February 2001 Using Co-Teaching Using Co-Teaching in the Classroom Melanie MacInnis February, 2001.
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Transcript of February 2001 Using Co-Teaching Using Co-Teaching in the Classroom Melanie MacInnis February, 2001.
![Page 1: February 2001 Using Co-Teaching Using Co-Teaching in the Classroom Melanie MacInnis February, 2001.](https://reader036.fdocuments.us/reader036/viewer/2022083007/56649e445503460f94b38323/html5/thumbnails/1.jpg)
February 2001 Using Co-Teaching
Using Co-Teaching in the Classroom
Melanie MacInnisFebruary, 2001
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February 2001 Using Co-Teaching
Overview
Introduction Roles and Responsibilities
ConsPros
Source
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February 2001 Using Co-Teaching
• In 1997, Walther-Thomas conducted a study of 25 schools which were implementing co-teaching over a three-year period.
• Paticipants noted that students with disabilities became – less critical– more motivated– more skilled in recognizing their own strengths– and their social skills improved.
Introduction
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February 2001 Using Co-Teaching
Co-Teaching Roles and Responsibilities
• The teaching team will:– plan and teach together– develop instructional accommdations– monitor and evaluate student
performance– communicate student progress to
others
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February 2001 Using Co-Teaching
Four variations of co-teaching
• Each of these variations will appear in the effective co-teaching classroom.– Interactive– Parallel– Alternative– Station
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February 2001 Using Co-Teaching
Interactive Co-Teaching
• Calls for the team ot alternate the instructional lead every 5 to 15 minutes
• Teachers work together to support, clarify and extend each other’s efforts
• ask clarifying questions• rephrasing concepts or assigned tasks• monitor behavour• supervise practice• modeling, role plays, demostrations
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February 2001 Using Co-Teaching
Parallel Co-Teaching
• the class is divided into two mixed-ability groups.
• teachers work with one group and both cover the same content/skills
• allows for closer monitoring, higher levels of student response, less intimidating for students
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February 2001 Using Co-Teaching
Station Co-Teaching
• Students rotate through stations set up around the class
• teachers work simultaneously, presenting or reviewing new content, supervising practice, or testing student skills
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February 2001 Using Co-Teaching
Alternative Co-Teaching
• One teacher works with a small, strategically-constituted group to work on specific skills, concepts, or projects
• groups are short-term• of particular impact with students who
have missed instuction• also useful for extension or enrichment
projects
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February 2001 Using Co-Teaching
Co-Teaching Pluses
• Promotes role/content sharing• provides clarification (e.g. concepts, rules,
vocabulary)• encourages cooperation• allows strategic grouping• reduces student-teacher ratio• offers time to develop missing skills
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February 2001 Using Co-Teaching
Co-teaching Minuses
• may be job-sharing, not learning enriching
• requires considerable planning and preparation
• increases noise level• may be difficult to coordinate• requires monitoring of partner’s pacing
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February 2001 Using Co-Teaching
Want to know more?
• Setting up an effective co-teaching team takes lots of time, energy and administrative support.
• For a closer look at Co-Teaching, refer to:
• Walther-Thomas, Kerrik,McLaughlan, Williams. “Meeting Student Needs Through Co-
Teaching.” Collaboration for Inclusive Learning. Allyn & Bacon, pgs 183-209.