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Co-Teaching Preparation:
Keys to SuccessPart I: Curriculum and Instruction
Outcomes
• Participants will be able to identify two major categories of team-teaching
• Participants will be able to define six models of team-teaching
• Participants will plan for successful delivery of curriculum
Legislative RequirementsEffective July 1, 2005, school districts may implement co-teaching strategies for the following reasons:• Pairing teachers for staff development• Pairing new teachers with veteran teachers• Pairing teachers who are teaching out-of-field with
teachers who are in-field• Reducing turnover among new teachers• Providing for more flexibility and innovation in the
classroom• Improving learning opportunities for students,
including students who have disabilities
Legislative Requirements• Additional requirements are:
• Reasonable limits shall be placed on the number of students in a classroom so that classrooms are not overcrowded. Teacher-to-student ratios within a curriculum area or grade level must not exceed constitutional limits.
• At least one member of the team must have at least 3 years of teaching experience.
• At least one member of the team must be teaching in field.
• The teachers must be trained in team-teaching methods within one year after assignment.
“Co-Teachers jointly plan and conduct instruction in a coordinated fashion to ensure the success of all students.”
- - Friend and Cook 2003
“ Co-teachers help one another by providing different areas of expertise that, when fused together correctly, can result in enhanced instruction for all students.”
- - Murawski and Dieker 2004
Team-teaching Models• Category 1: Two or more teachers with
equal responsibility, working with the same group of students at the same time
• Category 2: Two or more teachers working together, but not necessarily teaching the same students, nor necessarily teaching at the same time
Category 1 Models
• Traditional• Collaborative• Complimentary/Supportive• Parallel• Differentiated Split Class• Monitoring Teacher
Traditional
Teachers share instruction of content and skills to all students, at same time
Example: One teacher provides direct instruction to class, while other teacher models construction of a graphic organizer of the subject matter
Collaborative
Teaching is done completely through group strategies
Examples:• Group project work• Student-led discussions• Joint test taking
Complimentary/Supportive
One teacher is responsible for teaching the content, the other for providing follow-up activities
Example: One teacher presents the content information on volume, the other teacher prepares an experiment on volume
Parallel
The class is divided into two equal groups; each teacher presents the same lesson
Examples:• Groups go to opposite sides of the room,
receive same information• Small groups are formed for project work, each
teacher works with half the groups
Differentiated Split Class
Students are grouped by academic strengths, teachers share responsibility for meeting needs of each group
Example: Students are grouped for reading, each teacher is responsible for an equal number of groups or students
Monitoring Teacher
One teacher instructs, while the other teacher circulates throughout room
Example: One teacher presents a new math skill, while the other teacher circulates and monitors students’ implementation of the skill
Remember…
• Co-teachers are equal• Model sharing of time and
responsibilities• Use a variety of methods/strategies• Trade roles on a regular basis
“The plan is nothing,
planning is everything.”
- - Dwight D. Eisenhower
ACTIVITY
• Work with your co-teacher to complete the Guided Questions Activity Sheet on Curriculum and Instruction.
• Choose one response to share with the group.
+∆
Helpful
Enjoyable
Appreciated
Opportunities for improvement
Co-Teaching Preparation:
Keys to SuccessPart II: Classroom Management
Outcomes
• Participants will develop a shared vision
of a co-teaching classroom
• Participants will know supportive and
destructive relationship habits
• Participants will plan for successful
classroom management
Collaboration is…
• a voluntary relationship• a joint responsibility• an attempt to reach consensus• a learning experience• an ongoing relationship
ACTIVITYDraw and complete this chart on your paper:
In a co-teaching classroom, we would:
See Never See
Hear Never Hear
Feel Never Feel
ACTIVITY Discussion Questions
•What areas did you find in common in the
charts?
•Were there any areas of conflict?
•If there were areas of conflict, how will
you address those?
Classroom Management
Highly effective classrooms function as a family.
What strategies can we use to promote a community of learners?
Relationship Relationship Builders: Breakers:
• Listening• Supporting• Encouraging• Accepting• Respecting• Trusting• Negotiating
• Criticizing• Blaming• Nagging• Complaining• Punishing• Threatening• Bribing/Rewarding
Classroom Management Decisions
• Classroom expectations
• Academic
• Behavioral
• Logical consequences for choices
• Agreement on handling of disruptions
• Degree of parent involvement
ACTIVITY
• Work with your co-teacher to complete the Guided Questions Activity Sheet on Classroom Management.
• Choose one response to share with the group.
+∆
Helpful
Enjoyable
Appreciated
Opportunities for improvement
Co-Teaching Preparation:
Keys to SuccessPart III: Advantages,
Disadvantages, and Assessment
Outcomes
• Participants will know advantages and disadvantages of co-teaching
• Participants will plan for successful student assessment practices
Advantages of Co-TeachingTeachers
• Learning with and from colleagues
• Less isolation
• Supportive environment
• Observe and participate in different teaching
methods
• Easier to provide attention to individual
students (Robinson and Schaible, 1995)
Advantages of Co-TeachingStudents
• More likely to be exposed to more than one
teaching style
• More individualized instruction
• Greater achievement
• Greater retention of content and skills
• Increase in regard for group work• Improved interpersonal skills
(Robinson and Schaible, 1995)
Disadvantages of Co-Teaching
Teachers
• Time required for planning
• Possible conflicts with co-teacher
Disadvantages of Co-Teaching
Students
• Larger class size may be difficult for
some students
• Possible confusion as to who is in
charge of classroom
• If co-teachers are incompatible,
students will be uncomfortable
(Robinson and Schaible, 1995)
Think/Pair/Share
• What do you see as the biggest advantage of
co-teaching for teachers? Why?
• The biggest disadvantage for teachers?
Why?
• What do you see as the biggest advantage of
co-teaching for students? Why?
• The biggest disadvantage for students?
Why?
Student Assessment Decisions• Types of assessments
• Written
• Performance
• How often?
• Who will administer?
• How will evaluation be shared by co-
teachers?
• How will results be shared with students?
With parents?
ACTIVITY
• Work with your co-teacher to complete the Guided Questions Activity Sheet on Assessment.
• Choose one response to share with the group.
+∆
Helpful
Enjoyable
Appreciated
Opportunities for improvement