Wonderful WebQuest

Team Communication:Elizabeth CarltonAmber Duncan

Ashley LloydPhilip Neal

What is

collaboration and teaming?

Collaboration is…“Any collective action in which two or more individuals work together towards a common goal of planning, implementing, or evaluating a specific aspect of an educational program for a student or group of students.”

Teaming is…

A concept that different education of different expertise voluntarily work together to conquer problems that impede students’ success and to carefully monitor and refresh solutions

What are the purposes of

collaboration and teaming?

What are the benefits and attributes?

The purposes are:` ideas are shared among expertise` new ideas and strategies can be developed that are research based` more effective monitoring and problem solving of the students in class ` provide more attention to students ( i.e.: behavioral or academically)

Benefits and Attributes:

` builds a trust and respect from different view points` builds a support system among staff members` building a relationship between school and home by understanding the cultures` provides opportunities for teachers to develop more intensive support to students based on educational plans` provides additional resources/skill sets to both teachers ` adds creative solutions to solve problems(i.e. academic vs. behavior)

Sources: Thriving as a Special Educator: Balancing Your Practices and Ideals

How does professional collaboration and

teaming improve access to the general

curriculum for students with disabilities?

Improves Access by: • providers expertise are integrated

with one another towards a common goal

• using teaching strategies such as: accommodations and modifications multiple instructional delivery system cognitive and metacognitive strategies use grouping variations in the class

What are two scientific based research projects that

supports professional collaboration and teaming?

Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative

ResearchScruggs, T.A., Mastropieri, M. A., & McDuffie, K. A.

Identified 32 studies (from 1996-2005); 454 co-teachers, 42 administrators, 142 students, 26 parents, & 5 support staff

Addressed planning time, student skill level, and training; also needs associated with administrative support

Found most common co-teaching method was “one teach, one assist”, despite the fact it was not highly recommended by the research

Results Special education teacher usually played a

subordinate role in co-teaching. Benefits included: Students reported receiving

more assistance in co-taught classes and more learning occurred; Teachers reported a gain in knowledge of their partner’s expertise;

Authors concluded that limited research is available; however, what is available suggests that coteaching has positive affects on student achievement.

A Meta-synthesis of Co-Teaching Research: Where Are the Data?

Murawski, W. W., & Swanson, H. L.

Of the 89 articles reviewed only 6 provided sufficient quantitative information (from 1991-1998); students’ grades K-12th & students with LD, ED, Hearing impaired, Intellectual disabilities, & ESL

Effect sizes ranged from 0.24 (low) to 0.95 (high) – average effect size 0.40.

Dependent measures: grades, achievement scores, and social and attitudinal outcomes

Results

“Results indicate that further research is needed to substantiate that co-teaching is an effective service delivery option for students with disabilities”.

Found co-teachings moderately effective w/ strong effects in language arts (1.59), moderate effects in math (0.45), and negligible effects for social outcomes (0.08).

Authors recommend more research to be done on co-teaching with other methods

What are two instructional strategies, besides co-

teaching, that have been implemented in

professional collaboration and teaming?

Differentiated Instruction

“Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies.”

Content Area Strategies

Math, Science, Writing, Reading: - Flexible Grouping- Choice Boards - Learning Contract

Cooperative LearningStudent working together to help

each other in attaining and retaining information that was presented during instructional time.

Benefits of Cooperative

Learning

- Improved academic achievement- Behavior and attendance- Increased self-confidence and

motivation- Increased liking of school and

classroom

What are the different models of

co-teaching?

One Teaching, One ObservingOne teacher is the instructor and one teacher monitors each student concerning academics, behavior, etc.

Advantages-very little planning time between the two teachers-detailed observations of students can help with tracking progress-each teacher receives support from the otherAfter instruction: Each teacher should analyze the information and plan for the future days based off o the observations

One Teaching, One DriftingOne teacher leads whole class instruction while the other teacher circulates the classroom providing assistance to students who need extra help

- Requires little joint planning- Allows teachers the ability to monitor student progress

Advantages

- Can appear as job sharing- Students may become confused by the teachers’ roles in the classroom- Increases the stigma of special education students

Disadvantages

Station TeachingWhere there are 2-3 stations in the classroom. Two stations are lead by the teachers and if available the last station is an independent station. During the time, the stations will rotate and all students will have the opportunity to visit all three stations.

Advantages

Disadvantages

- Provides teachers with clear and concise responsibilities- Great tool when reviewing lessons- Allows teachers to cover more material

- Time Consuming- Noise levels of groups can become distracting- Difficult to monitor student independent work

“However, it is important to note that School 1 also employed station teaching nearly half the time. It appears that teachers liked station teaching primarily to reduce student/teacher ratio rather than to provide special or remedial instruction.” (Welch, 2000)

Example of Station Teaching

Parallel Teaching

In this model, the class is split in half. Each half is lead by one of the teachers and have the opportunity to teach the same information and share their expertise in the classroom.

Advantages

Disadvantages

- Allows each teacher to put their own unique “spin” on the lesson- Fosters student participation -Provides flexibility and credibility for each teacher

-Can create a distracting environment (i.e., noise levels, students observing other teacher and student)- Each teacher must possess a strong content knowledge in the lesson being taught- The teachers should teach the lesson in a similar format otherwise one group of students may think differently than the other.

