6 models for teaching success. increased options for flexible grouping of students enhanced...
TRANSCRIPT
CO-TEACHING6 Models for Teaching Success
WHY CO-TEACH? Increased options for flexible grouping of
students
Enhanced collaboration skills for the teacher candidate and cooperating teacher
Professional support for both the cooperating teacher and the teacher candidate
Another set of eyes to watch and help problem solve
Flexibility to try things you wouldn't be able to do alone
Collaboration in classroom and lesson preparation
Help with classroom management
Diversity and size of today's classrooms Reduce student/teacher ratio Increase instructional options for all students Diversity of instructional styles Greater student engaged time Greater student participation levels
http://www.stcloudstate.edu
WHAT IS CO-TEACHING? Involves two or more professionals Heterogeneous group of students Shared delivery of instruction Occurs in a shared physical space Participation may vary based on needs
of the students
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WHAT CO-TEACHING IS NOT A way to hide weak candidates
A less rigorous student teaching experience
Simply dividing the tasks and responsibilities among two people.
For example, co-teaching is NOT: One person teaching one subject followed by
another who teaches a different subject One person teaching one subject while
another person prepares instructional materials at the Xerox machine or corrects student papers in the teachers' lounge
One person teaching while the other sits and watches
When one person's ideas prevail regarding what will be taught and how it will be taught
Someone is simply assigned to act as a tutor http://st.cloudstate.edu
CO-TEACHING IS A WAY to build stronger connections between
universities and their school partners
to increase opportunities for placements
to provide both support and professional development for cooperating teachers
to better meet P-12 student needs
for teacher candidates to have more opportunities to teach
for teacher candidates and cooperating teachers to enhance their communication and collaboration skills
for teacher candidates and cooperating teachers to build strong relationships
to induct and mentor teacher candidates
THINK INCLUSIVE SCHOOLS Least restrictive environment Mainstreaming Inclusion Integration-three components
Physical integrationSocial integration Instructional integration
Co-teaching is the most common service delivery used in inclusive schools
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ONE TEACH, ONE OBSERVE One teacher leads and another
purposely observes individual students and/or student teacher interaction
When to use In new co-teaching situationsWhen questions arise about studentTo check student progressTo compare target students to others in
class
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ONE TEACH, ONE DRIFT One teacher provides assistance during
large group instruction, while the other teacher monitors.
When to use When the lesson lends itself to delivery by
one teacher When one teacher has particular expertise for
the lesson In new co-teaching situations=to get to know
each other In lessons stressing a process in which
student work need close monitoring http://slideshare.net
http://www.youtube.com/watch?v=XmlNNh4VjBE&NR=1
PARALLEL TEACHING Teachers jointly plan instruction, but each may
deliver it to half the class or in small groups. This model requires joint planning time. Beneficial when introducing a new topic or when students have trouble staying focused.
When to use When a lower adult-student ratio is needed to
improve instructional efficiency To foster student participations in discussions For activities such as drill and practice, reteaching
and review http://slideshare.net
http://www.youtube.com/watch?v=YyxLvaScI0Q
STATION TEACHING Teachers divide contents and students.
Students may rotate to each teacher as well as work independently based on needs.
When to useWhen content is complex but not
hierarchical In lessons in which planned instruction is
reviewWhen several topics comprise instruction
http://slideshare.net
http://www.youtube.com/watch?v=VAYHGh4vIwA
ALTERNATIVE TEACHING One teacher works with a small group to pre-
teach, re-teach, supplement or enrich instruction, while the other teacher instructs the large group.
When to use In situation where students’ mastery of concepts
taught or about to be taught varies tremendously. When extreme high levels of mastery are
expected for all students When enrichment is desired When some students are working in a parallel
curriculum http://slideshare.net
http://www.youtube.com/watch?v=Q-xEPmd72RI
TEAM TEACHING Both teachers share the planning instruction
of students in a coordinated fashion. When to use
When two heads are better than one or experience is comparable
During a lesson where instructional conversation is appropriate
In co-teaching situations in which the teachers have considerable experience and a high sense of comfort
When a goal of instruction is to demonstrate some type of interaction to students
http://slideshare .net
http://www.youtube.com/watch?v=IYQZJjGlt8A
Questions?