co-teaching highland home school luverne school brantley school

CO-TEACHING

Highland Home School

Luverne School

Brantley School

July 26, 2005 Co-Teaching 2

Pre-Workshop Activity

• With those in close proximity, complete the S.H.A.R.E. exercise, – Appendix p.1

• Answer 1 and 2• Read & Discuss 3-7


Workshop Overview

• The No Child Left Behind Act and the reauthorization of federal special education legislation have brought increased pressure for educators. School reformers have set higher standards and teachers are responsible for ensuring that students meet them. Students with disabilities and other special needs generally are expected to achieve the same success as other learners, and so there is an increased emphasis on educating them in general education settings. And all educators are finding that an increasing number of students come to school with any of a variety of problems that make them learners at-risk. Among the many ideas and options for meeting these diverse yet somehow related challenges, one that is receiving widespread attention, is co-teaching.


Purpose

• The purpose of this workshop is to provide both an overview of co teaching as well as detailed information about planning, implementing, and evaluating co-teaching programs. Participants will have the opportunity to explore both the conceptual and the operational aspects of this innovative approach to service delivery as well as learning other collaborative skills that can help co-teachers succeed in teaching ALL students.


Objectives

1. Define co-teaching and distinguish it from terms such as collaboration, team teaching, and inclusion

2. Relate co-teaching to current trends toward collaboration in public schools, both in general education and in special education.

3. Provide a rationale through philosophy, research, and recent legislation for implementing co-teaching.

4. Discuss critical components of a teacher's model for co-teaching.

5. Analyze their readiness to co-teach in terms of their beliefs and individual characteristics.


Objectives (continued)

6. Describe and discuss with a co-teacher the collaborative aspects of co-teaching.

7. Outline school factors that affect co-teaching.

8. Describe at least five different types of co-teaching arrangements, and determine situations for which each is appropriate and inappropriate.


Objectives (continued)

9. Identify key topics to address with a co-teacher prior to co teaching.

10. Describe strategies for addressing pragmatic issues related to co teaching (for example, time and scheduling, assignment of students to classes, amount of co-teaching).

11. Identify key considerations for evaluating co-teaching programs.

12. Understand the importance of instructional accommodations for co-taught classrooms.

13. Access resources related to creating and maintaining effective co teaching programs.


Definitions

• Inclusion- Every child should be included in general education to the maximum extent appropriate. The education of children with disabilities is viewed by all educators as a shared responsibility. There is a commitment to include students with disabilities in every facet of school. Every child has a place and is welcomed in the general education classroom


Definitions (continued)

• Accommodations - providing different ways for students to take in information or communicate their knowledge back to the teacher. The changes basically DO NOT alter or lower the standards or expectations for a subject or test. Through the IEP or 504 Plan, classroom accommodations are developed formally. The students are expected to meet the same standards as all other students in the class.

• Modifications - changing the delivery, content, or instructional level of subject matter or tests. They result without lowering expectations and create a different standard for kids with disabilities than for those without disabilities. Curriculum modifications are developed formally through the IEP process.


Definitions

• Co-teaching - a service delivery system in which – two (or more) educators or other

professionally certified staff – share instructional responsibility – for a single group of students – primarily in a single classroom or workspace – to teach required curriculum – with mutual ownership, pooled resources,

and joint accountability – although each individual's level of

participation may vary.


How did we get here?

NCLB HQT Best Practices

IDEA 2004

Co-Teaching


Highly Qualified Special Education Teacher

• Students with disabilities are to receive instruction in core academic subjects from a teacher who is highly qualified to teach the core academic subjects.

• Special education teachers must also meet the state’s special education certification requirements.


IDEA 2004 Requirements

Additional IEP Requirement... A statement of the special

education and related services and supplementary aides and services provided...and a statement of the program modifications or supports for school personnel that will be provided for the child...to be involved and progress in the general education curriculum...


Roles of Non Highly Qualified Special Education Teacher

• Consultative Role– The special education teacher

provides consultative services (e.g., adapting a curricula, using behavior supports and interventions, and/or selecting appropriate accommodations) to NCLB highly qualified general education teachers of core academic subjects.


Roles continued...

• Support Role in the General Education Classroom– The special education teacher works within

the general education setting wherein NCLB highly qualified general education teachers provide instruction to the class on core academic subjects. The special education teacher provides direct assistance to students with disabilities (e.g., via individualized and/or small group instruction) as a support to the NCLB highly qualified teacher’s core academic instruction.


