co-teaching service delivery model building background knowledge to close the gap for all students...
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Co-TEACHINGService Delivery Model
Building Background Knowledge
To Close the Gap for All Students
Co-Teaching for Gap Closure CT4GC
Cohort 2, Summer 2013
Learning Targets
Co-teaching Partners will:
Gain an awareness and understanding of Collaborative Q&A document
Identify characteristics of each co-teaching approaches
Begin preparing to co-teach
Use terminology within the appropriate context
Utilize KDE’s Collaborative Teaching Practices Q & A Document.
Facilitate Data Collection-Student identification Numbers needed
Recognize each of the co-teaching approaches.
Conduct before, and after lesson feedback sessions
Utilize walk-through Instrument effectively
Monitor instructional needs: accommodations vs. modifications, strategies, and grading practices
Internal Coach Principals
Learn each of the co-teaching approaches
Co-Teachers will create lessons, use approaches and evidence instructional strategies based on students’ needs
Implement co-teaching approaches with fidelity
Ongoing monitoring student progress
Co-Teachers
Utilize KDE’s Collaborative Teaching Practices Q & A Document
Recognize each of the co-teaching approaches
Convey high expectations
Guide scheduling & create effective co-teacher teams
Utilize walk-through instrument correctly
Interpret school data & student needs to determine co-taught classes
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CT 4 GC
Expectations for my team:
What will you Learn and Be Able To Do:
CO-TEACHING
PARTNERSHIP
It takes TWO!
Student CharacteristicsStudent Characteristics
1. Handout Packet, page 1
2. As a team, read each statement and label either
T – Student w/ Typical Needs
U – Student w/ Unique Needs
A – All students
3. Compare your team’s response to chart on page 2.
4. Discuss whether you agree or disagree with your findings during the comparison
All Students are
General Education students first!!!
Inclusion Integration Collaboration Co-teaching Lab Classroom
Glossary of Terms
A belief system or philosophy that all students are a part of the learning community/classroom and make valuable contributions, even if their abilities differ.
Adapted from: Marilyn Friend, Inc. 2008
Inclusion
Three educational dimensions that contributes to inclusion:
Physical
Social
Instructional
Integration
Marilyn Friend, Inc. 2008
“The systematic process in which we work together to analyze and impact professional practice in order to
improve our individual and collective results.”
Collaboration
Rick DuFour, 2003
A classroom where student gaps are being closed through use of :
• Continuous Classroom Improvement• Co-teaching approaches• Use of evidence-based instructional strategies• Student supports needed
Lab Classroom
An action-researched classroom where the co-teachers are doing something for the first time and others are observing with the intention to learn. Time for reflection on the process on how it could inform their classrooms/instruction to increase student engagement and achievement.
Co-teaching occurs when two or more certified teachers jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space.
Co-Teaching
Cook & Friend
Math Co-Teachers-Stephanie Karl and Sara Matthews, Caverna High School
Two or more professionals jointly delivering substantive instruction to a diverse, blended group of students in a single physical space.
(Friend & Pope, 2005;Spencer, 2005)
Co-Teaching
Heading
Promotes principles of Inclusive practices among teachers
Provides a number of benefits for students, teachers, and organizations
Rationale for Co-Teaching
Whole Group
One Teach, One Observe (Lead & Support)
Team TeachingSpeak and AddSpeak and Chart
One Teach, One Assist (Shadow Teaching)
Co-Teaching Approaches
Adapted from: MarilynFriend, Inc., 2008
Small Group Station Teaching
Parallel Teaching
Alternative Teaching
Skill Groups
Co-Teaching Approaches
Adapted from: Marilyn Friend, Inc., 2008
Co-Teaching Approaches Strengths & Drawbacks Co-Teaching Approach Strengths Drawbacks Our Classroom
When to Use/Not Use
One Teach, One Observe (Lead and Support) ____________________________________________
Station Teaching __________________________
Parallel Teaching ______________________
Alternative Teaching _______________________
Teaming - Speak & Add, Speak & Chart
_________________________
Referencing
__________________________
One Teach, One Assist (Shadow Teaching)
________________________
Skill Groups _____________________
(not on video)
Graphic OrganizerUse Handout, page 4 as we watch and learn about our co-teaching approaches.
List Strengths and Drawbacks
For “Our” Classroom….when to use or not use.
