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Co-taught Co-taught Collaborative ClassesCollaborative Classes
Elaine Neugebauer, PaTTAN Pittsburgh
Marianne Trachok, Pittsburgh Public Schools
ObjectivesObjectives
Review effective strategies to incorporate Standards Aligned System
Understand how co-taught lessons differ from solo-taught lessons
Explore methods for co-teachers to plan lessons
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Why are we co-teaching?
Why a special educator and a general educator?Why a special educator and a general educator?
One foot in
One foot in
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What are you seeing in your co-taught classes? In what ways is it different than a solo taught course?
Brashear Peabody
South Hillsand
Martin Luther King
West Libertyand
Manchester
What do you look for in a co-taught class?I. The Basics: Meaningful Roles for Each Teacher
1. Can the role of each teacher be defined at any given point in the lesson? 2. Is each role meaningful? Does each role enhance the learning process? 3. Do the teachers vary their roles during the course of the lesson? 4. Is each teacher well suited to the role(s) he or she is assuming? 5. Are both teachers comfortable with process AND content? 6. Is the special education teacher working with all students?
What do you look for in a co-taught class?II. Strategies to Promote Success for ALL Students
1. What evidence is there that teachers engaged in co-planning the lesson? 2. Are the teachers focusing on process as well as content? Are they reinforcing important skills? 3. Are directions clear? 4. What strategies/modifications are being employed to assist struggling students? 5. What adaptations were made to materials in order to help struggling students complete tasks? 6. What strategies are being used to actively engage students? 7. How are students being grouped? Does it fit the task? Is it purposeful? 8. What reinforcement strategies are being employed?
What do you look for in a co-taught class?III. Evidence of Success
1. Are struggling students answering/asking questions?
2. Are students engaged in meaningful work throughout the period?
3. How are teachers assessing the learning of each student?
4. What evidence is there that all students have been appropriately challenged?
Co-teaching is all about the needs of students . . .
LanguageOral communication Listening Comprehension
ReadingDecoding
Comprehension
WritingMechanics
Content
MathComputation
Application
Learning efficiency: strategy / rate / flexibility
Attention Memory Linguistic Processing Social Cognition
Organization Perception Meta cognition
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Learning Disabilities Sensory impairments
Intellectual/Developmental Disorders Emotional/Behavioral
Disorders Attention/Deficit Disorder Oppositional/Defiant Disorder
Obsessive/Compulsive Disorder Cultural Diversities
Assignment: Federalists and Anti-Federalists Review the lesson Rate the level of difficulty of the task for
students in the class State strategies to address diverse learners
in the classroom
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Directions: Rate the level of difficulty of this task for the following students in the class and state what you would typically do in this situation.
Student characteristics Level of difficulty of the taskDifficult Easy5 4 3 2 1 What might you do in a
co- teaching class to address the content of the task
considering the student’s characteristics1.
Typically achieving student who is on grade level for reading and writing, is motivated, and has good cognitive skills. 5 4 3 2 1
Student who reads veryslowly, word by word, has difficulty deciphering unknown words, and skipsover long words. 5 4 3 2 1
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Directions: Rate the level of difficulty of this task for the following students in the class and state what you would typically do in this situation.Student characteristics Level of difficulty of the task
Difficult Easy5 4 3 2 1 What might you do in a
co- teaching class to address the content of the task
considering the student’s characteristics1.
Student who has difficulty making connections and comprehending reading materials. 5 4 3 2 1
Student who has difficultywith the mechanics of writing including sentence structure, spelling, and handwriting. 5 4 3 2 1
Student who has difficulty organizing thoughts and information. Written work is very short and incomplete with little idea development. 5 4 3 2 1
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Directions: Rate the level of difficulty of this task for the following students in the class and state what you would typically do in this situation.Student characteristics Level of difficulty of the task
Difficult Easy5 4 3 2 1 What might you do in a co-teaching class to address the content of the task considering the student’s characteristics.