Roles continued...

• Support Role in Segregated Settings– The special education teacher provides

direct assistance to students with disabilities (e.g., tutoring, reinforcement of content provided in the general education setting) in segregated settings (e.g., resource class setting, self-contained classroom), but the students with disabilities receive their instruction on core academic subjects from a NCLB highly qualified general education teacher.


Roles continued...

• Non-Core Academic Instruction Role– The special education teacher

provides direct instruction to students with disabilities on non-core academic subjects (e.g., study skills, functional life skills, community-based instruction, transition services, adaptive physical education, health education, driver’s education, computer literacy).


Certificate and AOD Students• Certificate and AOD

students, who do not have a significant cognitive impairment and are not participating in the AAA, must receive their core instruction from a NCLB highly qualified instructor.


Bottom Line

• “Special education teacher cannot be the first provider.” Mabrey Whetstone, Director of Special Education Services, AL SDE,12-10-04


Co-Teaching Approaches

Consultative Support

One Teach, One Monitor

Station Teaching

ParallelTeaching

Alternate Teaching

Interactive Team Teaching

One Teach,One Assist


Consultative and Support Approaches In the General Education Classroom

• Consultative Approaches– Adapting curricula– Implementing

behavior strategies– Selecting appropriate

accommodations/modifications

• Supportive Approaches – One Teach, One

Support– Station Teaching– Parallel Teaching– Alternative Teaching– Interactive Team

Teaching– One Teach, One

Assist


Benefits of Consultative and Supportive Roles• Reduce Curriculum Fragmentations (as

we have done with ARFI)• Improve Long-Term Outcomes• Development of Respect for Diversity• Honoring of Civil and Human Rights• Shared Responsibility & Accountability• Development of Professional

Relationships• It is the Law!


• Marylyn Friend (Chapters 2-5)

• Co-Teaching Defined

• Co-Teaching 5-Part Framework– Shared System

of Beliefs– Prerequisite

Skills– Collaboration


What it is NOT! Undermining Practices

Rationales

Co-Teaching


Rationales Co-teaching


Rationale for Co-Teaching

1. Co-teaching is one way to deliver services to students with disabilities or other special needs as part of a philosophy of inclusive practices. As a result, it shares many benefits with other inclusion strategies, including a reduction in stigma for students with special needs, an increased understanding and respect for students with special needs on the part of other students, and the development of a sense of heterogeneously-based classroom community.



2. In co-taught classrooms, ALL students can receive improved instruction. This includes students who are academically gifted or talented, students who have average ability, students who are at risk for school failure as well as students with identified special needs.



3. In co-teaching, the instructional fragmentation that often occurs in other service delivery options is minimized. Students benefit by not having to leave the classroom to receive services. At the same time, the special service provider or other co-teacher has a better understanding of the curriculum being addressed in the classroom and the expectations for both academics and behavior.



4. Co-teachers often report that one of the most noticeable advantages of sharing a classroom is the sense of support it fosters. Co-teachers report that when they have a spectacular lesson, someone is there to share it, and when they have a particularly challenging day, someone really knows just how difficult it was. They also share that co-teaching is a very effective form of staff development since the teachers involved learn from each other.


What Co-teaching Is NOT

• The term team teaching often is 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 retractable wall 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, 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.


What Co-teaching is NOT

• Although co-teaching is integral to the inclusive practices in many schools, it is not a requirement for inclusion to occur. 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.


What Co-teaching is NOT

• Although generally it is preferred that co-teaching be collaborative, it might or might not be. Collaboration refers to how individuals interact, not the activity they're doing. Thus, any activity--co-teaching, problem solving, consultation--may or may not be collaborative. Further, collaboration frequently occurs outside education, for example, in business settings.


Ten Factors that Undermine

1. Ignoring the importance of a shared understanding on the part of all professionals involved (teachers, related services personnel, administrators, paraprofessionals) of what co-teaching is and what it involves.

2. Using co-teaching as the basis of all inclusive services in a school, often fostering a school culture that implies that if a student with an IEP is in a general education setting, then there must be a special educator there to provide services.

3. Failing to distinguish clearly among the roles of the various adults who might be in classrooms-teachers, related services staff members, paraprofessionals, student teachers, volunteers.

