Co-TeachingCo-Teaching

Whittney SmithWhittney Smith

Adelphi University Adelphi University

Effective PracticesEffective Practices Co-Teaching ModelCo-Teaching Model

– Specialized support within the Specialized support within the heterogeneous, general education classheterogeneous, general education class

– Special education and general education Special education and general education teachers meet, plan, and teach togetherteachers meet, plan, and teach together

– Adaptations in materials, methodology, Adaptations in materials, methodology, presentation, and strategypresentation, and strategy

– Benefits students with disabilities, at-risk Benefits students with disabilities, at-risk students, and higher functioning students students, and higher functioning students simultaneously simultaneously

Six Examples of Cooperative Six Examples of Cooperative TeachingTeaching

Content Area Specialist – ObserverContent Area Specialist – Observer Content Area Specialist – FloaterContent Area Specialist – Floater Parallel TeachingParallel Teaching Station ApproachStation Approach Large Group – Small GroupLarge Group – Small Group Tag – Team TeachingTag – Team Teaching

Content Area Specialist - Content Area Specialist - ObserverObserver

Content Area Specialist presents material Content Area Specialist presents material to classto class

Special Educator makes purposeful Special Educator makes purposeful observations about a student or group of observations about a student or group of studentsstudents

Criteria is determined before-hand and Criteria is determined before-hand and discussed afterdiscussed after

Roles can be reversedRoles can be reversed

Content Area Specialist – Content Area Specialist – Floater Floater

Most frequently used co-teaching styleMost frequently used co-teaching style Content Area teacher delivers the material Content Area teacher delivers the material

while the special educator floats around the while the special educator floats around the room addressing individual needsroom addressing individual needs

Special educator also clarifies directions, Special educator also clarifies directions, asks questions, and facilitates the lessonasks questions, and facilitates the lesson

Roles can be reversedRoles can be reversed

Parallel TeachingParallel Teaching

Both teachers are presenting the material Both teachers are presenting the material simultaneously to a group of studentssimultaneously to a group of students

The groups can be divided either The groups can be divided either heterogeneously or homogeneouslyheterogeneously or homogeneously

This allows for a smaller student to This allows for a smaller student to teacher ratio and more individualized teacher ratio and more individualized attentionattention

Station ApproachStation Approach

A signal is needed to divide class timeA signal is needed to divide class time Each teacher is presenting a different Each teacher is presenting a different

portion of content material to a different portion of content material to a different groupgroup

At the signal, the groups switchAt the signal, the groups switch

Large Group – Small GroupLarge Group – Small Group

Either teacher can take either role (one Either teacher can take either role (one leads the small group and one the large)leads the small group and one the large)

These groups could be divided These groups could be divided homogeneously and one could leave the homogeneously and one could leave the roomroom

This may be beneficial if the content This may be beneficial if the content needs many adaptations or needs many adaptations or accommodations to meet the needs of the accommodations to meet the needs of the students with learning disabilitiesstudents with learning disabilities

Tag – Team TeachingTag – Team Teaching

This approach needs ample planning in This approach needs ample planning in order to be successfulorder to be successful

Models cooperation and teamwork within Models cooperation and teamwork within the classthe class

Each co-teacher will take over the lesson at Each co-teacher will take over the lesson at different timesdifferent times

Both voices are heard throughout the lessonBoth voices are heard throughout the lesson

Roles and Roles and Responsibilities in Responsibilities in

Co-TeachingCo-Teaching

Responsibilities of Inclusion Responsibilities of Inclusion Team MembersTeam Members

Plan CurriculumPlan Curriculum Adapt InstructionAdapt Instruction Deliver InstructionDeliver Instruction Assess Student ProgressAssess Student Progress Grade / EvaluateGrade / Evaluate Keep RecordsKeep Records Parent CommunicationParent Communication Create / Adapt MaterialsCreate / Adapt Materials Develop Instructional Develop Instructional

StrategiesStrategies

Facilitate Test Facilitate Test ModificationModification

Re-Teach / Reinforce Re-Teach / Reinforce LessonsLessons

Provide Emotional Provide Emotional SupportSupport

Create I.E.P.Create I.E.P. Implement I.E.P.Implement I.E.P. Create Behavior Create Behavior

