Traditional Classroom Alternatives Paula Meyers and Linda Wolf ED 5104 Realities of Education Team Presentation March 16, 2004

What are some alternatives?  Looping  Team Teaching

Definition of Looping  A multiyear placement for the students and the teacher  Groups of students stay together for two or more years with the same teacher

Also known as…  Continuous learning  Multi-year grouping  Teacher/Student progression  The 20-month classroom  Teacher rotation  Multiyear placement  Continuous progress

History of Looping  Italy Used in preschools 3 years  Germany Typically 4 to 6 years  Waldorf Schools Grades 1 through 8

Becoming more common in…  Other European countries  Japan  Israel  Montessori Schools  United States??

? “Shall teachers in graded city schools be advanced from grade to grade with their pupils through a series of two, three, four, or more years, so that they may come to know the children they teach and be able to build the work of the later years on that of the earlier years…?” In a memo from the U.S. Department of Education in 1913

Research  Not much quantitative research exists on the benefits  Qualitative research supports the process  Qualitative research indicates advantages for both students and teachers

Advantages  Beginning of year less stress and anxiety  Attendance improves  Fewer discipline problems  Provides a “family feeling”  Teacher is a third parent  Development of a sense of community in the classroom  Increased sense of stability and consistency for students  Paired with an effective summer school program, offers benefits similar to year-round school

Benefits for Students  Familiarity with teacher and routines  Increased learning time  Increased time on task  Increased self-confidence  Increased motivation  Increased risk-taking  Better cooperation skills  Long term relationships grow  Social skills improve

Benefits for Teachers  Increased teaching time during second year  Opportunities to better individualize curriculum and instruction  Time saved in skill assessments  Allows for more in-depth knowledge about students and their needs  Long term teacher/student relationships improve job satisfaction

Disadvantages  Student/teacher personality conflicts  Possibility of being “stuck” with a weak teacher  Teachers reluctant to switch grade level and/or content area  Students moving out  New students joining the classroom mid-loop  Too many special needs students in the class  Different teaching and learning styles

Project F.A.S.T.  Families Are Students and Teachers  Implemented in East Cleveland, Ohio  Substantially higher reading and math achievement scores on standardized tests  Increased sense of ownership in student outcomes  Heightened sense of efficacy  Increased decision-making autonomy for students

Project F.A.S.T. Parents -  Feel more respected by teachers  Have more confidence in teachers and administrators  More likely to seek the school‘s assistance  Stronger sense of community between parents, teachers, and students

3 Year Student-Teacher Relationship Teachers –  70% reported more positive approaches to classroom management  92% said they knew more about their students  66% described students as more willing to participate  85% reported students feeling pride in themselves, the group, the school  84% reported more positive relationships with parents  75% experienced increased empathy with collegues

3 Year Student-Teacher Relationship Students –  Reactions were equally favorable  Favorable reactions grow more positive with each successive grade level Parents –  99% requested that their child loop the next year

Team Teaching

Definition of Team Teaching  Two full-time teachers assigned to one classroom of students for one year

Also known as…  Co-teaching  Collaborative Teaching  Paired-teaching  Inclusion Teaching  Cooperative Teaching  Complimentary Teaching

History of Team Teaching  IDEA – Individual Disabilities Education Act of 1997 “Requires that at least one regular education teacher participates in meetings that determine the IEP for each child with a disability” Thomas Hehir, Director of the Office of Special Education Program at the U.S. Department of Education

Becoming more common in… School districts –  Trying to meet needs of more students  IDEA – Individuals with Disabilities Act  Encouraging teachers to work together  Tighter budgets  Trying to access more professional knowledge

Variations of Team Teaching  Two certified regular education teachers with one group of students  Two certified teachers – one regular education teacher and one special education teacher with one group of students

Research  Focus on process rather than achievement  A way to implement inclusion  No evidence that it promotes satisfactory student achievement  Supports individualized student services

Advantages  Instruction for special education students Specific Directed Individualized Intensive Remedial  Mixes special education and regular education students  Substituting  Different teaching styles

Benefits for Students  Receive the ideas and talents of more than one teacher  Are exposed to more learning and teaching styles  Supported by more than one teacher  More individual instruction time  Gain the attention of a second teacher

Benefits for Teachers  Share with other teachers Strengths Skills Experiences  Share responsibilities with other teachers Planning Instructing Drilling Testing Reviewing assignments

Disadvantages  Joint planning time  Substituting  Too many IEP students in the class  Teacher personality conflicts  Different teaching philosophies  Different teaching styles  Different classroom management styles  Size of classroom space

“Collaboration is fast becoming one of the most popular service delivery models.” Peggy T. Reeve and Daniel P. Hallahan, 1994

Discussion  What are the advantages and disadvantages of looping and team teaching?  Do the benefits outweigh the disadvantages?  Do either looping or team teaching fit your teaching style? School environment?  What aspects could you implement in a traditional classroom setting?