co-teaching with aig

Heart to Heart:

Coteaching with the AIG and Regular Education

Teacher

Liz Fogarty

What is Co-Teaching?

Co-teaching is defined as two or more teachers working together with groups

of students. They share responsibility for planning, delivery, and assessment

of instruction, as well as the organization of the physical space.

Building better relationships

Communication/Collaboration

Co-Teaching/Co-Planning

Use expertise of clinical teacher

Best way to meet student needs

Active vs. Passive

Attitude

At the Heart of Co-Teaching…

+A Short Video on Co-Teaching

YouTube Video Created by: Paulina Genovese, Graduate Student

East Carolina University http://www.youtube.com/watch?v=qq5vMsA2_Kw

http://www.youtube.com/watch?v=qq5vMsA2_Kw

http://www.youtube.com/watch?v=qq5vMsA2_Kw

Co-Teaching is Sharing Responsibility

Students

Co-Teaching Strategies

One Teach, One Observe

One Teach, One Assist

Station Teaching

Parallel Teaching

Supplemental Teaching

Alternative or Differentiated

Teaching

Team Teaching

Short History of Co-Teaching

PL94-142 (Now IDEA) – Least Restrictive Environment

SPED and General ED teacher needed to work together

1995 – Cook and Friend – models of co-teaching

Kansas State (1999)

Virginia Consortium (2002)

St. Cloud State University (2003 – 2010)

Georgia State University, Kennesaw State University, Winthrop University, East Carolina University (2009 –

2014)

1-6 Reading Gains

• Woodcock Johnson III – Research Edition• Individually administered• Pre/Post test• Statistically significant gains in all four years

Woodcock Johnson III Research Edition

W Score GainsCo-Taught

Not Co-Taught

p

2004-200515.7

N=2219.9

N=99.001

2005-200624.4

N=22518.7

N=124.024

2006-200714.8

N=32211.8

N=172.010

2007-200819.6

N=24514.8

N=182.001

Copyright 2011, St. Cloud State University,Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

• Minnesota Comprehensive Assessment

• NCLB proficiency test for Minnesota

• Statistically significant findings in all four years

1-6 Reading Proficiency


MCA Reading Proficiency

Co-TaughtNot

Co-Taughtχ²

2004-200582.1%N=318

74.7% N=1035

.007

2005-200678.7%N=484

72.7% N=1757

.008

2006-200775.5%N=371

64.1%N=1964

< .001

2007-200880.8%N=261

61.4%N=2246

<.001


Woodcock Johnson III – Research Edition

Individually administered, pre/post test

Statistically significant gains in 2 of 4 years; positive trend in

each year

1-6 Math Gains

Woodcock Johnson III Research Edition

W Score GainsCo-Taught

Not Co-Taught p

2004-200517.2

N=22113.9N=99

.039

2005-200620.3

N=20617.4

N=143.075

2006-200714.3

N=31312.1

N=182.045

2007-200817.9

N=25016.0

N=177.089

1-6 Math Proficiency

Minnesota Comprehensive Assessment

NCLB Approved proficiency test for Minnesota Statistically significant findings in all four years

MCA MathProficiency

Co-TaughtNot

Co-Taughtχ²

2004-200582.3%N=317

75.3%N=1032

.009

2005-200668.9%N=524

64.1%N=1831

.041

2006-200769.0%N=364

61.5%N=1984

.007

2007-200874.5%N=314

59.9%N=2217

<.001


Type of Classroom

Reading Proficiency


0

20

40

60

80

100

Co-TeachingCandidate

(N=318)

One Teacher(N=934)

Non Co-TeachingCandidate

(N=101)

82.175.7

65.3

Pe

rce

nt

of

Stu

de

nts

MCA Reading Proficiency2004-2005

0

20

40

60

80

100


(N=484)

OneTeacher(N=1597)


78.7 73.5

65.0

Pe

rce

nt

of

Stu

de

nts


χ² (2 df, N=1353) = 12.79, p = .002 χ² (2 df, N=2241) = 12.54, p = 002

0

Pe

rce

nt

of

Stu

de

nts


Type of Classroom

Reading Proficiency


Insufficient Datato Analyze

0

20

40

60

80

100


(N=261)

One Teacher(N=1977)


(N=269)

80.8

61.4 62.1

Perc

en

t o

f S

tud

en

ts


χ² (2 df, N=2507) = 38.01, p <.001

Type of Classroom

Math Proficiency


0

20

40

60

80

100

Co-TeachingCandidate(N=317)

One Teacher(N=927)

Non Co-TeachingCandidate(N=105)

82.3

75.870.5

Pe

rce

nt

of

Stu

de

nts

MCA Math Proficiency2004-2005

0

20

40

60

80

100


One Teacher(N=1660)


68.964.7

57.9

Pe

rce

nt

of

Stu

de

nts


χ² (2 df, N=2355) = 7.35, p=.025χ² (2 df, N=1349) = 8.31, p=.016

Type of Classroom

Math Proficiency


0

Pe

rce

nt

of

Stu

de

nts


Insufficient Datato Analyze

0

20

40

60

80

100


OneTeacher(N=1939)


