1. CO-TEACH PART 3 USING TECHNOLOGY TO BUILD COLLABORATION LAURA FISHER LFISHER@SPEED802.ORG

2. AGENDA Part 1 Teaching Styles Part 2 Logistics Getting started with Technology  Choosing a technology resource  Google docs  Wiki space

3. CO-TEACH ISSUES FOR DISCUSSION AND PLANNING Co-Teaching Check list for Issues and Discussion

4. 4 HONORING DIVERSE TEACHING STYLES Edward Pajak, PhD Graduate Division of Education Johns Hopkins University epajak@jhu.edu

5. COLLABORATIVE SCHEDULING Collaborative Scheduling A Collaborative Scheduling B Collaborative Scheduling C Walsh & Jones, 2004

6. PHYSICAL ARRANGEMENT

7. PHYSICAL ARRANGEMENT: BEGINNING STAGE Impression of separateness  Students with disabilities vs. general education students Little ownership of materials or space by special educator Delegated spaces which are rarely abandoned Gately & Gately, 2001

8. PHYSICAL ARRANGEMENT: BEGINNING STAGE (CONT.) Invisible walls A classroom within classroom Gately & Gately, 2001

9. PHYSICAL ARRANGEMENT: COMPROMISING STAGE More movement and shared space Sharing of materials Territoriality becomes less evident. Special educator moves more freely around the classroom but rarely takes center stage. Gately & Gately, 2001

10. PHYSICAL ARRANGEMENT: COLLABORATION STAGE Seating arrangements are intentionally interspersed. All students participate in cooperative grouping assignments. Teachers are more fluid in an unplanned and natural way. Gately & Gately, 2001

11. PHYSICAL ARRANGEMENT: COLLABORATION STAGE (CONT.) Both teachers control space: Like an effective doubles team in tennis, the classroom is always “covered.” Space is truly jointly owned. Gately & Gately, 2001

12. FAMILIARITY WITH THE CURRICULUM

13. FAMILIARITY WITH THE CURRICULUM: BEGINNING STAGE Special educator may be unfamiliar with content or methodology used by the general educator. General educator may have limited understanding of modifying the curriculum and making appropriate accommodations. Unfamiliarity creates a lack of confidence in both teachers. Gately & Gately, 2001

14. FAMILIARITY WITH THE CURRICULUM: COMPROMISING  COLLABORATIVE STAGES Special educator acquires a knowledge of the scope and sequence and develops a solid understanding of the content of the curriculum. Special educator gains confidence to make suggestions for modifications and accommodations. Gately & Gately, 2001

15. FAMILIARITY WITH THE CURRICULUM: COMPROMISING  COLLABORATIVE STAGES (CONT.) General educator becomes more willing to modify the curriculum, and there is increased sharing in planning and teaching. Both teachers appreciate the specific curriculum competencies that they bring to the content area. Gately & Gately, 2001

16. CURRICULUM GOALS AND MODIFICATIONS

17. CURRICULUM GOALS AND MODIFICATIONS: BEGINNING STAGE Programs are driven by textbooks and standards, and goals tend to be “test-driven.” Modifications and accommodations are generally restricted to those identified in the IEP; little interaction regarding modifications to the curriculum. Special educator’s role is seen as “helper.” Gately & Gately, 2001

18. CURRICULUM GOALS AND MODIFICATIONS: COMPROMISING STAGE General educator may view modifications as “giving up” or “watering down” the curriculum. Gately & Gately, 2001

19. CURRICULUM GOALS AND MODIFICATIONS: COLLABORATIVE STAGE Both teachers begin to differentiate concepts that all students must know from concepts that most students should know. Modifications of content, activities, homework assignments, and tests become the norm for students who require them. Gately & Gately, 2001

20. INSTRUCTIONAL PRESENTATION

21. INSTRUCTIONAL PRESENTATION: BEGINNING STAGE Teachers often present separate lessons. One teacher is “boss”; one is “helper.” Gately & Gately, 2001

22. INSTRUCTIONAL PRESENTATION: COMPROMISING STAGE Both teachers direct some of the activities in the classroom. Special educator offers mini-lessons or clarifies strategies that students may use. Gately & Gately, 2001

23. INSTRUCTIONAL PRESENTATION: COLLABORATIVE STAGE Both teachers participate in the presentation of the lesson, provide instruction, and structure the learning activities. The “chalk” passes freely. Students address questions and discuss concerns with both teachers. Gately & Gately, 2001

24. CLASSROOM MANAGEMENT

25. CLASSROOM MANAGEMENT: BEGINNING STAGE Special educator tends to assume the role of “behavior manager.” Gately & Gately, 2001

26. CLASSROOM MANAGEMENT: COMPROMISING STAGE More communication and mutual development of rules Some discussion for individual behavior management plans Gately & Gately, 2001

27. CLASSROOM MANAGEMENT: COLLABORATIVE STAGE Both teachers are involved in developing a classroom management system that benefits all students. Common to observe individual behavior plans, use of contracts, tangible rewards, and reinforcers Development of community-building and relationship- building activities as a way to enhance classroom management Gately & Gately, 2001

