co-teaching an effective way to reach all struggling learners

Co-Teaching

An Effective Way to Reach ALL Struggling Learners

Co-Teaching Debate

Benefits• Two teachers in the

classroom.• Opportunities for concepts

to be re-taught • Improvement of

instruction/reflection• Increased opportunity for

UDL and differentiated instruction to take place

Frustrations• Lack of common planning

time.• Co-teaching pairs not

appropriately placed.• Co-teacher placed in subject

area not conducive to background.

• Lack of shared responsibility.

Most Common Turn Offs

• Lack of common planning time• Lack of consistent co-teaching partnerships

(i.e. same person throughout the day)• Lack of co-teacher background/comfort with

content. (i.e. different subjects each term)• Lack of relationship in partnership.

What Co-Teaching Is

• Delivery method for instruction• Equally qualified individuals• Shared and equal responsibility• Accountability is shared• Focusing on all• Differentiated Instruction

What Co-Teaching Is Not

• One teaches and one helps• Pull out method• Targeting certain students• Isolating responsibilities• Following a lead• Lack of collaboration

Who Benefits?

• Just as in differentiated instruction and Universal Lesson Design (UDL), the purpose to help all learners succeed.

• Those that benefit the most are struggling learners.

How Can It Benefit Struggling Learners?

• Increased observation of student success and struggle.• Re-teaching• Strategy instruction• Modeling alternative formats• Increased opportunity for teacher/student relationship.• Decrease inappropriate student behaviors and model

appropriate social skills (McDuffie, Landrum, & Gelman, 2007)

• On-task reminders and cues• Differentiated instruction

Greatest Factor to Making Co-Teaching Work

• Team work and collaboration• Handout: “Steps in Effective Collaboration”

• Break- 10 minutes. When we come back we will be looking at specific models of co-teaching and how to plan for co-teaching.

Six Models of Co-Teaching

• One teach, one observe • Station teaching• Parallel teaching• Alternative teaching• Teaming• Assist

One Teach, One Observe

• One teaches one observes pre-determined components (i.e. who is struggling, taking notes, etc.)

• Teachers take turns teaching and observing.• Teachers analyze data together. • Video:

http://www.youtube.com/watch?v=TCn4qDyuZVE&feature=fvw



Teaming

• Both teachers teach same content to the entire class.

• The time is shared equally between teachers.• Most difficult approach, but often most

effective. This approach takes time.• Video:




Station Teaching

• Teachers divide the content in half and divide the class in half.

• One teacher works with one group while the other works with the other.

• Groups alternate at equal time intervals.• http://www.youtube.com/watch?v=_BKCur0D

vRo

http://www.youtube.com/watch?v=_BKCur0DvRo


Parallel Teaching

• Like station teaching, but both teachers teach the SAME content simultaneously.

• This could benefit students that need more one on one focus or opportunities to participate.

• Could be distracting in small spaces.• Video:

http://www.youtube.com/watch?v=YyxLvaScI0Q



Alternative Teaching

• One teaches larger group and one works with smaller groups.

• Great for remedial instruction, catching students up, etc.

• Video: http://www.youtube.com/watch?v=Q-xEPmd72RI

http://www.youtube.com/watch?v=Q-xEPmd72RI


Assist

• This is the stereotypical model of co-teaching where one rotates the room and quietly assists students while the other teaches.

• Use sparingly.

Discussion

• Which models of co-teaching seem most conducive to the science classroom? Why?

Planning for Co-Teaching

• Should be done on a consistent basis• Completed in a tiered fashion in what the team wants all

students to learn, the majority of students to learn, and what they want a few students to learn (Schumm, Vaughn, & Leavell, 1994).

Planning for Co-Teaching

• Roles- who teaches what?• Specific tasks and material creation• How will learning be assessed?• Who needs follow up? Who will address this?

Sample Planning FormTaken from: Vaughn, S., Schumm, J.S, & Arguelles, M.E. (1997). The ABCDEs of Co-Teaching. Teaching

Exceptional Children, 30(2), 4-10.

Date What are you teaching?

Which co-teaching strategy?

What are specific tasks for both teachers?

What materials are needed?

How will you evaluate learning?

Who needs follow up?

Wrap Up

• There are six models of co-teaching: observe, teaming, alternative, stations, parallel, and assist.

• Collaboration and planning are vital to co-teaching success.

• Tiered approach is best practice when planning for all learners.

• Discussion and questions

References and ResourcesMcDuffie, K., Landrum, T.,& Gelman, J. 2007) Co-Teaching and Students With Emotional and

Behavioral Disorders. Beyond Behavior. Fall, pg. 11-16

Schumm, J. S., Vaughn, S., & Leavell, A. (1994). Planning Pyramid: A framework for planning fordiverse student needs during content area instruction. The Reading Teacher. 47(8), 608-615.

Vaughn, S., Schumm, J.S., & Arguelles, M.E. (1997). The ACBDEs of co-teaching. Teaching Exceptional Children, 30(2), 4-10.









co-teaching an effective way to reach all struggling learners

Documents