CO-TEACHING INSTRUCTION

Definition of Co-teaching Co-teaching is the process of jointly delivering substantive instruction, in a standards based classroom, through flexible grouping, the co-teaching models, and differentiation. Both teachers have active roles in teaching and planning.

What does the SpEd teacher bring to the classroom? Learning strategist. Differentiation expert. Knowledge of a variety of disabilities. Motivation techniques. Knows how to take data on behavior, IEP goals, etc. Assistive Technology for SWD’s. Scaffolding devices.

What does the gen. ed teacher bring to the classroom? Content knowledge Deep understanding of standards. Unit plans. Scope and sequence. Pacing. Know which standards students usually have trouble with.

Why is co-teaching essential? IDEA 2004 defines Special education services as “specifically designed instruction.” NCLB states that all children must have access to the general ed. curriculum. Co-teaching can provide both.

What is specialized instruction in a co-teaching environment? Specialized instruction has 7 components: Individual learning characteristics/strategies Effective strategies for all. Assistive technology if appropriate. Differentiated instruction. Scaffolding. Previewing/Acceleration Frequent Assessment.

SpEd teacher: Identify Student learning characteristics/Strategies Identify information processing deficits (visual, auditory, memory, attention, etc) Identify specific strategies that address deficit areas. Analyze error patterns, monitor progress, adjust as needed.

Effective Strategies for All: Modeling. Marzano’s Essential Nine Strategies. Reviewing/Re-teaching. Small group instruction. Listening, talking, questioning, summarizing. Vocabulary strategies to increase comprehension. Routines.

Differentiation of Instruction The SpEd teacher must help to develop and implement differentiated instruction when co-teaching based on: Readiness level. Student Interests. Learning styles.

Differentiation may include: Tiered assignments based on readiness levels. Flexible grouping (using co teach models) based on learning styles, readiness levels, or interests. Use of Scaffolding devices to access the general curriculum. Previewing/Acceleration or Enrichment opportunities.

Co-Teach Models One teach; one observe – used very rarely when teachers need to take data on one or two students. One teach; one drift – can be utilized during whole group instruction (no more then 20% of the time). One teacher manages overall class, discipline, and instruction. One teacher circulates, redirects students’ attention, helps individually with students. Considered pre co-teaching.

Team Teaching: General Ed Team Teaching: General Ed. and SpEd teachers have joint responsibilities for teaching and assessing all content to all students. This takes time…need to have a trusting relationship and both teachers must be proficient in the content (should be utilized 20-30% of time). Station Teaching: Instruction is presented at “centers or stations,” with each station containing a different aspect of the lesson. Two stations are teacher lead and one is completing independent work ( 30 – 40% of time).

Parallel Teaching: GE and SpEd divide the class into two, equal groups, and teach the same content at the same time. Most appropriate for reviews, drill and practice, and project work. (30 -40%) Alternative Teaching: One teacher manages a larger instructional group and the other manages a smaller group (possibly off to the side). The same students are not in the same group all of the time (30%).

If you are new to co-teaching, pick one model and practice it with your class. When you feel like you have got a good handle on that model; move to another.

Successful Co-teach Planning Begin with “must have” conversations regarding: Professional behavior : tardiness, eating/drinking in class, cell phone use, personal business, lack of preparation, being out of class, etc. Parity/Equality: how will you introduce yourselves the first day and during open house? Both teachers must be on time and stay the entire period. Both teachers lead the class and work with all students.

“Must Have Conversations” Space: Where do I put my things? Both teacher need to know where the supplies are. Instructional Routines – warm up activities, vocab. development, lecture/discussions, hands on lab activities, wrap up activities, formative assessments, etc. Organizational routines – entering the room, roll call, being prepared, pencil sharpening, leaving during class, homework, make up work, etc.

Must have conversations (cont): Behavior Management - Ask Mom, if no, ask Dad. - BE VERY CONSISTENT! - Follow Behavior Intervention Plan.

Unit Planning What the GE teacher brings to the table: Curriculum map Unit understanding Unit essential questions Unit skills Unit assessments Instructional activities Class wide behavior management

Unit Planning What SpEd teacher brings to table: IEP’s Accommodations Modifications Learning profile Specialized instruction Individualized behavior plan Data collection Scaffolding devices

Unit planning Together the co-teaching team decides on: How and when to differentiate content, assessments, instruction, materials, and learning activities. Determine grouping and Co-teaching approaches to be used. Determine roles and responsibilities of co-teachers.

Weekly “Touch Base” Planning Revise lesson plans: including what type of co-teach models and/or flexible grouping you will utilize. Reflect on what worked and what did not. Monitor IEP goals, objectives and behavior plans. Check on “who is getting it” and what do we need to do differently.

In Conclusion: Co-Teaching Is Not: One teacher leading whole group instruction and the other acting as a para. One teacher leading instruction and the other teacher utilizing the period for planning purposes. The SpEd teacher only helping/assisting the SWD’s. The GE teacher taking full responsibility for planning and instruction.

John Maxwell Quote “If we're growing, we're always going to be out of our comfort zone.”