Student who is a very concrete thinker. Is able toremember facts but doesn’t understand the big ideas. 5 4 3 2 1
Student who has difficulty processing information when it is given orally, such as a lecture format. 5 4 3 2 1
Student who has difficultyattending to tasks. Slow to start work and often hands in incomplete assignments. 5 4 3 2 1
Student who has difficulty remembering information. Each lesson seems to be a“first” lesson on the topic. 5 4 3 2 1
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Planning Guide
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TASKS CHALLENGES
Instructional element strategy/adaptations
Co-teaching model
ASSESSM
ENT &
REFLEC
TION
Stud
ent n
eeds
Big Ideas
Primed Background Knowledge
Conspicuous Strategies
Judicious Review
Mediated Scaffolding
Parallel
Station
Alternative
Team
1 teach/1support
US HistoryThe Making of a
Government
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ReadSummarizeCompare/contrast sides
CURRICULUM CHALLENGES
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Time Task Sped Gened Comments
Lead Watch Observe Graze Poke & Prod Land (<1min) Target (>1 min) Clerical Directions Highlight
Parallel (2grp) Station (>2grp) Alternate(1lg grp, 1 sm group) Team (both =participating)
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TASKS CHALLENGES
Instructional element strategy/adaptations
Co-teaching model
CURRICULUM CHALLENGES
ASSESSM
ENT &
REFLEC
TION
Stud
ent n
eeds
Big Ideas
Primed Background Knowledge
Conspicuous Strategies
Judicious Review
Mediated Scaffolding
Parallel
Station
Alternative
Team
1 teach/1support
Egypt
•Lots of new vocab
•Far off place and different time – not connected to student life
•Need to compare to other cultures and countries
•Understand important obj that represent student
•Follow and understand reading
•Understand pix
•Interpret questions and select correct ans (3 ? Are higher order)
Think & write
Read
Answer questions
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How do you keep track of the roles you play in the co taught classroom?Date One teach,
one supportParallel Station Alternative Team
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Time Task Sped Gened Comments
9:05
9:20
9:35
Do Now: Write down 5 things that you could show to someone who didn’t know you that would let them know something about you.
Discuss
Read: 3 paragraphs on how some artifacts from Egypt were recently discovered.
Analyze: 4 pictures including a political cartoon.
Respond: 6 questions on reading.
Discussion of answers
Graze
Land
Highlight
Lead (read)
Land
Watch
Lead
Clerical
Lead
Lead
(read)
Grazed
Lead
Lead Watch Observe Graze Poke & Prod Land (<1min) Target (>1 min) Clerical Directions Highlight
Parallel (2grp) Station (>2grp) Alternate(1lg grp, 1 sm group) Team (both =participating)
Would 2 groups work?
Would stations work? 1 ind Do Now; 1 reading,
1 pictures?
RAP?
Alt group?
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Culture Artifacts
shelter
food
interests
Family life
Me Egypt
Essential Element: Big Idea
shelter
food
interests
Family life
shelter
food
interests
Family life
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RAP strategy
Read the paragraph
Ask yourself – Who or What is this
paragraph about?
Put the main ideas into your own words What does it tell me about
______? It tells me…….
Paraphrase the paragraph In your own words make up
a sentence (not more than about 10-12 words) about the paragraph (Kansas has a whole list of criteria – scored, progress monitored)
Essential Element: Conspicuous Strategy
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What Co-teaching Models are you using in the classroom?
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
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Top 10 strategies to consider for successful co-teaching
10. Educate co-teachers on how to co-teach
9. Have co-teaching conversations
8. Focus on students
7. Don’t forget IEP goals in general ed setting
6. Have teachers keep track of the roles they play
5. Support parity
4. Attend to logistics
3. Consider co-observing
2. Expect co-teachers to actually co-teach
1. Celebrate the success of students who have been taught well by co-teachers
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Task
English/Lang arts
Roles Adaptations Strategies
Explanation of the weekend homework which is part of an assignment due at the end of the following week
Review test
(Round Table Conversation)
Read Chapter ____ (teacher and students take parts)
Students answer question sheet on portion of chapter just read
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Task
Social Studies
Roles Adaptations Strategies
HW collection and
Do Now:
Interpret political cartoon
Discussion of political cartoon
Read and answer questions to
Doc #1& Doc #2 (students could pair up if wanted)
Discussion of Doc #1 & Doc #2 ; teacher writes main points on board
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Task
Math
Roles Adaptations Strategies
Reviewed HW
Gave answers then went over problems that students had difficulties with
Students worked on assigned problems on review sheet
Reviewed answers
Remaining problems to be done for homework
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Task
Science
Roles Adaptations Strategies
Do Now:
Compare and Contrast 2 different kinds of cells
Lecture on cells
Go through chapter and write down highlighted vocabulary; look up definitions in glossary.
Discussion of important vocabulary
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Task
English/Lang Arts
Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages.
With teacher students go over paragraphs of fairy tales that have errors and students pick out errors.
Students start to make their own fairy tale.
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Task
Primary
Roles Adaptations Strategies
Students and teacher go through their morning meeting – weather graph, attendance, days schedule.
Teacher reads a story and periodically asks students to pick out facts.
Students read short passages and have to underline facts.
Reference for the Coteaching strategiesand Power Point Presentation Wilson, G. L. (2005). This doesn’t
look familiar! A supervisor’s guide for observing co-teachers. Intervention in School & Clinic, 40(5), 271-275.
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Future professional development Saturday, April 17 Tuesday, April 20
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