Transcript Collaboration and Co-Teaching Strategies
Collaboration and Co-Teaching Strategies
F A C I L I T A T O R S :
• Kathryn Curry • Erica Hilliker Adapted from
Co-Teaching that Works: Ideas for School Administrators and Teachers
, A. Beninghof, 2010, Muskegon ISD
Objectives
We will identify and discuss different collaborative practices and co-teaching models.
We will plan ways to integrate collaborative practices and co-teaching into our instructional repertoire in order to improve student access and outcomes.
Agenda
Activator- I SEE Strategy Co-Teaching Models Building Collaborative Relationships Summarizer- Tickets Out
Activator
“I See” Strategy I = Illustrate. What does co-teaching look like? What images come to mind?
S = State in one simple sentence what it is. Use your own words.
E = Elaborate on what you have just stated. E = Examples. Add examples from your own practice.
What is co-teaching?
• • • Two or more adults Simultaneously instructing a heterogeneous group of students In a coordinated fashion “ Collaborative teaching is a service delivery structure in which teachers with different knowledge, skills, and talents have joint responsibility for designing, delivering, monitoring, and evaluating instruction for a diverse group of learners in general education classrooms” (DeBoer & Fister, 1995).
Co-Teaching is not…
One teacher acting like a helper Just “showing up” Ignoring the needs of ELL students or students with IEPs Teaching the same old way Failing to assist ANY student in need
The Components of Co-Teaching
CURRICULUM GOALS INTERPERSONAL COMMUNICATION PHYSICAL ENVIRONMENT TEACHING PHILOSOPHY BELIEFS ASSESSMENT CO-TEACHING COMPONENTS FAMILIARITY WITH THE CURRICULUM INSTRUCTIONAL PLANNING INSTRUCTION
Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children, 2 (3) 41-47
Stages of Co-Teacher Development
Beginning Stage • Both teachers direct some of the activities in the classroom.
• Special educators offers mini lessons or clarifies strategies that students may use.
Compromising Stage Collaborative Stage • Teachers often present separate lessons • One teacher is “boss”; one is “helper” Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children, 2 (3) 41-47 • Both teachers participate in the presentation of the lesson, provide instruction and structure the learning activities • The “chalk” passes freely • Students address questions and discuss concerns with both teachers
Co-Teaching Models:
Lead and Support Duet Speak and Add/Chart Skills Group Station Teaching Learning Style Parallel Teaching Adapting Complementary Instruction
Lead and Support What it is…
Teacher A primary responsibility is planning a unit of instruction Teacher B shares in delivery, monitoring, and evaluation
Lesson Plan- Lead & Support Model
Standard: Read and understand a variety of non-fiction. Objective: Increase Comprehension through comparison and contrast
Activity
McGraw Hill pp. 376-382
Supports
Post It Notes Read silently Answer questions on p. 382 in pairs Page covers (“magic”) Highlighter tape Develop and complete graphic organizer with teacher lesson. Colored acetate strips Partially completed graphic organizers Adapted assessment at end of unit.
Duet Model
What it is… Teacher A Both teachers plan and design Teacher B instruction. Teachers take turns delivering various components of the lesson.
Speak and Add/Chart Model
What it is… Teacher A primarily responsible for designing and delivering Teacher B adds and expands with questions, rephrasing, anecdotes; recording key information on charts, transparencies, or board.
Lesson Plan- Speak & Add/Chart Model
Standard: Read a variety of literary forms- describe character development in fiction. Objective: Find similarities and differences among the 2 main characters of the novel.
Speak Initiation:
Begin with hula hoops
Add/Chart
Venn diagram on overhead transparency Paper copies for students
Body:
Review meanings of “similarities” Guided brainstorming Hula Hoops (3) Wikki Stix Higher order questions
Closure:
Students pair share Both teachers wander
Skills Group Model
What it is… Teacher A Students are divided into 2-4 groups Teacher B based on instructional level. Each teacher takes primary responsibility for planning for one or two groups. Instruction may take place in small groups or whole group with differentiated levels.
Lesson Plan- Skills Group Model
Standard: Writing- Student will write stories and simple explanations. Objective: Write an organized paragraph for a multi-step process.
High Activity
Add dialogue between leprechaun and “hunter”
Teacher
X
Teacher
X
Average
Worksheet graphic organizer 1,2,3 on left margin
Low
Hop-step curtain with graphic organizer, then worksheets Puff paint on worksheets for the 1,2,3 in green, yellow, red X
Other
Hop-step curtain Sticky labels for vocabulary extenders X
Station Teaching Model
What it is… Teacher A responsible for overall instruction Teacher B teaches a small group specific skills they have not mastered
Learning Style Model
What it is… Teacher A Both teachers share in the design and Teacher B delivery of instruction. One teacher is primarily responsible for auditory and visual instruction, the other for tactile and kinesthetic instruction.
Parallel Teaching Model
What it is… Teacher A Both teachers plan and design. The Teacher B class splits into two groups. Each teacher takes a group for the entire lesson.
Adapting Model
What it is… Teacher A primarily responsible for planning and delivering a unit of instruction Teacher B determines and provides adaptations for students who are struggling
Complementary Instruction Model
What it is… Teacher A primarily responsible for delivering core content Teacher B primarily responsible for delivering related instruction in the areas of study and survival skills
Model Type:
Lead and Support Model Duet Model Speak and Add/Chart Model Skills Group Model Station Teaching Model Learning Style Model Parallel Teaching Model
Advantages
Adapting Model Complementary Instruction Model
Challenges When would it work best?
Collaborative Relationships
Think about the successful collaborative relationships you have had in your life -- both personal and professional. What has made these relationships successful? Jot down key words Walk about: Give one, get one What makes collaborative partnerships work?
Roles and Responsibilities of Collaborative Teachers The leader The supporter The techie The scribe The illustrator The evaluator Other roles
Getting Started
• • • • Review the elements of collaboration Identify personality strengths and weaknesses, areas of expertise, learning styles, teaching styles and what you can bring to the relationship Identify your values and beliefs on classroom management, motivating students, what is fair, assessment, grading, instructional strategies (‘more is more’) Decide on the best times for meeting and planning for everyone involved
Compare and Contrast: Collaborative Teaching Roles and Responsibilities Consider each teacher’s role:
Who will be responsible for: Name: Name:
Protocol for Collaborative Professional Conversations on Co-teachin g • • • • • • Co-teachers set aside 20 minutes for this activity. They agree to a set of accepted parameters for this professional conversation. One co-teacher offers his or her account of successful aspects of the shared co-teaching experience. The other co-teacher is silent and takes notes. (3 minutes) The same step is repeated with the second co-teacher. (3 minutes) Each teacher takes a turn to clarify one key element in the other’s presentation. (3 minutes total) Co-teachers start an open discussion to analyze the reasons for their successes and/or identify any other contributing factors that hindered the success. (8 minutes) The session is concluded with each co-teacher reflecting on the conversation and identifying one specific goal or step for the future. (3 minutes) Adapted from Easton, L. B. (February/March 2009). Protocols: A facilitator’s best friend. Tools for Schools, 12 (3). p. 6.
Powerful Questions to Try:
• • • • • • • • • • What do you want from your co-teaching partnership? Try to envision success. Can you describe it? What will you have to do to achieve this? What stops you? What options do you have? What other options are there? How will you or others know when it’s worked? What would it look like to your students? What would your students be doing differently? What’s next?
Objectives
We will identify and discuss different collaborative practices and co-teaching models.
We will plan ways to integrate collaborative practices and co-teaching into our instructional repertoire in order to improve student access and outcomes.
Summarizer
I think…
I feel…