Collaboration and Effective Instructional Delivery in the Co-

Taught Classroom

Co-Teaching: A Professional MarriageFrom Dating to the Silver Anniversary

Presented byNancy Lopez

Promoting and Establishing Effective Co-Teaching

Administrative Support

Professional Development and Training

TimeRoles and Responsibilities

Instructional Delivery

Bouck, 2007: Cramer et al., 2010;Dieker & Murawski, 2003; Friend et al., 2010; Gurgur & Uzuner, 2010; Kim et al., 2006; Mastropieri et al., 2005; Murawski, 2006; Rice et al., 2007; Scruggs, et al., 2007;Smith & Leonard, 2005; Tobin, 2005; Wilson & Michaels,2006

Workshop Objectives

1. Develop strategies to promote effective collaboration with your co-teaching partner

2. Identify barriers that impede effective co-teaching, and determine ways to address those barriers

3. Identify and implement effective instructional delivery methods to address the needs of all learners in the co-taught classroom

4. Evaluate effective instructional delivery methods to address the needs of all learners in the co-taught classroom

5. Determine future co-teaching needs

Session I

Promoting Collaboration and a Professional Relationship

Objectives:• Develop strategies to promote effective

collaboration with your co-teaching partner• Identify barriers that impede effective co-

teaching, and determine ways to address those barriers

AccessFrom the Classroom to the Curriculum

Federal Legislation• No Child Left Behind NCLB (2001) • IDEA (2004)

To address the needs of students and comply with the mandates of federal legislation, co-teaching has become an acceptable service delivery model to meet the needs of special education students in the inclusive setting (Friend et al.)

Bouck, 2007; Friend et al., 2010; Rice et al., 2007; Wilson & Michaels, 2006)

(Friend et al., 2010; Smith & Leonard, 2005; Scruggs et al., 2007; Mastropieri et al., 2005)

Administrators’ Decisions Directly Impact the Effectiveness of Co-Teaching

• Support• Knowledge Base• Schedule• Evaluation• The Gift of Time

Who Were You?

• What kind of student were you in grade school and high school?

• Did you always work hard and excel?• Or did you challenge your teaches by what

you did or didn’t do?

(Hoerr, 2011)

Who are You Now?Personal and Professional

StrengthsAreas of Need What Can I Bring to this

Partnership?

Establishing a Collaborative Environment with a Co-Teacher

Collaborate! We Need to Talk!

Collaborative Partner Activity

Directions: Co-teaching partners discuss “Topics for Co-Teachers” and reach a compromising decision regarding each topic.

The relationship between co-teachers can influence the effectiveness of co-teaching (Mastropieri et al., 2005)

Co-Teacher Roles“It’s a Balancing Act”

General Education Teacher

“The Content Specialist

Special Education Teacher

“The Strategy Specialist”

(Bouck, 2007)

Pair/Share ActivityWhose Job is It Anyway?

Yours, Mine or Ours• Disciplinarian• Supporter• Content Specialist• Strategy Specialist• Accommodations Specialist• Collaborator• Organizer• Classroom Manager• Interior Decorator• Observer • Assistant

Challenges in Co-Teaching

Carousal Activity

Directions: Identify your 3 greatest challenges to co-teaching, and place a sticky note on each of the corresponding posters around the room.

• Time• Planning• Discipline• Parity• Content• Communication• Expectations• Structure• Grading• Space• Noise

Large Group Discussion: “How do we address the challenges?”

No names, just insights

Three things I can use are…1.2.3.What I still need to know is…1.2.3.This would have been better if…1.2.3.

Session II

Moving Beyond the Lecture: Meeting the Needs of All Learners

Objective: • Develop effective instructional delivery

methods to address the needs of all learners in the co-taught classroom

Learning Style Inventory

Directions: Complete the inventory to determine your primary learning style

“One Size Does Not Fit All”Barriers Exist in the Classroom

Textbooks Assessments Lectures

Lack of interest Skill Level Lack of social skills

How to Address the Needs of All Learners

• Differing instructional presentation styles gave students more opportunities to be successful (Cramer et al., 2010)

• Varying instructional practices such as cooperative learning and peer tutoring (Dieker & Murawski, 2003)

• Differentiated instruction and assessment to meet individual student needs (Cramer et al., 2010)

• Technology offers new learning options for all students (Edyburn, 2006; Kim et al., 2006; Rice et al., 2007)

Models of Co-Teaching

(Friend, 2003)

