Improving Access to General Curriculum for All Students Through Co-Teaching

Some Information from The Access Center: Improving Outcomes for All Students

US Department of Education http://www.k8accesscenter.org

“One doesn’t uncover new lands without consenting to lose sight of the shore for a long time.” Andre Gide

Change from MDE

     Impact of high school reform High school credits & primary teaching Change in MTTC credit District steps Co-teaching

Agenda for the Day Morning

Welcome PowerPoint

Lunch

Information Discussion Reflection General Planning

Afternoon

Specific Planning Reflection Next Meeting

Objectives for Session #1 We will:

     Explore common approaches to co teaching.

Identify and demonstrate effective teaming practices.

Plan practical strategies for learning.

Plan future co-teaching ventures.

Celebrate our successes.

Defining Co-Teaching

     2 or more professional teachers Meaningful instruction Set curriculum & assessments Diverse/blended group of students Single classroom IN PETOSKEY HIGH SCHOOL GE Teacher SE Teacher

See Handout #1: Co-Teachers

Our Temperature: Cool = 1 Moderate = 2 Hot = 3

Major Co-Teaching Approaches

     One Teaching, One Drifting Parallel Teaching Station Teaching Alternative Teaching Team Teaching Friend & Cook, 2003

One Teaching, One Drifting Approach

    One teacher- plans & instructs Other teacher- provides adaptations & support Joint planning- little Research indicates- use sparingly Friend & Cook, 2003

Parallel Teaching Approach

     Both teachers- share responsibility for planning & instruction Both teachers- proficient in content Each teaches- ½ of class in heterogeneous groups Content- same Methods- may differ slightly Friend & Cook, 2003

Station Teaching Approach

      Divide responsibility- planning & instruction Students- divided into groups & rotate Teacher- repeats instruction to each group Each teacher- instructs every group Delivery- may vary Content- somewhat similar Friend & Cook, 2003

Alternative Teaching

     Teachers- divide planning & instruction Student majority- large group setting Small group(s)- individualized preteaching, enrichment, reteaching, etc.

Groups- should not always be the same Strength- individualized instruction Friend & Cook, 2003

Team Teaching Approach

    Both teachers- plan & instruct together Team work- responsible for teaching & learning Requires- communication, time, trust, respect, & meshing teaching styles High potential- for student achievement Friend & Cook, 2003

See Handout #2A & 2B.

     What percent of our time is spent on each co-teaching approach?

Draw your present co-teaching pie chart.

Draw your future co-teaching pie chart.

Document ideas to reach your future goals.

What resources will you need to reach those goals?

Begin by Building Bridges

 See Handout #3, “Myth Busters.”

Team Collaboration Needs

       Student-driven reasons Structure & purpose Resources Time together Open communication Support services Others?

Where are you strongest? Weakest?

Celebrate Successes!

  Secret Doodle Shared Doodle

Common Difficulties General Educators Special Educators

Curriculum first Assessment what learned Assessment first Instruction repair gaps

Where are you and your team member?

Facets of Co-Teaching

      Co-teaching approaches & physical space Familiarity with curriculum (SE & GE) Curriculum objectives/GLCEs & modifications Instructional presentation Classroom management Assessments

Is your team clear about these?

Gately & Gately, 2001

Co-Teacher’s Self Assessment

Discuss and fill out Handout #12 together.

“If you want them to HEAR it, you talk. If you want them to LEARN it, they talk.” (Sharon Bowman)

Thoughtful Planning

       Align GE and SE concepts. (Handout #4) Schedule & focus time.

Post both names on the door.

Know student needs. (Handout #5) Correspondence & meetings reflect participation of both teachers.

Prepare respectful learning environment.

Create & teach effective routines.

(Walther-Thomas, Bryant, & Land, 1996)

Instructional Tips

      Develop signals- each other & students Instructional approaches- varied Agenda & objectives- displayed clearly in classroom Teacher roles- show equality & cooperation of team Respect- each other & students Learning styles- honored Murawski & Dieker, 2004

Get to Know One Another Deal with the “little” things first.

 Do Handout #6 solo. Then discuss and come to an agreement on “bottom-line” answers.

Get to Know One Another

Do Handout #7 solo. Share with your partner.

Where do you agree/disagree?

Where do you/do you not need to agree?

Where do you need to compromise?

Grand Conversation to follow in 10 minutes.

Weekly Co-Planning

     Schedule a meeting time.

Cover your bases. (Handout #8) Stay focused on task(s).

Review content before meeting.

Keep it simple:      Instructional plans/objectives/GLCEs Modifications/adaptations Timelines & priorities Formative assessments Tasks for each teaching partner

Your General Plans for Next Week

 Work on Handouts #10 & #11A or 11B as a generalized structure for next week.

 Which co-teaching approach will you be using each day/lesson?

Time for More Detailed Plans

   Take a future lesson or unit and plan it together! Remember your target GLCEs!

Experts to support and guide are among us!!!

Extended GLCEs Core GLCEs Future & Supplemental GLCEs

References

Available from The Access Center American Institutes for Research 1000 Thomas Jefferson Street, NW Washington, DC 20007 Differentiating Instruction for Mixed-Ability Classrooms, ASCD Tools for High-Quality Differentiated Instruction, ASCD S. Bowman, Preventing Death by Lecture, 2005 S. Bowman, How to Give It So They Get It, 2005 L. Slanec, 2007