Co-Teaching: What Two Can Do Presented by: Lisa Menges, Lincoln Intermediate Unit12

Models of Co-Teaching Supportive : One teacher teaches while the other assists all students Team : Two teachers teaching the whole group together Parallel : Two teachers teaching one lesson to 2 different groups at the same time Alternative : One teacher does the direct instruction of skills, the other a small group for support/enrichment Station Teaching: Students are divided into instructional groups and rotate through groups. Both teachers take responsibility for instruction.

Forming Members come together with uncertainty Desire to be accepted Avoid controversy Gathering information and impressions Avoidance of conflict and threat

Storming Marked by conflict Minor confrontations arise Individuals may feel like they are winning or losing battles Look for structural clarity or rules to prevent conflict from persisting

Norming Beginnings of team interdependence “Rules” have been established Individual responsibilities are clear, but still function in separate roles Having had arguments, they understand each other May resist pressure to change for fear they will revert back to storming

Performing Group moves forward to accomplish objective Team interdependence and flexibility High level of trust Roles and responsibilities change seamlessly

Forming, Storming, Norming, or Performing? Co-Teaching Scenarios In which stage is each pair of co-teachers?

Teaching Style Formal Authority Demonstrator Facilitator Delegator

Forming, Storming, Norming, and Performing? What are the team development characteristics of our own co-teaching relationship?

What are the BENEFITS Of Co-Teaching?

And the survey says… Tiffin Middle School, Tiffin OH Do you get more help when there are two 89% 11% teachers in the room? Do you behave differently when there are two 34% 66% teachers in the room? Do you ask more questions when there are two 44% 56% teachers in the room? Do you get better grades in the inclusion 74% 26% classes than the other classes? Yes No

And the survey says… Tiffin Middle School, Tiffin OH Do you do a better job on your homework 77% 23% in your inclusion classes? Do you answer more questions in your 49% 51% inclusion classes? Do you pay closer attention to the teacher 72% 28% in your inclusion classes? Do you wish all of your classes could be 70% 30% inclusion classes? Yes No

Co-Teaching Benefits  Special education & ELL students have access to regular education environment.  Improvements in academic and social skills.  Teacher-student ratio is increased, allowing for better teaching and learning to occur.  Provides a variety of learning situations within the classroom.

Co-Teaching Benefits  Positive classroom environment.  Provides students with opportunities to work together.  Increased flexible groupings.  Increased time on task, less wait time.  Satisfies NCLB/Highly Qualified Requirement; Gaskins, IDEA 2004, LRE, AYP

Case Scenario: A Broken Arm Article: The Co-teaching Partnership

A Broken Arm Regular Education Teachers Special Education Teachers

The Coteaching Partnership

Case Scenario: A Broken Arm Article: The Co-teaching Partnership

Co-Planning a Lesson

Guided Questions

Co-Teaching: What Two Can Do!

What Can Two Do?

Gots and Needs Feedback

Contact Information Lisa Menges