of all students in the same classroom

OA supportive and collaborative practice among professionals

Co-Teaching is not…

Oone person teaching one subject, followed by another who teaches a different subject

Oone person teaching while another is off using the Xerox machine in the teacher’s lounge

Oan assignment of someone to act as a tutor.

What does Research Say?

OA study centered on the infusion of language skills (vocab, phonemic awareness) in urban kindergarten settings found that ELL students and native English speakers in a co-taught classroom (classroom teacher and an SLP) showed significantly greater gains than those in traditional classrooms.

(Hadley, Simmerman, Long, and Luna, 2000)

What does Research Say?

OA Georgia middle school found that students with and without disabilities showed significant increases on standardized tests in math and language arts after 2 years of co-teaching. In addition, there was a significant decrease in the numbers of students with chronic attendance problems.

(Burns, 2010)

Student BenefitsOChildren with disabilities have

access to general education curriculumOReduces stigma often associated

with “pull-out” modelOHelps build stronger peer relationsOActually increases individualized

instructionOEnhances academic performance

Teacher BenefitsOProvides opportunity for professional

growthOForum to share knowledge, skills

and resources with peersOTeachers in a resource role have

more opportunity to increase understanding of the general curriculum and classroom expectations

OBehavior Management

Teacher Benefits (cont.)OBuilds repertoire as to how to

adapt curriculum and/or modify the level of instruction to meet needs of students (*differentiation)

OPromotes collaborative practice between teachers

OCan increase communication between classroom teachers and teachers in a resource role

“One size does not fit all. Although co-teaching seems to be a promising practice, this does not mean that every student can have his/her educational needs met this way.”

Kohler-Evans (2006)

OCo-teaching isn't recommended for every situation. It works very well for: Student-teaching, inclusion situations, and other areas where need is greatest.

However…

General ChallengesOLack of planning and

organizationOPlanning time togetherORelationship factorsOAdministrative supportOContinuous investment of timeOFear of changeOPoor communicationODefinition of roles/following

roles

Different Models of Co-TeachingO Lead and Support

O Duet O Speak and Add/ChartO Skills GroupO Station TeachingO Learning StyleO Parallel TeachingO AdaptingO Complementary Instruction

Lead and Support ModelTeacher A o Is always the classroom teachero Primarily responsible for planning a

unit of instruction

Teacher Bo Is the teacher in a resource roleo Shares in delivery, monitoring and

evaluation

Duet Model

Teacher A and Teacher Bo Both teachers plan and design

the instructiono Teachers take turns delivering

various components of the lesson

Speak and Add/Chart Model

Teacher Ao Primary responsibility for

designing and delivering

Teacher Bo Adds and expands with

questions, rephrasing, anecdotes

o Records key information on charts, transparencies, screen or board

Skills Group Model

Teacher A and Teacher Bo Students are divided into 2-4

groups based on instructional need

o Each teacher takes primary responsibility for half the class

o Teachers may switch groups occasionally

Station Teaching Model

Teacher Ao Responsibility for overall

instruction

Teacher Bo Teaches small specific skills

students have not mastered

Learning Style Model

Teacher A and Teacher Bo Both teachers share in the

design and delivery of instruction

o One teacher is primarily responsible for auditory and visual instruction

o One teacher is primarily responsible for tactile and kinesthetic instruction

Parallel Teaching Model

Teacher A and Teacher Bo Both teachers plan and design o Class split into two groupso Each teacher takes a group for

the entire lesson

Adapting Model

Teacher Ao Responsible for planning and

delivering a unit of instruction

Teacher Bo Determines and provides

adaptations for students who are struggling

Complementary Instruction Model

Teacher Ao Responsible for delivering core

content

Teacher Bo Responsible for delivering

related instruction in areas of study and survival skills

Stages to Co-Teaching

O Beginning StageO Compromising StageO Collaborative Stage

Collaboration Stage is the Goal

O Physical arrangementO Familiarity with curriculumO Curriculum goals and modification to

level of instructionO Instructional presentationO Classroom managementO Assessment

Collaboration Won’t Just Happen…

O DeliberateO StructuredO SystematicO Ongoing

Steele, Bell, & George (2005)

“The practice of co-teaching has the potential to be a wonderful strategy for meeting the needs of all students. Working in partnership with another teacher, bouncing ideas off of one another, planning and orchestrating the perfect lesson, having two pair of eyes and four hands, creating something that is better than that which each partner brings …what better way to teach?”

Kohler-Evans (2006)

Co-Teaching Resources

O A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning (Villa, Thousand, & Nevin, 2004)

O The Co-Teaching Manual (Basson & McCoy, 2007)

O Co-Teaching Lesson Planning Book (Dieker, 2007)

O Guidebook for the Magiera-Simmons Quality Indicator Model of Co-Teaching (Magiera & Simmons, 2005)

O www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=190,211,107,81,1,Documents&MediaID=3777

ReferencesO Lawton, M. (1999). Co-Teaching: Are Two

Heads Better Than One in an Inclusion Classroom? Harvard Education Letter.

O Literature Review – Saskatchewan Ministry of Education

O Professional Development Modules http://www.k8accesscenter.org/index.php

O Wagaman, J. (2008). Co-Teaching for Success with Special Needs Child – Teachers Working Together for Student Achievement. www.suite101.com