74.5

59.562.6

Pe

rcen

t o

f S

tud

en

ts


χ² (2 df, N=1939) = 26.04, p <.001

Cumulative Data 2004-2008

(N=1,686)

4

43.1

45

46.1

50.9

51.2

60.3

65.8

66.4

68.9

79.7

0 10 20 30 40 50 60 70 80 90 100

No Benefits

More in-depth knowledge

Better discussions

More energy between teachers

Assignments graded & returned faster

More creative lessons

Teachers build off each other

Get 2 perspectives

More indiv attention

Different styles of teaching

More help with questions

Percent of Responses


7-12 Survey

Drawbacks of Co-Teaching


7.1%

8.3%

8.8%

11.6%

13.0%

13.5%

18.8%

0.0% 25.0% 50.0% 75.0% 100.0%

Less material covered

Candidate too dependent

Teachers interrupt each other

Contradicting information

Grading Issues

Confusing who to go to

Confusing with 2 explanations

Percent of Responses

Cumulative Data 2004-2008N=1,686

Co-Teaching is an Attitude

Co-Teaching is an attitude of sharing

the classroom and the students!

Co-Teachers must always be thinking…

WE’RE

BOTH

TEACHING!!

Co-Teaching Strategies



Station Teaching

Parallel Teaching


Alternative (Differentiated) Teaching

Team Teaching


One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher.


Examples Non-examples

One teaches, one observes students for understanding of directions.

One teaches, one tracks behavior of specific student.

One teaches, one watches the lesson.

One teaches, one cuts out pictures for the bulletin board.

Advantages

Provides observation or data collection

Provides additional disciplinarian when needed


One teacher has primary instructional responsibility while the other assists students’ with their work, monitors behaviors, or corrects assignments.



One teaches, one becomes the “voice” for students who are having difficulty understanding.

One teaches, one driftsamong students checking student work.

One teaches, one puts up the bulletin board while watching the lesson and students.

One teaches, one pulls two students to the side for remedial work.

Advantages

Provides assistance to students needing additional information or clarification

Provides feedback to students on their work

Provides additional disciplinarian when needed

Station Teaching

Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station.

The co-teaching pair divide the instructional content into parts.

Station Teaching


One station allows students to play a money math game, another is a mock store where students purchase items and make change.

Both teachers are teaching the same concept/skill in the same way with two small groups.

One teacher works with class, another tutors two students.

Advantages

Provides active learning format

Increases response rate

Encourages cooperation and independence

Increases small-group attention

Allows strategic grouping

Parallel Teaching

In this approach, each teacher instructs half the students.

The two teachers are addressing the same instructional material using the same teaching strategies.

Parallel Teaching


Students are divided into mixed ability groups, both teachers lead a question/answer discussion on a specific current event and the impact it has on the economy.

Students are divided into two groups, teaching responsibilities and tasks are divided between two teachers.

Students are divided byability, both teachers teach a concept or skill using different teaching strategies.

Advantages

Provides effective review format

Encourages student responses

Reduces pupil-teacher ratio for group instruction/review


This strategy allows one

teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials extended or remediated.



One works with most of the students on proofreading their stories, the other pulls five students for a remedial lesson on punctuation.

One teaches a lesson on the Sit-Ins, the other pulls a group of three to help research on the computer the men involved in the Greensboro Sit-In and then report to the whole class.

One teaches a small group a remedial lesson on fractions,while the other brings the rest of the class outside for recess.

One’s person’s ideas prevail regarding what will be taught and how it will be taught.

Advantages

Provides additional support for struggling students

Facilitates enrichment opportunities

Offers absent students “catch up” time

Offers time to develop missing skills

Keeps individuals and the class on pace

Alternative or Differentiated

Teaching

Alternative teaching strategies

provide two different approaches to teaching the same information.

The learning outcome is the same for all students however the avenue for getting there is different.

Alternative or Differentiated Teaching


One leads a group in predicting prior to reading by doing a picture walk, the other has the same outcome with her group, where students predict by connecting items pulled from a bag with the story.

One teaches fractions by dividing chocolate bars, the other has students using M&Ms to calculate their fractions.

Both teachers use the same strategy with two groups of students

Advantages

Offers more individualized learning

Different learning styles can be considered in planning of activities

Provides possibility for more hands-on activities

Team Teaching

Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority.

Both teachers are actively involved in the lesson.

From a student’s perspective, there is no clearly defined leader, as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.

Team Teaching


Both teachers share the

reading of a story or

poem so students hear

two voices.

Both teachers conduct a

demonstration in

science, modeling

proper use of materials

and how to follow

directions.

Both teachers facilitate a review game where one reads all of the questions and the other monitors student behavior.

One teacher teaches one subject followed by another who teaches a different subject.

Advantages

Promotes role and content sharing

Facilitates appropriate academic, social, and help-seeking behaviors

Teaches question asking

Provides clarification (concepts, rules, vocabulary, etc.)