One co-teaching partner leads the instruction, while the other partner collects data through observation
Monitoring progress is based on preset criteria
Co-teaching partners pre-determine specific observational information to gather during instruction and together analyze the data for instructional decisions
It is recommended to use this approach 5 to 10%
Roles are to be exchanged to sustain teacher parity
One Teach, One Observe(Lead and Support)
Communicate in/out boxes that do not interrupt teaching
Behavior documentation charts
Posted homework charts
Materials station- both teachers need access
“See Me Later” Cards
Strategies for Implementing One Teach, One Observe
Co-teaching partners divide instructional content into two or more segments, with each partner taking responsibility for delivery of instruction within a station
Students will access both co-teaching partners by rotating from one station to the next, with one station being for independent work
It is recommended that this approach be used 30% of the time
Co-teaching partners should not use this approach when content is required to be taught in sequential order
Station Teaching Approach
Co-teaching partners divide instructional content into two or more segments, with each partner taking responsibility for delivery of instruction within a station
Students will access both co-teaching partners by rotating from one station to the next, with one station being for independent work
It is recommended that this approach be used 30% of the time
Co-teaching partners should not use this approach when content is required to be taught in sequential order
Strategies for Implementing Station Teaching Approach
Use of timers and signals
Practice routines as a class procedure
Have colored index cards stating student role at stations
Table tents with directions
Always have something for them to turn in
Provide Anchor Activities
Strategies for Implementing Station Teaching
Co-teaching partners, each take on an active role
Instructionally by dividing the class into two groups and teaching the same content simultaneously
This approach allows more supervision of student learning
This approach also provides students a greater chance to participate and interact with their peers
It is recommended to implement this approach 30-40%.
Parallel Teaching Approach
Break groups by learning styles
Ensure heterogeneous grouping
Put a deck of cards over desk (on the ceiling) and call suits or matching cards for grouping
Include brain breaks
Teach with a timer to keep everyone
on track
Strategies for Implementing Parallel Teaching
One co-teaching partner takes responsibility for instructing the large group while the other works with a small group for a specific instructional purpose
The temporarily formed group maybe based on enrichment, re-teaching, interest area, pre-teaching, etc.
It is recommended that this approach be used 20-30%
Roles are exchanged to sustain teacher parity
Alternative Teaching Approach
Use mini dry erase boards
Have accessible computer station
Create individualized folders with appropriate work
Provide adapted classics or modified books available
Strategies for Implementing Alternative Teaching
Both Co-teaching partners are fully engaged in leading the delivery of core instruction at the same time
Co-Teaching partners are delivering the same instruction simultaneously
Co-teachers may have equally active roles, such as one co-teacher leading the large-group lesson while the other models note-taking (Speak & Chart) or restates key concepts for clarification (Speak & Add)
It is recommended that this approach be used 30%
Teaming ApproachSpeak & Add, Speak & Chart
Co-Teaching partners are on stage at the same time.
One partner leads the instruction while the other adds to the lesson by…
~ asking students questions, ~ stating important information, ~ asking co-teaching partner for
clarification (referencing), ~ uses humor,
~ adds another perspective, and ~ adding new information by way of anecdotes, real world examples, short stories, etc.
Speak and Add
Develop a signal before interjecting information
General educator asks for input
Questions are asked for clarification
Engage in referencing
Strategies for Implementing Speak and Add
One co-teaching partner presents the information, while the other charts key points and student responses.
Variety of graphic organizers are used to model connections of information
Copies of organizers and note taking are modeled
Speak and Chart
Have a variety of graphic organizers to model connections of information
Copies of organizers and note taking assists all learners
Use copies for students who have been absent
Use charting for review
Strategies for ImplementingSpeak and Chart
Teaming: Speak and Add
Speak and Chart
One co-teacher is primarily responsible for delivery of core instruction while the other co-teacher circulates through the classroom providing support to students as needed.
This approach is the most commonly used, but the least preferred
It is recommended that this approach be used less than 20%
One Teach, One Assist Approach(Shadow Teaching)
Use proximity control.
Have additional supports available for student use.
( e.g. dictionaries or calculators for some students,
vocabulary cards for others)
Model appropriate behavior for class
(e.g. active listening)
Strategies for ImplementingOne Teach, One Assist (Shadow Teaching)
Each co-teaching partner is responsible for a group
Students are grouped based on instructional needs in order to participate in the concept being taught
Groups are temporarily formed based on instructional skill needs of the students in the classroom
Group membership changes from day to day
Skill Groups
Use a sorting of the groups based upon the immediate instructional needs of the class.
Grouping is temporary and flexible.
Room arrangement facilitates.
Cooperative learning groups need routines and structure for this to be effective.