4. Basing co-teaching on the preferences and wishes of staff rather than on clear standards, expectations, and the needs of students. A typical result is that co-teaching may be offered only at certain grade levels or on particular middle schools teams or in just some high school departments.

5. Neglecting to develop implementers' knowledge and skills co-teaching, differentiated instruction, positive behavior supports, and related areas


Ten Factors that Undermine

6. Implementing co-teaching without using a range of options for grouping students and dividing instructional tasks between the educators. The related question is this: What is being called co-teaching practice?

7. Using co-teaching approaches such that the students in the classroom do not receive increased instructional intensity, often occurring when professionals over-use one approach (e.g., teaming or teaching/assisting). How is this classroom significantly different because two teachers are there?

8. Time: Failing to arrange for at least periodic shared planning time for co teachers, teachers failing to use that time wisely, using time as a reason not to implement co-teaching practices.

9. Placing too many students with special needs into a co-taught class. One version concerns placing a highly disproportionate number of students with disabilities in the class; another concerns placing an appropriate number of students with disabilities in a class, but then filling in the rest of the class slots with students who struggle to learn or who have other special needs.

10. Failing to gather on-going data that demonstrates the impact of the co teaching services on student achievement


Supportive Approaches

Co-Teaching Approaches

Consultative Support

One Teach, One Monitor

Station Teaching

ParallelTeaching

Alternate Teaching



One Teach, One Support

1. In this type of cooperative teaching, both teachers are present, but one (often the general education teacher) takes a clear lead in the classroom while the other gathers observational data on students or "drifts" around the room assisting students during instruction. This approach is simple; it requires little planning on the part of the teachers, and it provides the additional assistance that can make a heterogeneous class successful. However, it also has serious liabilities. If the same teacher consistently observes or assists, the other teacher may feel like a glorified aide and the students may have trouble responding to him or her as a real teacher. If this approach is followed, the teachers should alternate roles regularly.


One Teach, One Support: Advantages and Disadvantages

Approach:

One Teach,

One Support

Advantages Disadvantages

(Whole Group) General education teacher presents new concepts, reviews, demonstrates, role-plays, while the special education teacher collects data and monitors.

•Provides systematic observation /data collection •Provides additional disciplinarian •Useful when proper planning and day-to-day attendance are not possible

•Promotes notion of “Glorified Aide”. •Does not maximize teaching or teachers’ abilities.•Does not maximize learning.



• Power of Two Video



• See Appendix, p. 2– Lesson Plan

Give a little, take a little…


Station Teaching

2. In this approach, the teachers divide the content to be delivered and each takes responsibility for part of it. In a classroom where station teaching is used, some of the students may be completing independent work assignments or participating in peer tutoring. Although this approach requires that the teachers share responsibilities for planning sufficiently to divide the instructional content, each has separate responsibilities for delivering instruction. Students benefit from the low teacher-pupil ratio, and students with disabilities may be integrated into a group instead of being singled out. Furthermore, because with this approach each teacher instructs part of the class, the equal status of both students and teachers is maximized. One drawback to station teaching is that the noise and activity level may be unacceptable to some teachers.


Station Teaching


Station Teaching: Advantages and Disadvantages

Approach:

Station


(Small Group) Students in groups of three or more rotate to various teacher-led and/ and independent work-stations where new instruction, review, and/ or practice are provided. Students may work at all stations during the rotation.

•Provides active learning format•Increases small-group attention •Encourages cooperation and independence •Allows strategic grouping •Increases response rate

•Requires considerable planning and preparation•Increases noise level •Requires group and independent work skills •Is difficult to monitor


Station Teaching

• Power of 2 Video

Pulling on the same rope...


Station Teaching

• See Appendix, p.3– Lesson Plan

Two’s greater than one.


Parallel Teaching

3. The primary purpose of this type of cooperative teaching is to lower the student-teacher ratio. In parallel teaching, the teachers plan the instruction jointly, but each delivers it to half of the class. This approach requires that the teachers coordinate their efforts so that the students receive essentially the same instruction. This type of co-teaching is often appropriate for drill and practice activities, projects needing close supervision, and test review. As with station teaching approaches, noise and activity levels may need to be monitored.