What Co-Teaching Might Look Like in

the Classroom

Benefits to K-12 Students

Focus Groups (N=546)

Increased student engaged time

Able to work in smaller groups

Receive more individual attention

Get questions answered faster

Get papers and grades back faster

Students behave better

Fewer class disruptions (for passing out papers, having projects checked, other housekeeping tasks)


Co-Planning

During Co-Planning Teachers will Work Together to Determine:

• What content to teach

• What co-teaching strategies to use and when

• Who will lead different parts of the lesson

• How to assess student learning

• The materials and resources needed for the lesson

Why Co-Teaching?Co-teaching provides an excellent experience

for interns, Clinical Teachers, and P-12 Students.

Interns

• Deeper understanding of curriculum through co-planning

• Increased confidence sooner during internship

• Improved classroom management skills

• Increased teaching time

• More opportunities to ask questions

Clinical Teachers

• Time to provide consistent mentoring of interns

• Host interns without giving up their classroom

• Able to reach more students through small group work

• Better relationship with their intern

Students

• Enhanced quality of learning for P-12 students

• Receive more individual attention through work in smaller groups

• Get questions answered faster and work back sooner

• Better behavior/fewer disruptions

Baby Boomers’ Cultural Icons:

Captain Kangaroo Romper RoomThe peace sign

Fall out sheltersThe Laugh-In Show

Hula hoopsBell bottom pants

The Ed Sullivan Show

Generation X’s Cultural Icons:

The Brady BunchCabbage Patch Kids

Microwave OvensSesame Street

JawsPet Rocks

MTVIzod Shirts

The SimpsonsET

Millennials’ Cultural Icons:

BarneyCell phones

PokemonMichael Jordan

The InternetBeanie Babies

Bill GatesThe X Games

Princess DianaThe Teenage Mutant Ninja Turtles

Stages of Teacher Development

Beginning teachers have legitimate learning needs that cannot

be grasped in advance or outside of the context of teaching.Sharon Feiman-Nemser in “What New Teachers Need to Learn”

Educational Leadership

Three developmental levels

of teacher concerns:

1. Survival

2. Task

3. Impact Frances Fuller (1969)

Survival StageThe New Teacher

Focus on Self

Asking questions like…

• How am I doing?

• Will the students like me?

• Can I handle discipline

problems?

• Will I make it?

• Do others approve of my

performance?

New Teacher Concerns…

Concerns with Survival

include…

• classroom management

• mastery of content

• supervisor evaluations

• demands and limitations

of teaching

• learning to transfer their

own learning to a

classroom teaching

situation

• not knowing how to

respond to students’ needs

Stress level is high

The Clinical Teacher

Coaching Strategies

• focused observation

• provide very specific

things to work on

• demonstrations of wanted

practices – model the

teaching you want in them

• review data about

performance – provide

them with evidence

• recommended practice

Encourage them often

Survival Stage

Task StageThe New Teacher

Focus on performance


• Am I prepared for the

lesson?

• Have I chosen the right

strategy?

• Is there a better way?

• Will I get finished?

• Will I have time left over?

• How can I improve this?

Coaching

Example questions to ask …

• What did you notice about

how the students

responded to the lesson?

• What do the students need

to know next?

• What assessment method

will you use to determine

the effectiveness of the

lesson?


Coaching Strategies

• Assist by organizing

materials and providing

planning ideas

• Ask questions to help the

intern move to the next

stage

•Provide time management

suggestions

Keep encouraging them

Task Stage

Impact Stage

The New Teacher

Change in focus…

As confidence in teaching

grows, the intern moves

from a strong focus on

themselves and their

teaching to a focus on

instructional decisions

and student learning.


Coaching Strategies

• Use reflective questioning

• Peer dialogue

The New Tacher


• Are students learning?

• Are the students bored?

• Are the students

motivated?

• Am I reaching everyone?

• Is the content

appropriate for the

students?

• How can I raise

achievement levels?

Impact Stage

Implementing Co-Teaching

One Teach,

One Assist

Team Teaching

Station Teaching

Parallel Teaching

Creating an Environment for Co-Teaching

Sharing Planning

The Intern and Clinical Teacher will share:

What content to teach

What co-teaching strategies to use

Who will lead different parts of the lesson

How to assess student learning

Materials and resources

Sharing InstructionWhile Co-Teaching, the Regular Ed

Teacher and the AIG Teacher will:

Share leadership in the classroom

Work with all students

Use a variety of co-teaching strategies

Be seen as equal partners

Manage the classroom together

Make changes as needed during a lesson

Sharing AssessmentWhile Co-Assessing, the Intern, and

Clinical Teacher will:

Both participate in the assessment of students

Share the workload of daily grading

Provide formative and summative assessment

for students

Jointly determine grades

Welcome to Co-Teaching

Graphics and photos obtained from Google Images

Dr. Liz Fogarty [email protected]

East Carolina University

mailto:[email protected]

co-teaching with aig

Education

cloud state university

teaching strategies

georgia state university

kennesaw state university

winthrop university

teachingkansas state

general ed teacher

heart of