Takes more teacher prep to do well.
Very targeted to student need.
Strategies for ImplementingSkill Groups
Think-and-Chart At each table, you will find cards numbered 1 to 9
Each person/team will need one card
With your handout packet (pg 5) and Q&A document (Q#3) in hand, go to the chart that has your assigned number
Read the scenario that corresponds to the number you were assigned
Collaboratively determine which approach the co-teaching partnership was utilizing within the scenario
Discuss the benefits of the co-teaching approach chosen within the scenario
Think-and-Chart At each table, you will find cards numbered 1 to 9
Each person/team will need one card
With your handout packet (pg 5) and Q&A document (Q#3) in hand, go to the chart that has your assigned number
Read the scenario that corresponds to the number you were assigned
Collaboratively determine which approach the co-teaching partnership was utilizing within the scenario
Discuss the benefits of the co-teaching approach chosen within the scenario
Rotate to the next number (example 12; 91)
Scenarios for the Co-teaching Approaches
Scenario 1
While studying results of the ‘daily checks for understanding' toward learning targets, co-teachers determined that some of the students are having difficulty following directions for completion of the student response system. The plan is for one co-teacher to lead the activity with, while the other co-teacher circulates and provides prompts to individual students when needed.
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Scenarios for the Co-teaching Approaches
Scenario 2
Co-teaching partners are planning for the next lesson within the start of a new unit. After studying pre-test results, six students were identified as not understanding some of the domain-specific vocabulary. At the beginning of the next class period, the content teacher will take that group and review vocabulary by completing a visual activity (cross-word puzzle) which includes the words students are having difficulty, while the strategic teacher begins the bell-ringer activity with the rest of the class.
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Scenarios for the Co-teaching Approaches
Scenario 3
The class of 28 students are working through the PDSA process for 100% of the students to pass the EoC exam. After studying student performance data, the partnership decided the content teacher will compile multiple choice questions and key points from the content that need to be addressed. The strategic teacher will further study performance data to divide the class into two groups. Each group will include students who have an A /B average on the end of unit exams and those who have a C average or below. Each co-teacher facilitates a group to ensure pre-determined key points are included during response discussions.
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Scenarios for the Co-teaching Approaches
Scenario 4
After studying the results of the previous day’s quiz, the co-teaching partnership planned for the first part of the class period. Mr. Smith will take the majority of the class and focus on preparing them for an upcoming homework assignment, while Mr. Jones will review the questions answered incorrectly on the previous day’s test with the smaller group of students.
1
Scenarios for the Co-teaching Approaches
Scenario 5 a & b 5a While circulating from student to student to review (study) drafts of student writing pieces, co-teaching partners recognized a need for additional practice developing introductions to engage the reader. Co-teachers decided that during the next class period they will do a whole group activity where they both present openings about a particular topic. Using a rubric, student pairs will critique which opening meets the criteria and prepare to discuss their results within a group setting while the co-teachers circulate. 5b Students pairs are then divided into two groups (student pairings being represented within each group.) Each co-teacher will facilitate a group discussion. Students will then study their own writing pieces and determine a plan of action for editing.
5
3
Scenarios for the Co-teaching Approaches
Scenario 6
The class has been working on solving equations and simplifying expressions. After co-teaching partners studied the unit assessment, results consistently indicate that some students do not have an understanding of properties (commutative, distributive, etc.) and a few students lack basic multiplication and division skills. For the next class period, co-teaching partners plan to homogeneously group students for re-teaching skills or extending students’ learning. Co-teaching partners will decide who will be responsible for each temporarily formed group.
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Scenarios for the Co-teaching Approaches
Scenario 7
Based on the co-teachers’ study of formative data, Sam is not handing in his homework; Ben, Joe, and Jennifer appear to be struggling with the current unit. These students are not on target to reach the learning outcomes. The co-teachers decide more data, beyond student work samples, is needed to determine individual needs. The plan for the next lesson is for one teacher to lead the instruction and the other will observe to see specifically what these targeted students are doing during the learning activity. With additional data, the co-teachers will plan next steps to act on.
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Scenarios for the Co-teaching Approaches
Scenario 8
Students have finished reading the first four chapters of a non-fiction text, co-teachers decide it is time to check progress toward comprehension, character traits, and consider themes of the novel. Co-teachers divide the students into two heterogeneous groups. Co-teachers will facilitate group discussions pertaining to the relationship between two characters by using the same discussion questions they have developed.
