Co-Teaching Strategies to Facilitate Success with the CCSS

Utilizing small, flexible groups to meet the needs of all learners

Colleen Connolly, Assistant Principal Troy 30CTyler Haymond, Assistant Principal Troy 30C

Deb Marco, Director of Special Education Troy 30C

Co-taught classes

● At Troy 30-C, our goal for co-taught classes is to limit whole group instruction to mini-lessons. This allows the majority of class time to be spent in teacher led small, flexible groups, structured cooperative learning groups, and independent work activities.

● Flexible groups empower teachers to differentiate instruction, addressing student needs as they relate to learning targets.

Heacox, D. (2002) Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing Inc.

Hattie Rankings on Effect Size● Using formative assessment to inform instruction 0.9● Classroom behavior 0.8● Comprehensive Interventions for students with Learning Disabilities 0.77● Teacher Clarity 0.75● Reciprocal Teaching 0.74● Feedback 0.73● Teacher-Student Relationships 0.72● Meta-cognitive Strategies 0.69● Problem-solving Teaching 0.61● Teaching strategies 0.6● Cooperative learning vs. individualistic learning 0.59● Goals 0.56● Peer tutoring 0.55● Small group learning 0.49● Match style of learning 0.41● Time on task 0.38

Hattie, J. (2009). Influences and effect size related to student achievement. Visible Learning Diagram. Retrieved from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/.

What is co-teaching?

● General education teacher, ELL Specialist, and/or Special Education Teacher collaborating○ Plan○ Teach○ Assess○ Manage

● Facilitate success for all students ● Instruction toward the same learning target● Co-Planning to meet the needs of all learners ● Reach students with different needs within the same setting ● Give and take of content knowledge and student needs

Perez, K. (2012). The co-teaching book of lists. San Francisco, CA: Jossey-Bass.

Co-Teaching is NOT...

● Special education teacher assumes the role of Teaching Associate/Paraprofessional, previously known as, “One Teach, One Assist”

● Just an extra adult in the room● One teacher doing all of the work/planning● One teaching, the other grading● General education teaches general education students, special education teacher

teaches students with IEPs● One teaches, the other individualizes

Perez, K. (2012).

Co-Teaching Benefits General Education Students

● More contact time with teachers for greater individualized instruction● Unique learning needs met for students● Peer tutoring develops leadership skills● Development of social skills● Attention to individual learning styles● Receive small group instruction● Benefit from peers● More comfortable asking questions● Flexibility to address different learning styles

Perez, K. (2012).

Co-Teaching Benefits Students with Special Needs

● Receive more responsive instruction with two teachers● Benefit from peer tutoring● Feel part of the school - not isolated● Access to Least Restrictive Environment● Benefit from content expertise of general education teacher● Interaction with peers● Exposure to modelling by students with successful learning skills ● Benefit of combined skillsets of two different teachers● More one on one attention

Perez, K. (2012).

Advantages of Co-Teaching for All Students

● Increased engagement● Less time off task● Less fragmented learning● Shorter wait time for assistance● Exposure to different teaching styles● Positive social outcomes for all students● High behavioral and academic expectations for all students

Perez, K. (2012).

Co-Teaching Benefits General Education Teachers

● Gain background information of special education students● Assistance with student organizational skills and effort● Feedback available from special education teacher on content presentation● Supports for all students ● Learn and share strategies from special educator to reach all students● More opportunity for family contact

Perez, K. (2012).

● Greater awareness of student progress and performance in the context of grade level expectations

● Partnering with colleagues to support IEP goals● Gain content knowledge● Empower students to generalize information● Requires goals to address prioritized, grade level CCSS ● More positive feedback from parents

Perez, K. (2012).

Co-Teaching Benefits Special Education Teachers

Advantages of Co-Teaching for All Teachers

● Flexibility in activities and assessments● Easier to conduct “hands on” activities● Increased creativity, ideas● Double the man/woman power● Share expertise, and provide feedback● Personal support and collaboration● Different perspective● Co-planning can be exhilarating - having a colleague to share ideas, and provides

increased opportunities to implement innovative practices● Help more students● Learn new strategies

Perez, K. (2012).

One Teach, One Assist ● Unfortunately, the most prevalent co-teaching model in schools today is “One

Teach, One Assist.” ● At Troy 30C, we are moving beyond “One Teach, One Assist”

○ Our teachers are capable of so much more○ Demeaning to be the “assistant”○ Does little to increase student engagement or achievement ○ Small, flexible groups allow students to better meet the challenges of the

CCSS

Mastropieri, M. & Scruggs, T. (2007) Co-teaching in inclusive classrooms: a metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.

Four Co-Teaching Models

1. Station Teaching2. Parallel Teaching3. Skills Groups/Supplemental Teaching4. Differentiated Teaching Groups

Selected from Perez, K. (2012).

Station Teaching

● Instructional content divided into learning centers. ● Two teachers at two different stations.● Typically between two and four stations; up to two independent or collaborative

small group stations, such as Kagan Structures.● Students rotate after a set time.● Both teachers interact with all students throughout the lesson.

Kagan, M., Kagan, S. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing.

Perez, K. (2012).

Effective Uses of Station Teaching

● Differentiate Instruction at the end of a unit● Review before an assessment● Fill skill gaps● Reteaching● Maintenance/review of previously learned concepts● Technology use

Parallel Teaching

● Classroom is divided into two groups ● Groups may be homogenous or heterogenous● Participation is increased by having smaller group sizes. ● Teachers teach the same material to the classroom, but can differentiate methods

to better meet student needs.

Perez, K. (2012).

