Miccosukee Tribe of Florida and the Everglades Restoration Effort.
Collaborative Teaching Paula Marshall FDLRS/Miccosukee.
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Transcript of Collaborative Teaching Paula Marshall FDLRS/Miccosukee.
Collaborative Teaching
Paula MarshallFDLRS/Miccosukee
A dreadful flight…imagine…
• How might this scenario relate to your collaborative planning as it is now?
• What implications does this scenario have for the students (passengers) in your classroom
Two or more people using their talents and sharing the responsibilities to plan and teach together in one classroom
Use best practices strategies (graphic organizers, modeling, restating, clarifying, etc.)
Collaborative Teaching
Rationale for…
• Legal mandates – No Child Left Behind (NCLB, 2001)– Individuals with Disabilities Education
Improvement Act (IDEA, 2004)– “Close the achievement gap”– “Highly qualified instructors”
• “Masters of Curriculum” (i.e., classroom teachers)
• “Masters of Access” (i.e., special educators, ELL, Gifted and Talented etc.)
Collaboration between all members of a school community is essential. This collaboration occurs when educators work together and support each other in an effort to provide the highest quality curriculum and instruction for all the students they serve.
-FLDOE Inclusion Brief, April 2005
Collaborative Teaching
Aligning Practices Through Co-Teaching
• Co-teaching is becoming one of the fastest growing inclusive practices in school.
• Despite this rapid increase in popularity, co-teaching remains one of the most commonly misunderstood practices in education.
Steele, Bell, & George, 2005
Three Major Models
• Consultant model• Coaching model• Collaborative (or teaming)
model
Friend & Cook, 2003
Most Common Approaches• One Teach, One
Observe• Station Teaching • Parallel Teaching• Alternative
Teaching• Team Teaching• One Teach, One
AssistFriend & Cook, 2003
Taking Flight: Collaborative Teachers at
Work
Benefits of Collaboration
• Shared responsibility for educating all students
• Shared understanding and use of common assessment data
• Supporting ownership for programming and interventions
• Creating common understanding
Friend & Cook, 2003
CO-Teachers’ Planning Guide• Communication is the KEY!
Where to Begin: Building Bridges
Walking across the bridge, leaving the familiar ground of working alone, is the first act of collaboration. All parties are in neutral territory, with the security of knowing they can return to land better, stronger, and changed. And perhaps they will return to the same side of the bridge even though they started from opposite sides.
Steele, Bell, & George, 2005
What is Change?
Change is always:–Risky–Scary
But it can also be:–Rewarding–Fun
Steele, Bell, & George, 2005
Collaboration Won’t Just Happen
•Deliberate•Structured•Systematic•Ongoing
Steele, Bell, & George, 2005
Why Won’t it Just Happen?Some possibilities might be:
• Little understanding of curriculum, instruction, and assessment between general and special educators
• Collaboration does not occur without a student-driven reason and a deliberate structure with resources.
Steele, Bell, & George, 2005
Why Won’t it Just Happen? (cont.)• General educators begin with the
curriculum first and use assessment to determine what was learned.
• Special educators begin with assessment first and design instruction to repair gaps in learning.
• No wonder we are talking different languages.
Steele, Bell, & George, 2005
How Can We Work With This?
• Provide purpose and structure• Create baseline and a plan for
scaffolded change• Provide a visual map to guide
discussion• Keep discussions objective • Allow many issues to be put on the
table for considerationSteele, Bell, & George, 2005
What does my Working Style
have to do with
ANYTHING?
Working effectively with others by understanding our own tendencies and
expectations.
Working Together Book – Pages 14 - 16
Read and Complete Page 14 “independently.”
When finished, read pages 15 and 16 “silently.”
Analysts
Low risk-taking, less “people” oriented
Highly disciplined and persistent
They love to reason and think things through
Their greatest needs are accuracy and order
Strategies for working with Analysts
• Be reserved, but not cold when first approaching them
• They are uneasy with light, social conversation• Arrive on time and be prepared• Present information in step by step manner• Pay close attention – take notes • Expect to be challenged and receive little
feedback• Minimize risks for them
Supporters
Low risk-taking, more “people” oriented
High ideals and standards for everyone
They love a calm environment, and avoid conflict
Their greatest needs are to be appreciated and secure.
Strategies for working with Supporters
Interact with them in a calm, casual, friendly, and informal manner
Request their assistance, they love to help Actively listen, then reflect their feelings Listen patiently and attentively as they wrestle with
making the right decision Only discuss issues that meet their values and standards Appreciate any efforts they make Make it easy for them to share their objections, or they
won’t.
Achievers
High risk-taking, less “people” oriented
Confident and decisive
Need to be in control of situations
Forceful and direct when working with others
Strategies for Working with Achievers
Keep it short and simple (KISS)Be punctual, business-like and directSet timelines for meetingsUse factual statements providing a clear
picture of results they can expect to achieveActively listen to their ideas and paraphrase
and clarify what they sayBe succinct, cut to the heart of the matterNever fail to give them credit
Persuaders
High risk-taking, high “people” oriented
Highly spirited and social
They love to inspire and be inspired.
Articulate and Intense
Their greatest needs are recognition and applause
Strategies for working with Persuaders
Be open and visibly interested in them as peopleDon’t be too serious or task oriented at firstAcknowledge their importance, competence,
humor, and friendlinessInvite them to share their feelings and opinionsPresent ideas in enthusiastic mannerThey love to sell and be soldPut plans in writing immediatelyReaffirm your personal relationship frequently
How will I share this with my collaborative partners?
Non-negotiables
Landing the Plane Smoothly
Effective Co-Planning
Provide Weekly Scheduling Co-Planning Time• Co-teaching teams
should have a minimum of one scheduling/planning period (45–60 minutes) per week.
• Experienced teams should spend10 minutes to plan each lesson.
Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996
Weekly Co-Planning
• Effective weeklyco-planning is based on regularly scheduled meetings,rather than “fittingit in.”
• Important to stay focused• Review content in advance of
meetingWalther-Thomas, Bryant, & Land, 1996
Weekly Co-Planning (cont.)• Guide the session with
the following fundamental issues:– What are the
content goals?– Who are the
learners?– How can we teach
most effectively?
Walther-Thomas, Bryant, & Land, 1996
Weekly Co-Planning (cont.)
•Shape instructional plans
•Establish timelines and priorities
•Assign preparation tasks
Walther-Thomas, Bryant, & Land, 1996
The Schultz Philosophy Quiz:
• Name the 5 wealthiest people in the world.• Name the last 5 Heisman trophy winners.• Name the last 5 winners of Miss America.• Name ten people who have won the Nobel
Prize.• Name the last 6 Academy Award winners for
best picture.• Name the last decade’s World Series winners.
Now let’s try another quiz:
• List a few teachers who aided your journey through school.
• Name 3 people who have helped you through a difficult time.
• Name 5 people who have taught you something worthwhile.
• Name a few people who have made you feel appreciated.• Name 5 people you enjoy spending time with.
The lesson
The people who make a difference in your life are not the ones with the most credentials, the most money, or the most awards. They are the ones that care.
Questions and Possible Answers