Modification PlanModification Plan Implement Behavior Implement Behavior

Modification PlanModification Plan

Content Area Specialist

Special Educator Teaching Assistant Teacher Aide

Instructional StrategiesInstructional Strategies

Inclusion Classroom StrategiesInclusion Classroom Strategies

Course Outline / Unit Assignment GuideCourse Outline / Unit Assignment Guide Stick to a routine throughout the yearStick to a routine throughout the year Require students to use a three-ring Require students to use a three-ring

binder; make sure all handouts are hole-binder; make sure all handouts are hole-punchedpunched

Distribute inclusion students evenly in Distribute inclusion students evenly in classesclasses

Refrain from confronting students in Refrain from confronting students in front of the classfront of the class

Inclusion Classroom StrategiesInclusion Classroom Strategies

Be sure teachers and TA’s have copies of Be sure teachers and TA’s have copies of test modifications (Chapter 408)test modifications (Chapter 408)

Conduct notebook checks regularlyConduct notebook checks regularly Use graphic organizersUse graphic organizers Develop an interactive study guideDevelop an interactive study guide Assign critical vocabulary words and Assign critical vocabulary words and

concepts at the beginning of a unitconcepts at the beginning of a unit Write notes on board from left to rightWrite notes on board from left to right

Inclusion Classroom StrategiesInclusion Classroom Strategies

Survey the class before erasing notesSurvey the class before erasing notes Use an outline formatUse an outline format Write homework assignments Write homework assignments

consistently in the same place or utilize a consistently in the same place or utilize a weekly assignment sheetweekly assignment sheet

Provide review guides for examsProvide review guides for exams

Support Strategies for Support Strategies for Inclusion ClassroomsInclusion Classrooms

ArrangementsArrangements

Cooperative Cooperative Learning GroupsLearning Groups

Paired Reading / Paired Reading / WritingWriting

Reduced seat timeReduced seat time Specific seating Specific seating

arrangementarrangement Specific Behavior Specific Behavior

Plan/CuesPlan/Cues

Materials / EquipmentMaterials / Equipment

Books on tapeBooks on tape Videos, SoftwareVideos, Software Recorders (Ipods, Recorders (Ipods,

etc.)etc.) Communication aidsCommunication aids Computers / laptops Computers / laptops

(Neo)(Neo) CalculatorsCalculators

Curriculum AidsCurriculum Aids

Study GuidesStudy Guides Vocabulary ListsVocabulary Lists Main Idea Main Idea

SummariesSummaries Writing Process AidsWriting Process Aids Pre-Written NotesPre-Written Notes Graphic OrganizersGraphic Organizers

Learning LogsLearning Logs Organizational AidsOrganizational Aids Skeletal OutlinesSkeletal Outlines Highlight Reading Highlight Reading

MaterialsMaterials Multi-sensory Multi-sensory

PresentationsPresentations

Individualized SupportIndividualized Support

Facilitation (communication, movement, Facilitation (communication, movement, thinking)thinking)

Shortened / Modified AssignmentsShortened / Modified Assignments Oral TestsOral Tests Open Notebook TestsOpen Notebook Tests Re-word, Re-phrase Instructions/QuestionsRe-word, Re-phrase Instructions/Questions Picture CuesPicture Cues Multiple IntelligencesMultiple Intelligences

Parent InvolvementParent Involvement

What parents want…What parents want…

CommunicationCommunication– Parent open house meetingsParent open house meetings– Parent newslettersParent newsletters– Notes in the student’s plannerNotes in the student’s planner– Parent handbooksParent handbooks

Clear and concise homework assignmentsClear and concise homework assignments A “bag of tricks” to use at homeA “bag of tricks” to use at home Us to know their child’s learning style Us to know their child’s learning style

and I.E.Pand I.E.P

Evaluate the Inclusion Evaluate the Inclusion ModelModel

Student, teacher, parent questionnairesStudent, teacher, parent questionnaires ELA and Math Assessments (6ELA and Math Assessments (6thth, 7, 7thth, & 8, & 8thth

Grades)Grades) Social Studies and Science (8Social Studies and Science (8thth grade) grade) Continued collaboration and reflective Continued collaboration and reflective

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