Transcript Slide 1

Louisiana’s Co-Teaching
Resource Guide
Part 2-Implementation
Kristina Braud, Literacy Goal Office
Melanie Lemoine, Louisiana State Improvement Grant
Andrea Thompson, Literacy Goal Office
Guide’s Location:
accessguide.doe.louisiana.gov/site%20documents/FINALcoteaching_guide.pdf
Co-Teaching Resource Guide
Part 2--Implementation
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Co-Teaching Approaches
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The examples given are to be used as a “guide” only;
teacher personalities, years of experience, level of
partnership, and school scheduling will produce varied
results.
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No one approach is the best. Its use is dependent on
the teaching goal, the individual teaching styles, and
student learning styles.
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Best instructional practices and well planned coteaching will assist in meeting the goal.
Classroom Approaches
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Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
One teach; One Assist
Station Teaching
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Teachers divide the responsibility of planning and
instruction.
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Students rotate on a predetermined schedule
through stations.
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Teachers repeat instruction to each group that
comes through; delivery may vary according to
student needs.
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Approach can be used even if teachers have very
different pedagogical approaches.
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Each teacher instructs every student.
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Website: http://www.powerof2.org
Station Teaching
Benefits
Cautions
Guiding Concepts
Grouping for specific
student needs
Groups need to be
flexible requiring
independent working
skills for 3rd group
Will student learning
be facilitated by
smaller, more intense
instruction? Are class
procedures for
transitioning in
place/practiced?
Allows lesson to be
“chunked”
Pacing for groups need Does concepts/lesson
to be commensurate
lend to chunking?
Concepts with
hierarchies are not a
good fit.
Allows differentiation
and UDL to match
learning style, reteach, accelerate or
accommodate depths
of learning
Avoid “fluff” at
stations.
Noise level may be an
issue
Can students
needs/styles of
learning be met?
Are IEP
accommodations being
provided?
Station Teaching
Benefits
Cautions
Guiding Concepts
Group carefully so that
those with attention
issues are distributed
evenly to allow maximum
instructional intensity
Which students need
extra attention?
Can accentuate a
particular teacher’s style
Can stifle teacher growth
is same skills used.
What are the
teachers’ talents that
will enhance
instruction?
Responsibility/
workload shared but
separate
Ensure equal work load
Lower studentteacher ratio;
Increased instruction
and attention
Room Configuration for Station Teaching
Teacher Table
Student Table
Parallel Teaching
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Teachers share responsibility for planning and
instruction.
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Class is split into heterogeneous groups, and each
teacher instructs half on the same material.
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Content covered is the same, but methods of
delivery may differ.
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Both teachers need to be proficient in the content
being taught.
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http://education.byu.edu/cpse/co_teaching/videos/
Sequence3.MPG
Parallel Teaching
Benefits
Cautions
Guiding Concepts
Intensive instruction
Mastery of content
required by both
teachers
Would complexity be
lessened in smaller
groups?
Lower student-teacher
ratio;
Pre-planning required
to have equitable
instruction
Would students benefit
from increased
interaction and
feedback?
Would students’
participation increase?
Likelihood of
participation
Monitor group work;
prepare for early
finishers
Would students benefit
from closer monitoring
and supervision?
Allows different
teaching styles
Could students’ needs
be better met by
matching learning styles
to teaching styles?
Room Configuration for Parallel Teaching
Teacher Table
Student Table
Alternative Teaching
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Teachers divide responsibilities for planning and
instruction.
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The majority of students remain in a large group
setting, but some students work in a small group for
pre-teaching, enrichment, re-teaching, or other
individualized instruction.
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Approach allows for highly individualized instruction
to be offered.
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Teachers should be careful that the same students are
not always pulled aside.
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Website: http://www.powerof2.org
Alternative Teaching
Benefits
Flexible groups to re-teach,
extend lesson
Multiple means of delivery
Cautions
Avoid static
grouping
Guiding Concepts
Does data indicate need to
group for pre/re-teaching
or extending the
lesson/concept?
At some point is additional
direct instruction needed
for a short period of time
while the larger group
continues? What will be
the re-entry point?
Room Configuration for Alternative Teaching
Teacher Table
Student Table
Team Teaching
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Teachers share responsibilities for planning and
instruction.
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Teachers work as a team to introduce new content,
work on developing skills, clarify information, and
facilitate learning and classroom management.
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This requires the most mutual trust and respect
between teachers and requires that they be able to
mesh their teaching styles.
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Great Science Example:
http://www.teachertube.com/viewVideo.php?title=Mic
helle_Seigler___Rockets_and_Co_Teaching&video_id=
240066
Team Teaching
Benefits
Cautions
Guiding Concepts
Varied presentation
styles
Knowledge of roles and
responsibilities must be
clear
Would content delivery be
best through dialogue, roleplay, demonstration,
debate, step-by-step?
Highest degree of
professional
collaboration;
Requires co-teachers to
know each other well
and be in sync to
achieve desired
outcomes
Will all students benefit
from this approach?
Skilled determination
of student’s need for
support
Must be very observant Does data identify weak
to students’ functioning; students? Are IEP
accommodations provided?
Regulation occurs in
real time
Reinforcement/adjustm
ent to delivery must be
seamless
What are expected
observable behaviors that
tell students are on track?
Students self assess
and ask for help
Must be modeled for
students to know when
assistance is needed.
Have students learned how
to identify and advocate for
assistance?
Room Configuration for Team Teaching
Teacher Table
Student Table
One Teach, One Assist
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One teacher plans and instructs, and one teacher
provides adaptations and other support as needed
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Requires very little joint planning
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Should be used sparingly
Can result in one teacher, most often the general educator,
taking the lead role the majority of the time
– Can also be distracting to students, especially those
– who may become dependent on the drifting teacher
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Website: www.powerof2.org
One Teach, One Assist
Benefits
Cautions
Guiding Concepts
Opportunity to collect
behavioral or academic
data
Both teachers may not
be seen as equally
active/empowered
What student specific
information needs to be
collected?
Assist targeted students
during and after whole
class presentation
One teacher may be a
“glorified aide”; loss of
power of 2 teachers
How can strengths of
each teacher be
maximized?
Are teachers clear about
expectation of each
other?
Students receiving help
may become static.
(ie.,“ ‘Sped’ students
come to Ms. Jones”)
Room Configuration for One Teach, One Assist
Resources for Implementation
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Power of 2 Website: http://www.powerof2.org
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Special Connections from KU— Videos of 3 of 5 coteaching approaches presented:
http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=collaboration&se
ction=main&subsection=coteaching/types
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Parallel Teaching: (Science MS)
http://education.byu.edu/cpse/co_teaching/videos/Se
quence3.MPG
Resources for Implementation
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Team Teaching Great Science Example:
http://www.teachertube.com/viewVideo.php?title=Mic
helle_Seigler___Rockets_and_Co_Teaching&video_id=
240066
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Interactions: Collaboration Skills for School
Professionals, 6th edition, Marilyn Friend and Lynne
Cook, 2010. Pearson.
Submit a VIDEO of Your Co-Teaching Approach
Bright Lights & Great Ideas Needed
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Check out a flip camera at a Regional LATI center:
http://www.doe.state.la.us/divisions/specialp/assistive_
technology.html
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Showcase your class, school, or district! Capture short
video clips of planning, a co-teaching approach, student
transitions, and testimonies to:
[email protected]
Next Steps
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Leadership team supports initial implementation framework
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Adjustments to framework necessary
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Inform families of co-teaching
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Adjust IEPs to reflect co-teaching
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Design monitoring and feedback of co-teaching practices
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Expand practices, examine/adjust current practices