(Adapted from Co-Teach! 2014 by Marilyn Friend)
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Scenarios for the Co-teaching ApproachesScenario 9
In an integrated social studies and language arts class, the current unit activity requires students to research a specific topic related to an overall issue and be prepared to discuss within a cooperative group. During rotations for the next three class periods, students are heterogeneously divided into three Groups. Co-teachers will divide instructional responsibilities by one planning and leading instruction for following the rules of collegial discussions, while the other co-teaching partner will conduct a lesson using a high yield strategy for drawing evidence from text to support research findings. During one rotation, students will be independently researching their assigned topic.
2
Co-Teaching Approaches Strengths & Drawbacks Co-Teaching Approach Strengths Drawbacks Our Classroom
When to Use/Not Use
One Teach, One Observe (Lead and Support) ____________________________________________
Station Teaching __________________________
Parallel Teaching ______________________
Alternative Teaching _______________________
Teaming - Speak & Add, Speak & Chart
_________________________
Referencing
__________________________
One Teach, One Assist (Shadow Teaching)
________________________
Skill Groups _____________________
(not on video)
Brief Discussion:Handout Packet, page 4:
Co-teaching Partners, place a star (*) by three Co-teaching Approaches you will like to first consider implementing.
Note: 100%
CO-TEACHING
PARTNERSHIP
It takes TWO!
Getting to Know Your Partner
Establish rapport
Identify your teaching styles
Discuss strengths and weaknesses
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Preparing to Co-Teach
Co-teaching Partners:
Compare strengths each bring to the partnership
How will the similarities shared contribute to the effectiveness of the co-teaching partnership?
How might their differences contribute to the effectiveness of the co-teaching partnership?
Marilyn Friend Inc. 2012
Co-Teaching Partnership
General Education Teacher
1. List at least one or more personal beliefs about instruction and learning.
2. List two strengths I believe I can bring to the co-teaching partnership.
Strategic Teacher
1. List at least one or more personal beliefs about instruction and learning.
2. List two strengths I believe I can bring to the co-teaching partnership.
Adapted from Marilyn Friend Inc. 2012
General EducationShared
Strategic Teacher
Marilyn Friend Inc. 2012
Blending ExpertiseHow are we similar?
How can these similarities contribute to the effectiveness of our co-teaching partnership?
How are we different?
How might these differences contribute to the effectiveness of our co-teaching partnership?
Marilyn Friend Inc. 2012
Blending Expertise
Review what you have documented that each of you bring to the partnership.
What are the areas that neither of you mentioned that could enhance your partnership’s instructional practices?
How could you work together to be sure that you include these areas into their shared instructional practices?
Marilyn Friend Inc. 2012
Each teacher brings expertise to the Co-teaching PartnershipEach Co-teaching Approach has its advantages and disadvantagesMultiple and varied approaches are recommended for any given co-teaching arrangementIt is recommended that a minimum of three approaches be utilized, to startChoice is based on the learning needs of students and co-teaching partnership
Pulling it all together
Directions: Begin discussion/planning:
“Preliminary Discussion Questions” a. Begin co-planning for implementation
Co-Teaching Approaches - Prioritize for initiating implementation: a. Determine how each approach could align with the content delivery, learning
strategies, and students you share
b. Choose a minimum of three approaches to where the percentages total near 100%; for example, Station Teaching (30%); Alternative Teaching (30%); Teaming (30%); and Lead and Support (10% ) for Co-planning
a. Develop a list of tasks and responsibilities necessary for joint implementation: I. Parity II. Processes III. Classroom Management
Pulling It All Together……
Next steps…..Begin preparations for Prior to school starting (next 30
days) by preparing for the class/students you will be sharing:
“Pulling It All Together,” and Preliminary Discussion Questions “Preparing to Co-Teach Checklist Co-Planning Steps I,II, and III” handouts Plan for Day /Week 1 by planning for introduction of partnership to our class students, parents Prepare to jointly teach classroom expectations Begin utilizing the chosen Co-teaching Approaches (Day
1)Please use the Plus/Delta chart weekly with your
students to reflect on Co-Teaching Approaches used within your classroom system
Next steps…..For the next 60 days by reflecting and refining Co-
Teaching Practices:
Reflect on Plans implemented for Start of School/30 Day Plan (PDSA)
Focus on “Preparing to Co-Teach Checklist - “Co-Instruction”
Begin preparing to jointly report student progress (ex. Parent Teacher Conferences)
“Please use the Plus/Delta chart weekly with your students to reflect on Co-Teaching Approaches used within your classroom system
Plus / Delta
Feedback for CT4GC
+