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Co-Teaching in an Inclusive Setting. By: Shanna Boucher & Brian Calnan. Each individual can learn Each individual is valued Each individual is accepted for his/her unique abilities Inclusive schools promote respect for diversity. WE BELIEVE ……. - PowerPoint PPT Presentation
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Co-Teaching in an Inclusive SettingBy: Shanna Boucher & Brian Calnan
WE BELIEVE …….• Each individual can learn• Each individual is valued• Each individual is accepted for his/her unique
abilities• Inclusive schools promote respect for diversity
Co-teaching
• According to Dr. Marilyn Friend, co-teaching is a service delivery option of two or more educators that contract to share instructional responsibility for a single group of students. The co-teachers share mutual ownership, pooled resources and joint accountability for the group of students.
What Makes It Co-teaching?
Co-teaching starts with co-planningCo-teaching means that ALL the students are the equal
responsibility of both teachersCo-teaching means both teachers deliver instruction,
perhaps in different waysCo-teaching means co-assessing and shared grading
NO!
THE HONESTY SLIDEIs it completely effective at first?
Does it work if one or the other isn’t invested?
Is it easy to work together immediately?
Is it meant to punish general education teachers?
Is it a burden?
6 Co-teaching Models
One teach/one observeOne teach/one drift, assistParallel teachingStation teachingAlternative teachingTeam teaching
One teach/one observe
Recommended use: occasional• One teacher delivers
instruction• One teacher observes
and collects data to
• The purpose of this model is to collect data that will drive instruction and/or address behavioral issues
One teach/one drift
Recommended use: Seldom• One teacher delivers
content• One teacher provides
classroom support
• The purpose of this model is while one teacher is delivering content, the other teacher can provide support to students who are having a difficult time taking notes, grasping concepts, controlling their behavior or remaining focused.
Parallel TeachingRecommended use: frequent• Teachers divide
students into two heterogeneous groups, and each teaches the same material to their group.
The purpose of this model is:• to provide students with
a smaller student-teacher ratio
• increased opportunity for practice, participation and monitoring of student progress
Station TeachingRecommended use: Frequent• Grouping is done by
several different criteria: ability level, content, interest….
The purpose of this model is:• to provide students with
various methods and perspectives around a common theme
• To incorporate multiple intelligence teaching
• Provide small group instruction opportunities
• Provide kinesthetic breaks for students
Alternative Teaching
Recommended use: occasional• One teacher manages
the large group while the other breaks off a small group to teach a particular skill or enrichment activity
• The purpose is to provide a small group of students with specialized attention (ex: remediation, pre-teaching, enrichment, oral testing).
• This type of teaching works well for both remediation of struggling learners/special education students/ELLs and for enrichment of advanced learners.
Team TeachingRecommended use: Occasional• requires both teachers to actively
teach students at the same time. • often one lecturing or leading a
discussion, while the other models the skills that the students should be using during this time to stay organized.
• key element of teaming is that both teachers are fully participating in delivering the main content of the lesson.
• The purpose of this model is:
• To model teaming to students
• Make immediate curriculum adjustments
• Use a variety of presentation styles
Why co-teaching works
Develop relationshipsStructure
Shared planning and evaluation Learn from each other
Less boringShared accountability
2 heads are better than oneIt’s fun
Climate is improvedStudents become accepting
Fresh ideasLess chance a kid falls through the cracks
More modelingPeer tutoring
Distribution of work loadPresentation variety
More creativity
Comparison of Mr. Calnan’s students’ 2012 MCAS scores
Co-taught Period 6• Two subgroups: special
education and ELL• Class average: 238• Special ed student average:
240• ELL student average: 228• Non-subgroup average: 243
Standard Period 7• No subgroups• Class average: 236• Non-subgroup average:
236
References
Friend, M. (2008) Co-Teach! A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marylin Friend, Inc.
Heineman Kunkel, S. (2004) Practical Inclusion Strategies Grades 6-12, Bureau of Education and Research