Effective Uses of Parallel Teaching

● Reteaching after an assessment based on student needs● Introduce new material at a different pace/level of support or scaffolding● Organize physical space to minimize distractions● Second whiteboard helpful ● Heterogenous groups, peers work collaboratively

Skill Groups/Supplemental Teaching

● Teachers divide students into flexible, homogeneous ability groups and provide leveled instruction.

● Students are shared by both teachers. ● Rather than, “your kids,” and “my kids,” they are all “our kids.”

Perez, K. (2012).

Effective Uses of Skill Groups/Supplemental Teaching

● Different reading levels of the same text (ReadWorks, NEWSELA, Reading A-Z)

● After a pre-test● Use exit slip to determine tomorrow’s groups● Use text at level of assessment, but chunked differently● Excellent for math - two teacher led groups● Excellent for writing too ● Conferring with feedback to students

Differentiated Teaching Groups

● Also referred to as “Learning Styles Approach”● One teacher may plan visual/auditory lesson, while the other teacher plans a

tactile/kinesthetic lesson. ● Same learning outcome, but different methodology, scaffolding, or teaching

strategies.● Great way to incorporate student choice.

Perez, K. (2012).

Effective Uses of Differentiated Groups

● Start school year with Learning Styles Surveys

● Increased opportunities for kinesthetic learning activities○ Butcher block paper on the floor○ Fly swatter vocabulary○ Shoot basket for each question written○ Choreograph movements for each vocabulary word

Differentiation through Universal Design for Learning Guidelines

http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer

Using GroupsHomogeneous vs. Heterogeneous groups?

● Based on activity● Based on data● Based on student preference/choice

What is the objective of the group?● Improving skills● Remediating skills● Enriching skills● Teaching Strategies● Appropriate Social Interaction● Team Building

Schullery, N. & Schullery, N. (2006). Are heterogeneous or homogeneous groups more beneficial to students? Journal of Management Education 30: 542-556.

Heterogeneous Groups

● Students at varying ability and readiness levels● Heterogeneous groups effective for these activities

○ Critical Thinking Activities○ Concept and Generalization Activities○ Open-ended discussions○ Cooperative Learning Groups (such as Kagan Structure Activities)○ Multi-disciplinary Units, Examples: Hands-on science experiments and Current

event discussions

Schullery, N. & Schullery, N. (2006).

Homogeneous Groups

● Students at similar ability and readiness levels● Use of homogenous groups

● Differentiated drill and practice● Math computation/Fact activities● Differentiated stations ● Guided Reading Groups ● Guided Math Groups

Schullery, N. & Schullery, N. (2006).

Co-Teaching Requirements

● Designated Co-Planning time● An interpersonal relationship between teachers● An understanding of co-teaching instructional methods● An understanding of student needs● Space to work with students● Shared content area knowledge● An understanding of classroom procedures and routines

Perez, K. (2012).

Content Teacher Responsibilities

● Willingness to change or adapt● Willing to share function and control of classroom.● Strong interpersonal skills - ability to work with someone ● Strong content area knowledge● Flexibility to implement a variety of best instructional practices● Familiarity with students requiring special education services, accommodations

and modifications

Perez, K. (2012).

Special Ed Teacher Responsibilities

● Willingness to adapt to established classroom routines, procedures, and behavioral management techniques.

● Extensive knowledge of individual student needs, goals, and accommodations and modifications.

● An understanding of the content area to be instructed.● An understanding of instructional best practices.● Strong interpersonal skills.● A “toolbox” of interventions, strategies and scaffolding supports.

Perez, K. (2012).

Steps to Successful Co-Teaching

1. Develop a personal relationship with your co-teaching colleague2. Discuss teaching styles when preparing to co-plan3. Share strengths and weakness with your partner so that you may support each

other and the students4. Discuss goals for students, including IEP goals, and goals for general education

students5. As a team develop a shared action plan6. Step out of your comfort zone and grow as educators

Marston, N. 6 steps to successful co-teaching. Retrieved from http://www.nea.org/tools/6-steps-to-successful-co-teaching.html

The Role of Administrators

1. Mindset shift - help all educators see co-teaching as best practice through professional development on co-teaching, small group instruction, and differentiated instruction.

2. Build in time for co-planning into teachers’ schedules. 3. Consider teacher choice in establishing co-teaching pairs. If this is not possible,

carefully consider personalities when pairing teachers.4. Observe co-teaching teams multiple times and more frequently to complete both

teachers’ evaluations at once.5. Maintain a school culture that values co-teaching, with continual efforts for

improvement and increased implementation Murawski, W. & Bernhardt, P. (2015/2016) An administrator’s guide to co-teaching. Educational Leadership, 73(4), 30-34.

References

CAST (2011). Universal design for learning guidelines version 2.0. Wakeeld, MA.

Hattie, J. (2009). Influences and effect size related to student achievement. Visible Learning Diagram. Retrieved from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/.

Heacox, D. (2002) Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing Inc.

Kagan, M., Kagan, S. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing.

Kagan, L., Kagan, M., & Kagan, S. (2016). 59 kagan structures. San Clemente, CA: Kagan Publishing.

References, continued

Marston, N. 6 steps to successful co-teaching. Retrieved from http://www.nea.org/tools/6-steps-to-successful-co-teaching.html

Mastropieri, M. & Scruggs, T. (2007) Co-teaching in inclusive classrooms: a metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.

Murawski, W. & Bernhardt, P. (2015/2016) An administrator’s guide to co-teaching. Educational Leadership, 73(4), 30-34.

Perez, K. (2012). The co-teaching book of lists. San Francisco, CA: Jossey-Bass.

Schullery, N. & Schullery, N. (2006). Are heterogeneous or homogeneous groups more beneficial to students? Journal of Management Education 30: 542-556.