Co-Teaching

Co-TeachingPresented by Region 4

Kirsten Omelan and Jackie NowlinCo-Facilitators

Agenda12:30 1:50 - training7-10 minute break2:00 3:30 - training

Norms:E.F. HuttonArethaLas VegasThen and NowEngage Part 1

Engage Part 15 minutes3Teaching/LearningThenLimited student diversityLectureSit and getOne size fits allLabsLab partner/groupAssessmentsTests QuizzesIndividual projects

NowIncreased student diversityDiversified instructionHands-on/Minds-on Student-centered learning opportunitiesCollaborative groupingTechnologyAssessmentDiverse formativeStandardized summative

Ask participants to share observations about video and how that relates to their job as co-teachers4So what do we as co-teachers do?

www.cartoonstock.com/.../s/school_teacher.asp Co-Teaching offers a solution.

Engage -Part 2Kirsten and Jackie: We dialogue about our experiences in planning the training and about our classroom experience.

Ask the group does any of this sound familiar? In what ways? Please, explain.6What is co-teaching?Explore-Part 1

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40 minutes: Participants make foldable for station rotation activity. Need unlined paper, pencil boxes with scissors, model of foldable7Station DebriefQuestions:What have you learned about co-teaching? What are your ahas?How is this similar to what you have experienced or heard about in the past?How would you define co-teaching now?How does effective co-teaching look in the classroom?What are common barriers to efficient and productive co-teaching experiences?Explain-Part 1Use chart paper to document barriers. Think about what youve heard, read, experienced in training, or brainstorm possible barriers to effective co-teaching. Participants popcorn and facilitators support positive dialogue.8Wiki Ways!

www.commoncraft.com/showWiki ways9Break7-10 minutes, please

Building Co-Teach Partnerships

Explore- Part 220 minutes- Jigsaw: Divide whole group into 3 groups Assign all participants page 93 to middle of page 94. The assign Strengthening the Co-Teaching Partnership, pgs.94-98 to group 1; Topics for Classroom and Behavior Management, pgs. 98-101; Instructional Practices in the Co-Taught Classroom, pgs. 102-106. 11Gallery Walk

Explain-Part 212 minutes: Groups make a visual on chart paper that represents main idea components of their topic. Regroup so that there is a representative from each initial group of 1, 2, 3 in the new group. New groups participate in a gallery walk. Each member explains their graphic to members of the new group. Debrief whole group

12Partnership PlanningThinkReview your survey from station 4Pair With your co-teacherShareDiscuss your areas of challenge and possible solutions.Pick one to two focus areas and plan strategies to address the needs.Define your roles in the implementation of the strategies.Choose specific dates to implement the strategies selected.Elaborate20 minutes- Think-Pair-Share13Partnership PlanningPair SquareChoose another pair of co-teachersShareYour challenges and planned solutionsDebrief the whole group

Concept MapEvaluate20 minutes Participants take foldables around during gallery walk to make additional notes.15We do what we can

Reminders for next trainingThursday, December 10, 20094:00pm-6:30pmLocation?Please bring these thingsPartnership Plan: Debrief whole groupQuestions or concernsSuccess StoriesContact InfoKirsten Omelan komelan@esc4.netJackie Nowlinjnowlin@esc4.netWiki wayswww.pbwiki.comwww.wetpaint.comwww.wikispaces.comwww.commoncraft.com/showReferences

Friend, M. (2008). Co-Teach!: a handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend, Inc.

Burrillo, L. C., Burillo, J. M., Friend, M. (Producers). (2005). The power of 2, second edition: making a difference through co-teaching. [DVD]. (A Forum on Education Publication with Elephant Rock Productions)

Gatelt, S. & Gately, F. J. (2001). Understanding Coteaching Components. Teaching Exceptional Children, 33(4), 40-47