Co-Teaching Model Role of Teacher 1 Role of Teacher 2One Teacher, One Assist Presents content to entire

classDrifts for: proximity control, redirection,

comprehension checks and any adaptations

Alternative Teaching Presents lesson to large group of students

Pre-teaches, reteaches, or provides enrichment

activities to a small group of students

Parallel Teaching Presents same content as teacher 2 to half of the

students

Presents same content as teacher 1 to the other half

of the students

Station Teaching Presents one aspect of the lesson to half of the class

Presents a different aspect of the lesson to the other

half of the class

Team Teaching Shared instruction; coordinated activities throughout the lesson

Shared instruction; coordinated activities throughout the lesson

Jigsaw Activity

• Divide into 5 groups• Each group is assigned one model of co-

teaching• As a group, answer the following questions:

Why might we want to use this type of co-teaching?What barriers could there possibly be?

• Present to large group

Selecting an Approach and Instructional Strategies

• Student characteristics and needs • Teacher characteristics and needs• Content and instructional strategies• Pragmatic considerations

(Friend, 2003)

Application Activity

• Plan and develop a sample lesson with your co-teacher which will utilize either Team Teaching, Station Teaching, Alternative Teaching, or Parallel Teaching.

• Implement this lesson in your co-taught classroom before the next session.

• Share this experience with the large group at the next session.

Session 2 Round Up

Anticipation GuideFinal Responses

Session III

Collaborate, Evaluate, and Celebrate Co-Teaching

Objectives: • Evaluate effective instructional delivery

methods to address the needs of all learners in the co-taught classroom

• Determine future co-teaching needs

Reflection, Collaboration, and Celebration

• Co-Teaching teams share their experiences regarding the sample lesson they implemented.

• Group problem solving • Participants celebrate their accomplishments.

Where Are We Now and Where Do We Want to Go?

Team Evaluation

Needs Assessment

Determine needs

Provide opportunities

for professional

growth

Implement new

strategies

Evaluate outcomes

References

Bouck, E.C. (2007). Co-teaching…not just a textbook term: Implications for practice. Preventing School Failure, 51(2), 46-51.Cramer, E., Liston, A., Nevin, A., & Thousand, J. (2010). Co-teaching in urban secondary school districts to meet the needs of all teachers and learners: "implications for teacher

education reform". International Journal of Whole Schooling, 6(2), 59-76. Dieker, L. A., & Murawski, W. W. (2003). Co-teaching at the secondary level: Unique issues,

current trends, and suggestions for success. High School Journal, 86(4), 1-13. Edyburn, D. L. (2006). Failure is not an option: Collecting, reviewing, and acting on evidence for using technology to enhance academic performance. Learning & Leading with Technology, 34(1), 20-23. Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An

illustration of the complexity of collaboration in special education. Journal of Educational & Psychological Consultation, 20(1), 9-27.

Friend, M. (2003). Successful co-teaching strategies: Increasing the effectiveness of your inclusive program. Bellevue, WA: Bureau of Education & Research.

Gurgur, H., & Uzuner, Y. (2010). A phenomenological analysis of the views on co- teaching applications in the inclusion classroom. Educational Sciences: Theory and Practice, 10(1), 311-331.

References

Kim, A., Woodruff, A. L., Klein, C., & Vaughn, S. (2006). Facilitating co-teaching for literacy in general education classrooms through technology: Focus on students with learning disabilities. Reading & Writing Quarterly, 22(3), 269-291. Mastropieri, M., Scruggs, T., Graetz, J., Norland, J., Gardizi, W. & McDuffie, K. (2005). Case studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in School and Clinic, 40(5), 260-270.Murawski, W. W. (2006). Student outcomes in co-taught secondary english classes: How can we

improve? Reading & Writing Quarterly, 22(3), 227-247. Rice, N., Drame, E., Owens, L., & Frattura, E. M. (2007). Co-instructing at the secondary level:

Strategies for success. TEACHING Exceptional Children, 39(6), 12-18. Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive

classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.Smith, R. & Leonard, P. (2005). Collaboration for inclusion: Practitioner perspectives. Equity and Excellence in Education, 38(4), 269-279. Tobin, R. (2005). Co-teaching in language arts: Supporting students with learning disabilities. Canadian Journal of Education, 28(4), 784-801.Wilson, G. L., & Michaels, C. A. (2006). General and special education students' perceptions of co- teaching: Implications for secondary-level literacy instruction. Reading & Writing Quarterly, 22(3), 205-225.