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Co Teaching as Best Practice in Student Teaching

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Research-Based Strategies for Increasing English Learner Academic Language and Literacy Development Research-Based Strategies for Increasing English Learner Academic ... – PowerPoint PPT presentation

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Title: Co Teaching as Best Practice in Student Teaching


1
Co Teaching asBest PracticeinStudent
Teaching
2
Coming together is a beginning. Keeping together
is progress. Working together is success.-
Henry Ford -
3
Co-Teaching
  • is defined as two teachers
  • (cooperating teacher and teacher candidate)
  • working together with groups of students -
    sharing the planning, organization, delivery and
    assessment of instruction, as well as the
    physical space.
  • Both teachers are actively involved and engaged
    in all aspects of instruction

4
Co-Teaching is an Attitude
An attitude of sharing the classroom and
students Co-Teachers must always be
thinking WERE BOTH TEACHING!
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What were some of the benefits to K-12 students?
9
Benefits to K-12 Students
  • 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)

10
Benefits to Teacher Candidates
  • Increase collaboration skills with cooperating
    teacher (84.4)
  • Deeper Understanding of the curriculum (78.6)
  • More opportunities to ask questions and reflect
    (78.6)

11
Benefits to Teacher Candidates
  • Improve classroom management skills (75.7)
  • Allow more teaching time (72.8)
  • Increase self-confidence(72.8)

12
Benefits to Cooperating Teachers
  • Develop better relationship with teacher
    candidate (89.2)
  • Reach more students, particularly those with high
    needs (86.8)
  • Host a candidate without giving up my classroom
    (85.6)

13
Benefits to Cooperating Teachers
  • Allow the TC to have a better experience than
    through a traditional model (81.9)
  • Enhance energy for teaching (78.3)
  • Experience professional growth (71.1)

14
Co-Teaching Strategies
  • One Teach, One Observe
  • One Teach, One Assist
  • Station Teaching
  • Parallel Teaching
  • Supplemental Teaching
  • Alternative (Differentiated) Teaching
  • Team Teaching

15
One Teach, One Observe
  • One teacher has primary instructional
    responsibility while the other gathers specific
    observational information on students or the
    (instructing) teacher.

16
One Teach, One Assist
  • One teacher has primary instructional
    responsibility while the other assists students
    with their work, monitors behaviors, or corrects
    assignments.

17
Station Teaching
  • The co-teaching pair divide the
  • instructional content into parts.
  • Each teacher instructs one of
  • the groups, groups then rotate
  • or spend a designated amount
  • of time at each station.

18
Example Nick had a unit on Statistics and
Sampling.

19
  • We set up four stations.

20
  • Students used number cubes to gather data for
    measures of central tendency.

21
  • There was a group that went to students on
    campus and used a survey for favorite Dr. Seuss
    book.

22
  • Another group had a vocab., definition, example
    match to complete with a partner.

23
  • The final group worked on writing questions for
    an unbiased questionnaire.

24
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.

25
Supplemental Teaching
  • 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.

26
Example
  • We decided to use this with four students who
    need a little boost and they will be working with
    the class, but their focus will be Nicks lesson
    stretch.  The concept we are teaching is
    Probability and we will be using this for the
    whole topic.  I am teaching and Nick is
    supplementing.  Three days of this have gone very
    well.

27
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.

28
Example
  • In a reading/writing activity for EL students
  • the instruction for the limited English speakers
    (Level 2) who can produce simple sentences would
    involve frontloading of the essential vocabulary,
    sentence frames provided by the teacher to shape
    the writing and a pre-drawn (connect the dots)
    graphic organizer visual to generate ideas for
    writing.
  • For the more fluent English speakers (Level 4)
    the teacher can read the story and use the
    Fishbone Graphic Organizer to organize and
    outline their thoughts for writing production.

29
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30
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 students
    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.

31
Hierarchy????
  • Team Teaching
  • Alternative or Differentiated
  • Teaching
  • Supplemental/Extended
  • Teaching
  • Parallel Teaching
  • Station Teaching
  • One Teach, One Assist
  • One Teach, One Observe

32
The Student Teaching Triad
Teacher Candidate
Cooperating Teacher
University Supervisor
Communication
What role does each person play?
33
  • Reflection
  • Think Pair Square
  • Describe how you would integrate these
    Co-Teaching strategies in your classroom.
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