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Co-Teaching Latricia Trites, Ph.D. September 8 & 10, 2008
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Co-Teaching Partnership Trust Hard work Communication
Shared preparation and shared responsibility. Both are always working. Each section of each lesson should specify roles of both. Considered a very demanding work arrangement.
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Co-Teaching Definition
Two (or more) educators or other certified staff Contract to share instructional responsibility For a single group of students Primarily in a single classroom or workspace For specific content (objectives) With mutual ownership, pooled resources, and joint accountability Cook & Friend (2004)
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What Co-Teaching Isn’t
One person teaching one subject followed by another person teaching a different subject One person teaching one subject while another person prepares instructional materials, makes copies, corrects papers, etc. One person teaching a lesson while other people simply observe One person’s ideas about what and how to teach being the only ideas implemented One person being assigned as a tutor Villa, Thousand, & Nevin (2008)
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Elements of Co-Teaching
Common, publicly agreed-on goal Shared belief system Parity (equity of dual roles) Distributed functions theory of leadership Cooperative process Face-to-Face Interactions Positive Interdependence Interpersonal Skills Monitoring Co-Teacher Progress Individual Accountability
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Background on Co-Teaching
Used extensively in special education. Used at times in ESL in the U.S. Used in “inclusive classrooms” in the U.S.
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Why Use Co-Teaching? Complementary Skills
“Two heads are better than one.” Increased time and attention
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Benefits of Co-Teaching
Mentoring and Professional Development Support Effective, culturally appropriate teaching Impact on future teaching
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Co-Teaching Approaches
Teach and Observe Teach and Drift Parallel Teaching Station Teaching Alternative Teaching Team Teaching Complementary Instruction Supportive Co-Teaching
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Teach and Observe One teaches while the other observes learners.
Observer should have a defined task. Qualities Good for diagnosing problems with learners or groups. Works well for informal assessment. Good for gauging participation. Provides excellent teaching feedback. Good for gathering data about learners and learning, not teacher development.
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Teach and Drift One teaches while the other drifts around the room checking comprehension, activities, etc. Qualities Good when one teacher has particular expertise Good when students need close monitoring either for behavior or comprehension Good for “getting to know” each other as co-teachers Can be distracting to students Need to ensure that both teachers get the chance to teach and to drift
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Parallel Teaching Each one teaches the same content in separate groups. Characteristics Good for low teacher-student ratio situations Fosters student participation and discussion Good for drill and practice, re-teaching, and test review activities
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Station Teaching Each one teaches different material. Students switch stations. Content must be non-consecutive. May have one station with independent work (worksheet) Characteristics Good for introducing several similar, complex topics Good for practicing different language skills with the same content (e.g., reading comprehension then writing task)
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Alternative Teaching One teaches mainstream content to most of the class while the other teaches adapted content to a small group. Characteristics Good for groups with differing ability levels
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Team Teaching One delivers content while the other provides clarification and support. Characteristics Good for demonstrations Good when co-teachers are extremely comfortable working with each other
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Complementary Instruction
One teacher delivers the content while the other teacher delivers the skills.
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Supportive Co-Teaching
One delivers the content while the other oversees activities.
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Effective Co-Teaching
Mixes and matches models. Changes models and roles for variety and interest for learners. May involve delegation of specific tasks to one teacher (e.g., one is the phonics expert). Always specifies the role of each teacher in each activity.
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How to Decide Which Co-Teaching Model to Use
Consider student characteristics and needs Consider teacher characteristics and needs Consider the curriculum, content, and instructional strategies to be taught Consider pragmatic issues such as location of class, noise level, size of class, etc.
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Tips for Effective Co-Teaching
Get to know your partner Create a workable schedule Vary instructional practices Avoid second guessing your partner COMMUNICATE
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Get to Know Your Partner
Complete a co-teaching checklist Discuss personal and professional issues Discuss any “pet peeves”? Discuss any health concerns Discuss learning styles and preferences Create a signal system for communicating in the classroom
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Create a Workable Schedule
Find time to plan together Discuss what will be taught, how it will be taught, and by whom Create a “co-teaching” lesson plan template to be used
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