“The mentor and intern planned a lesson where the students applied their knowledge of how to find the area of a given space to a self-selected room in their home. In order for all students to have the opportunity to present a scaled drawing of a room in their home, and, working with a group of peers, find the area of the space, the teachers divided the students into two heterogeneous groups. Each teacher facilitated one of the groups. Each teacher reviewed the steps necessary to compute the area of a given space with their group. Using the measurements and drawing of a room in their home, each student in the group was called upon to lead their peers through the steps to find the area of their room. Each teacher monitored the individual students as they led the discussion and problem-solving activity. In addition, the students monitored each other by writing down the information presented by each person in their group.”

Example of Station Teaching

Alternative TeachingOne teacher teaches and manages a larger group, while the other teacher teaches and manages a smaller group of students who might need remediation or more direct instruction of the information.

Advantages

Disadvantages

- Excellent strategy to use in an inclusive classroom setting- Great enrichment tool

-Extremely time consuming-Risk of a segregated classroom- Does not eliminate the stigma of special education students -Noise levels can become distracting

“During a unit on World War II, the lead teacher taught a lesson which asked the students to read about the treatment of the Jewish people who lived in Europe during the war. After the students read orally from their textbook, the lead teacher showed photographs of concentration camps to generate discussion about the treatment of the Jewish people during the war. The support teacher observed the students during the lesson and noted that, while the students participated in the lesson and asked several good questions about the pictures, they appeared to lack a deep understanding of how this treatment could really have happened. Many commented that "It was so long ago" and had little to do with their lives today.

The support teacher designed an alternative lesson where the students were asked to explore the Internet to find the home pages produced by some of the Jewish survivors of the concentration camps from World War II. After reading the information contained on the home page, the students identified questions they wanted to ask survivors about their treatment during the war and how that treatment affected them and others in the world today. Then the students were placed in small groups and each group wrote E-mail messages to a minimum of three survivors. The whole class discussed the information that was collected from the survivors.“(Dynak, Whitten & Dynak, 1997)

Example of Alternative Teaching

Team TeachingTwo teachers are in the classroom and they both are teaching and planning equally. They are active in the classroom the same amount.

Advantages

Disadvantages

-Two actively involved teachers during instruction/classroom management - Provide students the opportunity to experience conversational learning- Extremely interactive and engaging - Accommodating of students with disabilities

-Can be very chaotic at times- If there are communication issues between the two teachers, it can cause issues during instruction.- Requires significant amount of planning time

The teacher said with regard to the team teaching: “It was fairly goodthat I covered the topic, and then you showed the answers?” (Audio recording, 01.08.2004). In addition, she mentioned: “It is certain that such an implementation, increase in the number of the materials, existence of a second teacher and a different voice of expression in the class is a good method …” (Audio recording, 01.08.2004). (Gürür, & Uzuner, 2010)

Example of Team

Teaching

ReferencesBrownell, M. T. (2006). Learning From Collaboration: The Role of Teacher Qualities. Council for

Exceptional Children, 72(2), 169-185. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Home&Template=/MembersOnly.cfm&ContentID=5161&FusePreview=False. Burnette, J. & Peters-Johnson, C. (2004). Thriving as a Special Educator: Balancing Your Practices.

Council for Exceptional Children. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=10624&TEMPLATE=/CM/ContentDisplay.cfm&CAT=none. Dynak, J., Whitten, E., & Dynak, D. (1997). Refining the General Education Student Teaching

Experience Through the Use of Special Education Collaborative Teaching Models. Action in Teacher Education, 19, 64-74. Retrieved from http://ehis.ebscohost.com.

Gürür, H., & Uzuner, Y. (2010). A Phenomenological Analysis of the Views on Co-teaching Applications in the Inclusion Classroom. Educational Sciences: Theory & Practice, 10(1), 311-331. Retrieved from http://ehis.ebscohost.com. Hunt, P., Soto, G., Maier, J., & Doering, K. (2003). Collaborative Teaming to Support Students at

Risk and Students With Severe Disabilities in General Education Classrooms. Council for Exceptional Children, 69(3), 315-332. Retrieved from http

://www.cec.sped.org/AM/Template.cfm?Section=Home&Template=/MembersOnly.cfm&ContentID=1534&FusePreview=False.

ReferencesThe IRIS Center for Training Enhancements. (n.d.). Online Dictionary: Collaboration.

Retrieved on September 28, 2011, from http://iris.peabody.vanderbilt.edu/resource_TOOL_dict/onlinedictionary.html. Knackendoffel, A. E. (2007). Collaborative Teaming in the Secondary School. Focus on Exceptional Children, 40 (4), 1-20. Retrieved from http://ehis.ebscohost.com. Lee, H. (n.d.). Collaboration: A Must for Teachers in Inclusive Educational Settings. Project

SHURE (Seton Hall University Reviralizing Education). Retrieved from http://iris.peabody.vanderbilt.edu/resource_infoBrief/info_brief_files/iris_peabody_vanderbilt_edu_infobriefs_local_shure_collaboration_pdf.html. Piechura-Couture, K., Tichenor, M., Touchton, D., Macissac, D., & Heins, E. D. (2006). Coteaching: A Model for Education Reform. Principal Leadership, 6(9), 39-43. Retrieved from http://ehis.ebscohost.com.

Sileo, J. M. & van Garderen, D. (2010). Creating Optimal Opportunities to Learn Mathematics: Blending Co-teaching Structures With Research-Based Practices. Teaching

Exceptional Children, 42(3), 14-21. Retrieved from http://www.cec.sped.org. Welch, M. (2000). Descriptive Analysis of Team Teaching in Two Elementary Classrooms: A

Formative Experimental Approach. Remedial & Special Education, 21(6), 366. Retrieved from http://ehis.ebscohost.com