29. COLLABORATION

30. EFFECTIVE CO-PLANNING

31. PRE-PLANNING Co-teaching requires thoughtful planning time. Administrative support is essential. Here is where the alignment of special and general education occurs Make this time as focused as possible Take turns taking the lead in planning and facilitating Murawski & Dieker, 2004; Dieker, 2002

34. PROVIDE WEEKLY SCHEDULING CO-PLANNING TIME Co-teaching teams should have a minimum of one scheduling/planning period (45–60 minutes) per week. Experienced teams should spend 10 minutes to plan each lesson. Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996

35. EFFECTIVE CLASSROOM-LEVEL PLANNING Co-teachers should show a shared commitment and enthusiasm. Both teachers’ names should be posted on the door and in the classroom. All meetings and correspondence with families should reflect participation from both co- teachers. Skilled planners trust the professional skills of their partners. Walther-Thomas, Bryant, & Land, 1996

36. EFFECTIVE CLASSROOM-LEVEL PLANNING (CONT.) Effective planners design learning environments for their students and for themselves that demand active involvement. Effective co-planners create learning and teaching environments in which each person’s contributions are valued. Effective planners develop effective routines to facilitate their planning. Planning skills improve over time. Walther-Thomas, Bryant, & Land, 1996

37. TWO STAGES OF CLASSROOM CO-PLANNING 1.Getting to know each other 2.Weekly co-planning Walther-Thomas, Bryant, & Land, 1996

38. GETTING TO KNOW EACH OTHER Ease into working with one another Deal with the “little” things first These typically become the deal-breakers down the road, and preventing these road blocks early can make life easier. Walther-Thomas, Bryant, & Land, 1996

41. GETTING TO KNOW EACH OTHER (CONT.) Important to spend time talking and getting better acquainted with each other’s skills, interests, and educational philosophies Having a semi-structured preliminary discussion can facilitate this process. Discuss current classroom routines and rules Walther-Thomas, Bryant, & Land, 1996

43. GETTING TO KNOW EACH OTHER (CONT.) Consider a “pilot test” It may be necessary to plan together during the summer (i.e., prior to development days involving all staff). Walther-Thomas, Bryant, & Land, 1996

44. GETTING TO KNOW EACH OTHER (CONT.) Consider completing a teaching style inventory  Compare how each of you prefers to structure assignments, lessons, classroom schedule, etc. Examples  http://fcrcweb.ftr.indstate.educationu/ tstyles3.html  http://www.longleaf.net/teachingstyle.html

46. WEEKLY CO-PLANNING Effective weekly co-planning is based on regularly scheduled meetings, rather than “fitting it in.” Important to stay focused Review content in advance of meeting Walther-Thomas, Bryant, & Land, 1996

47. WEEKLY CO-PLANNING (CONT.) Guide the session with the following fundamental issues:  What are the content goals?  Who are the learners?  How can we teach most effectively? Walther-Thomas, Bryant, & Land, 1996

48. WEEKLY CO-PLANNING (CONT.) Shape instructional plans Establish timelines and priorities Assign preparation tasks Walther-Thomas, Bryant, & Land, 1996

51. STRATEGIES FOR FINDING TIME Borrowed Time- Common Plan Time Tiered Time Rescheduled Time Release Time Freed-up Time Purchased Found Time New Time Technology

52. WHY USE WIKI? http://www.commoncraft.com/video/wikis

53. WIKI COLLABORATION IN 3 STEPS Wiki-Foundation Build Your Wiki-Space Customize Your Space

54. WIKI-FOUNDATION Wiki-Terms - User Account, Space, Page, Public, Protected, Private Registering & Creating Your Space -Teachers get Plus account for free ($50/yr value) Wiki-Help - http://www.wikispaces.com/ content/private-label-tour http://www.wikispaces.com/ content/private-label-tour www.wikispaces.com/site/for/teachers

55. BUILDING YOUR CLASSROOM WIKI-SPACE(S) After You Name Your Wiki Home you must Sign in Add,Edit, Save & Preview Pages Navigation Menu Discussion Board Maintenance After You Name Your Wiki Home you must Sign in Add,Edit, Save & Preview Pages Navigation Menu Discussion Board Maintenance

56. CUSTOMIZING YOUR WIKI

57. WIKI-CONCLUSION Wikispaces Tips & Tricks -www.wikispaces.com/wikitipswww.wikispaces.com/wikitips Wikispaces Help -www.wikispaces.com/help+indexwww.wikispaces.com/help+index Wikispaces Tours -www.wikispaces.com/site/tourwww.wikispaces.com/site/tour Creating Educational Wikis -www.wikispaces.com/site/for/teacherwww.wikispaces.com/site/for/teacher Widgets for Your Wiki -www.snipurl.com/wikiwidgetswww.snipurl.com/wikiwidgets

58. LET’S CREATE YOUR WIKI ACCOUNT Step by Step Directions……