Parallel Teaching


Parallel Teaching: Advantages and Disadvantages

Approach:

Parallel


(Small Group) Students are divided into mixed ability groups, then each partner teaches a group. The same material is presented in each group

•Provides effective review format •Encourages student responses •Reduces pupil-teacher ratio for group instruction/review

•Not easy to achieve equal depth of content coverage •May be difficult to coordinate Requires monitoring of partner pacing •Increases noise level• Encourages some teacher-student competition


Parallel Teaching



Alternative Teaching

4. Sometimes students with special learning needs benefit from preteaching or reteaching of the instructional content. In this approach to cooperative teaching, one teacher works with a small group of students to preteach or reteach while the other instructs the large group. This approach can also be used to ensure that all students in a class receive opportunities to interact with the teacher in a small group. The greatest risk in this approach is stigmatizing students with disabilities by repeatedly grouping them for this purpose. This risk can be avoided by varying groups, including groups for enrichment, and ensuring that all students are periodically included in a group.


Alternative Teaching: Advantages and Disadvantages

Approach:

Alternative


(Big Group, Small Group) One partner teaches an enrichment lesson or reteaches a concept for the benefit of a small group, while the other partner teaches and/or monitors the remaining members of the class.

•Facilitates enrichment opportunities •Offers absent students “catch up" time •Keeps individuals and class on pace •Offers time to develop missing skills

•May be easy to select the same low-achieving students for help •Creates segregated learning environments Is difficult to coordinate •May single out students



5. In team teaching, both teachers share the instruction of students. The teachers may take turns leading a discussion, one may speak while the other demonstrates a concept, one may speak while the other models note taking on the board, and so on. Teachers may role play, simulate conflict, and model appropriate question asking. This approach requires the highest level of mutual trust and the most commitment. It is an approach that some co-teachers may never enjoy. On the other hand, many veteran co-teachers report that this is the type of co-teaching they find most rewarding.


Interactive Team Teaching: Advantages and Disadvantages

Approach:



(Whole Group) Partners alternate roles present ing new concepts, reviewing, dem onstrating, role-playing, and moni toring.

•Provides systematic observation /data collection •Promotes role/content sharing •Facilitates individual assistance Models appropriate academic, social, and help-seeking behaviors •Teaches question asking •Provides clarification (e.g., concepts, rules, vocabulary

•May be job sharing, not learning enriching• Requires considerable planning. •Requires modeling and role-playing skills •Becomes easy to "typecast" specialist with this role


One Teach, One Assist

6. In this type of cooperative teaching, both teachers are present, but one (often the general education teacher) takes a clear lead in the classroom while the other gathers observational data on students or "drifts" around the room assisting students during instruction. This approach is simple; it requires little planning on the part of the teachers, and it provides the additional assistance that can make a heterogeneous class successful. However, it also has serious liabilities. If the same teacher consistently observes or assists, the other teacher may feel like a glorified aide and the students may have trouble responding to him or her as a real teacher. If this approach is followed, the teachers should alternate roles regularly.


Parity

• See Appendix, p. 7


The Importance of Introductions• See Appendix. p. 8


Co-Teaching and Cooperation• See Appendix, p. 9


What is a Crisis?

• See Appendix, p. 10


Substitutes

• See Appendix, p. 11 & 12


Joint Planning Integration: Mechanics

• WHO Elements – Who will be ultimately responsible for

assigning grades? – Who will take the lead in general classroom

management? – Who will deal with especially challenging

behaviors? – Who will take the lead role in communication

with parents? – Who will take primary responsibility for tasks

such as grading papers, taking roll, presenting new information, monitoring activities, assessing student performance, etc.?


Joint Planning Integration: Mechanics (continued)

• WHAT Elements – What are the key components of a

shared instructional plan? – What will the format for the unit and

lesson plans look like?



• WHEN Elements – When will planning occur? (Daily?

Biweekly? Monthly? As needed?) – When should the meetings be held?

(Before school? After school? During the school day?)



• WHERE Elements – Where will planning occur?

(Classroom? Faculty room? Electronically?) If collaboration will take place in cyberspace, how will technology assist? (E-mail? Website? PowerPoint presentations? Inspiration?)

– Where can information about the emerging cooperating teaching be disseminated?



• WHICH Elements – Which type of lesson design will be

used most frequently? – Which materials best support the

identified program goals?



• HOW Elements – How much time should be allotted for unit and lesson

planning? – How might class time be used for planning when

students are working collaboratively? – How should a planning agenda be structured? – How will absences be handled? – How will planning interruptions be handled? – How should students be involved in planning? – How should information about cooperative teaching

be disseminated to parents, students, and colleagues?


