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Making Co-Teaching Work:

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Title: Making Co-Teaching Work:


1
Making Co-Teaching Work
  • Thriving or Surviving?
  • Patricia Hartwig, Ph.D.
  • Model Schools Conference June 2010

2
So whos here today?
  • General education teachers?
  • Special Education teachers?
  • Elementary teachers?
  • Middle School teachers? High School?
  • Presently co-teaching?
  • Thinking about co-teaching?

3
Why Co-Teach?
  • It may be your districts policy.
  • It is the law to have students in the Least
    Restrictive Environment possible.
  • Its good for kids.
  • Its good for teachers.

4
What is Co-Teaching?
  • Co-teaching is two or more people sharing
    responsibility for some or all of the students in
    a classroom.
  • Co-teachers can be general and/or special
    education teachers, sometimes paraprofessionals
    and peers.

5
Looking at Co-Teaching as a marriage?

6
Co-Teaching is like marriage because...
  • It can be a love match or an arranged marriage.
  • It can be marriage of convenience.
  • It can be a mixed marriage
  • Its not always 5050
  • It takes time to develop a relationship
  • You may need a marriage counselor
  • from time to time

7
Essential Question
  • Will you and your co-teacher live happily ever
    after?

8
Choose Your Co-Teaching Career Path
  • Success?
  • Failure?

9
Some professional advice from
eHarmony.com
How do people find great
relationships?
10
Stages of a Relationship
  • Work on your own strengths first
  • Search for candidates potential
  • Assess their strengths
  • Make choices begin to bond
  • See what happens good and bad
  • Find things to respect, admire
  • Get engaged decide the pieces are in place
  • Grow old take the buy-out and retire together!

11
Challenges to Co-teaching
  • Masters of Content
  • VS.
  • Masters of Access

12
The Masters of Content
  • Teachers who have specialized in a content area
  • Who have a passion for their subject
  • Who have deep knowledge of their subject
  • Who use vocabulary outsiders dont understand!

13
The Masters of Access
  • Special Education teachers, reading and
    speech/language specialists, ELL teachers
  • Who know how to differentiate instruction
  • Who know how to diagnose student needs and
    increase their participation
  • Who are f-l-e-x-i-b-l-e!

14
The advantages of co-teaching
  • Two heads are better than one.

15
How can we make this work for all students?
Both partners bring their best to the
classroom
  • Content experts clarify what absolutely must be
    understood.
  • Access experts scaffold the students to
    understanding.

16
Lets take a closer look at Co-Teaching

Excerpts from A Guide to Co-Teaching by Richard
Villa, Jacqueline Thousand and Ann Nevin
17
The Four Main Versions of Co-Teaching
  • Team Teaching
  • Complementary Teaching
  • Parallel Teaching
  • Supportive Co-teaching

18
Lets visit 4 different co-taught classrooms
  • Watch Steven and Stephanie in all four

    classroom types.
  • What do you see in each type of co-taught
    classroom?
  • What do you hear?
  • 3. Which teacher does which jobs?

19
Other Versions of Teaching Together
  • Both teachers teach a whole class lesson and
    both monitor student work.
  • 1. Tag-team (turn teaching)
  • Teachers take turn teaching so that one
    is on and one is off. The
  • off teacher monitors student work.
  • 2. Speak and Chart
  • One teacher presents information while
    the other charts or records
  • key points and/or student responses
    to aid student learning.
  • 3. Duet teaching
  • Both teachers teach the same lesson to
    the same group of
  • students simultaneously. They
    alternate brief ideas, give
  • examples, and even complete each
    others sentences.

20
The Key Alternating between models
21
Putting co-teaching into practice Troubleshootin
g
  • Plan! Theres no substitute for pre-planning.
  • Work out team routines ahead of time.
  • Decide to resolve conflicts by communicating
  • privately respectfully immediately
    directly
  • Regroup at the end of the day.
  • Dont overstep your agreed-upon boundaries.

22
One of the biggest obstacles Parity
  • Do students perceive that the co-teachers are
    truly partners?
  • e.g. both teachers' names are on the door
    report cards
  • both have space for personal belongings
    in room
  • both teachers work with all students
  • both talk approximately equally
    during the lesson

23
There is often a language barrier
between co-teachers
The Tower of Babel
  • Differentiation vs. Standards
  • Accommodations vs. Content Mastery
  • Modifications vs. Graduation Requirements

24
Differentiation so that all students learn
  • Another way of describing good teaching
  • Differentiation is a teachers reacting
    responsibly to a learners needs. (Carol
    Tomlinson)
  • It refers to the proactive use of a wide
    repertoire of curricular and instructional
    approaches which are consistently used with
    students with diverse needs, abilities,
    strengths, experiences, and interests in order to
    best support their learning. (R. Kronberg)

25
Most special ed students will access the general
education curriculum with accommodations
  • If the academic content and learning expectations
    remain the same as for general ed peers, you are
    making accommodations.
  • Accommodations are intended to lessen the impact
    of the students disability.
  • Typical examples include
  • changing the presentation of information to the
    student
  • changing the students options for responding
  • increasing time limits or providing more breaks
  • changing the setting

26
Some special ed students require a modified
curriculum
  • Did you change the students grade level academic
    content?
  • If yes, this is a modification to general
    education standards.
  • If the content has been changed, then an
    alternate assessment must be used.

27
Identifying teacher essentials
  • Two teachers put their ideas together on whats
    essential
  • Rules
  • Procedures
  • Positive Behavior Support
  • And

28
Identifying Content Essentials
29
Identifying Grading Essentials
  • Worst case scenarios
  • Twas the night before grades are due and Okay,
    Okay. You grade your kids Ill grade mine.
  • Or Ill grade on effort you can grade on
    content.
  • Or

30
The best of grading
  • Lets have clearly established content
    criteria in advance lets have flexibility in
    demonstrating knowledge and proficiency.
  • Examples
  • Rubrics
  • Alternative Assessments
  • Authentic Assessments

31
Identifying helpful scaffolds helping students
organize information
  • Marzanos nine instructional practices that
    improve student performance
  • Use of graphic organizers to organize information
  • Modeling the product for students the graduated
    release of responsibility model think alouds

32
How do we know if we are really co-teaching?
  • We agreed as partners to achieve at least one
    common agreed-on goal.
  • We believe that each partner has unique and
    needed experience.
  • We alternate in the role of expert and learner.
  • We model and cooperate how we learn from each
    other and interact with each other.

33
Tips for Co-Teaching
  • Prepare kids and parents.
  • Intermix special and general ed students
    everyone is ours.
  • 3. Create planning time cell phones, e-mail,
    lunch, anything that works.
  • 4. Set up classroom routines and roles have
    a master binder.
  • Keep track of IEP requirements.
  • Keep tuning up your partnership

34
Revisit your relationship with your co-teacher
  • Work on your own strengths first
  • Search for co-teachers strengths
  • Make choices begin to bond
  • Try it out See what happens- good and bad
  • Find things to respect, admire about your partner
  • Commit Get engaged (decide enough pieces are in
    place)
  • Grow old and retire together!

35
At the end of the day
  • (Co-teaching) is about two good teachers
    trying to do the best job possible that day for
    those students.
  • Kathleen Ellis, Special Education teacher

36
The Power of Two
  • "The teacher is one who makes two ideas grow
    where only one grew before." Elbert Hubbard

37
So how will you and your co-teacher live ever
after?
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