Co-Teaching Preparation: Keys to Success Part I: Curriculum and Instruction.
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Transcript of Co-Teaching Preparation: Keys to Success Part I: Curriculum and Instruction.
![Page 1: Co-Teaching Preparation: Keys to Success Part I: Curriculum and Instruction.](https://reader030.fdocuments.us/reader030/viewer/2022020715/551b6edc550346a6148b4e48/html5/thumbnails/1.jpg)
Co-Teaching Preparation:
Keys to SuccessPart I: Curriculum and Instruction
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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
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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
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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.
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“Co-Teachers jointly plan and conduct instruction in a coordinated fashion to ensure the success of all students.”
- - Friend and Cook 2003
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“ 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
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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
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Category 1 Models
• Traditional• Collaborative• Complimentary/Supportive• Parallel• Differentiated Split Class• Monitoring Teacher
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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
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Collaborative
Teaching is done completely through group strategies
Examples:• Group project work• Student-led discussions• Joint test taking
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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
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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
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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
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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
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Remember…
• Co-teachers are equal• Model sharing of time and
responsibilities• Use a variety of methods/strategies• Trade roles on a regular basis
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“The plan is nothing,
planning is everything.”
- - Dwight D. Eisenhower
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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.
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+∆
Helpful
Enjoyable
Appreciated
Opportunities for improvement
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Co-Teaching Preparation:
Keys to SuccessPart II: Classroom Management
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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
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Collaboration is…
• a voluntary relationship• a joint responsibility• an attempt to reach consensus• a learning experience• an ongoing relationship
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ACTIVITYDraw and complete this chart on your paper:
In a co-teaching classroom, we would:
See Never See
Hear Never Hear
Feel Never Feel
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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?
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Classroom Management
Highly effective classrooms function as a family.
What strategies can we use to promote a community of learners?
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Relationship Relationship Builders: Breakers:
• Listening• Supporting• Encouraging• Accepting• Respecting• Trusting• Negotiating
• Criticizing• Blaming• Nagging• Complaining• Punishing• Threatening• Bribing/Rewarding
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Classroom Management Decisions
• Classroom expectations
• Academic
• Behavioral
• Logical consequences for choices
• Agreement on handling of disruptions
• Degree of parent involvement
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ACTIVITY
• Work with your co-teacher to complete the Guided Questions Activity Sheet on Classroom Management.
• Choose one response to share with the group.
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+∆
Helpful
Enjoyable
Appreciated
Opportunities for improvement
![Page 29: Co-Teaching Preparation: Keys to Success Part I: Curriculum and Instruction.](https://reader030.fdocuments.us/reader030/viewer/2022020715/551b6edc550346a6148b4e48/html5/thumbnails/29.jpg)
Co-Teaching Preparation:
Keys to SuccessPart III: Advantages,
Disadvantages, and Assessment
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Outcomes
• Participants will know advantages and disadvantages of co-teaching
• Participants will plan for successful student assessment practices
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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)
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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)
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Disadvantages of Co-Teaching
Teachers
• Time required for planning
• Possible conflicts with co-teacher
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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)
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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?
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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?
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ACTIVITY
• Work with your co-teacher to complete the Guided Questions Activity Sheet on Assessment.
• Choose one response to share with the group.
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+∆
Helpful
Enjoyable
Appreciated
Opportunities for improvement