Joint Planning Integration: Process & Evaluation

• See Lesson Plans, Appendix p. 13-16

• See “What Each Teacher Does”, Appendix p. 17-18

• See “SODAS, A Problem Solving Guide”, Appendix p. 19

• Questions (Assessment), p. 20

• Self Assessment, p. 21 – p. 22


Strategies that Help

• See Appendix, p. 23-25

Student strategies, not teacher…


Administrative Roles

• Power of 2, Chapter 7


Closing Comments

• “Our task is to provide an education for the kinds of kids we have, not the kind of kids we used to have, or want to have, or the kids that exist in our dreams.” -K.P Gerlach

• The key to effective teaching and learning is instruction not placement.

Oceans

Student Name

Grade 12

Environmental Science

Luverne School

8080July 26, 2005July 26, 2005 Co-TeachingCo-Teaching

Marine animals Marine animals

Marine animals are divided into three groups: zooplankton (those that float), nekton (those that actively swim) and benthos (those that live on or in the ocean bottom).

Marine animals are divided into three groups: Marine animals are divided into three groups: zooplankton (those that float), nekton (those zooplankton (those that float), nekton (those that actively swim) and benthos (those that that actively swim) and benthos (those that live on or in the ocean bottom).live on or in the ocean bottom).

Marine animals are divided into three groups: zooplankton, nekton, and benthos.


The Living SeaThe Living Sea

As far as we know, nearly all life in the ocean is dependent on plants


Ocean Shore and Tidal Pool


Oceans cover about 70% of the Oceans cover about 70% of the Earth's surface. The oceans contain Earth's surface. The oceans contain

roughly 97% of the Earth's water roughly 97% of the Earth's water supplysupply


Continents Continents

The great body of salt water comprising all The great body of salt water comprising all the oceans and seas cover nearly three-the oceans and seas cover nearly three-fourths of the surface of the earth. fourths of the surface of the earth.


The world ocean covers 71 percent of the The world ocean covers 71 percent of the earth’s surface. Its average depth is 5,000 m earth’s surface. Its average depth is 5,000 m (16,000 ft), and its total volume is about (16,000 ft), and its total volume is about 1,347,000,000 cu km (322,300,000 cu mi).1,347,000,000 cu km (322,300,000 cu mi).


Pacific Ocean (ocean)Pacific Ocean (ocean)

Pacific Ocean is the largest and deepest Pacific Ocean is the largest and deepest of the world's four oceans, covering more of the world's four oceans, covering more than a third of the earth's surface and than a third of the earth's surface and containing more than half of its free water containing more than half of its free water


Indian OceanIndian Ocean, third largest of Earth's four , third largest of Earth's four oceans, bounded on the west by Africa, on oceans, bounded on the west by Africa, on the north by Asia, on the east by Australia the north by Asia, on the east by Australia and the Australasian islands, and on the and the Australasian islands, and on the south by Antarctica south by Antarctica

Indian OceanIndian Ocean


Ocean CurrentsOcean Currents


Animal lifeAnimal life

Shrimp are small, bottom-dwelling Shrimp are small, bottom-dwelling crustaceans with a translucent crustaceans with a translucent exoskeleton exoskeleton


Coral Coral


Sea Urchin Sea Urchin


Seawater is SaltySeawater is Salty


PlanktonPlankton


Underwater exploration Underwater exploration

GLORIA is a digital side-scan sonar system used for over 20 years to survey the ocean floor.

Water Water CurrentsCurrents

The map shows a generalized pattern of The map shows a generalized pattern of ocean currents.ocean currents.


Temperature Product Temperature Product

Sample of Sea Surface Temperature Product


Saving the U.S.S. MonitorSaving the U.S.S. Monitor

Topside aboard the U.S.S. Monitor (photo from Monitor NMS )


Two Idiots Go Cave Diving Two Idiots Go Cave Diving

© Howard Hall

Underwater speleology is a compulsion that I have enjoyed great success in resisting during my two decades of sport diving.


REFERENCESREFERENCES

http://www.ocean.com/Library/http://www.ocean.com/Library/SeaStories/2001/08/SeaCreatures/SeaStories/2001/08/SeaCreatures/

co-teaching highland home school luverne school brantley school

Documents

coteaching programs

co teachers

coteaching3 workshop

coteaching5 objectives

coteaching7 objectives

coteaching6 objectives

coteaching4 purpose

teaching arrangements