Co-Teachingcollaboration that makes a difference
Educ. 501Brian Verwolf
KALEIDOSCOPES
Co-Teaching is…OSimultaneous instruction, with
a diverse group of studentsODone with two or more teachers O Instruction within the same
physical spaceODone in a coordinated fashion
Oneeds to be pre-plannedO involved collaboration
Co-Teaching is…OA vehicle for school communities to
move from feelings of isolation to feelings of community and collaboration
OA method to meet the diverse needs of all students in the same classroom
OA supportive and collaborative practice among professionals
Co-Teaching is not…Oone person teaching one
subject, followed by another who teaches a different subject
Oone person teaching while another is off using the Xerox machine in the teacher’s lounge
Oan assignment of someone to act as a tutor.
What does Research Say?OA study centered on the infusion of
language skills (vocab, phonemic awareness) in urban kindergarten settings found that ELL students and native English speakers in a co-taught classroom (classroom teacher and an SLP) showed significantly greater gains than those in traditional classrooms.
(Hadley, Simmerman, Long, and Luna, 2000)
What does Research Say?OA Georgia middle school found that
students with and without disabilities showed significant increases on standardized tests in math and language arts after 2 years of co-teaching. In addition, there was a significant decrease in the numbers of students with chronic attendance problems.
(Burns, 2010)
Student BenefitsOChildren with disabilities have
access to general education curriculumOReduces stigma often associated
with “pull-out” modelOHelps build stronger peer relationsOActually increases individualized
instructionOEnhances academic performance
Teacher BenefitsOProvides opportunity for professional
growthOForum to share knowledge, skills
and resources with peersOTeachers in a resource role have
more opportunity to increase understanding of the general curriculum and classroom expectations
OBehavior Management
Teacher Benefits (cont.)OBuilds repertoire as to how to
adapt curriculum and/or modify the level of instruction to meet needs of students (*differentiation)
OPromotes collaborative practice between teachers
OCan increase communication between classroom teachers and teachers in a resource role
“One size does not fit all. Although co-teaching seems to be a promising practice, this does not mean that every student can have his/her educational needs met this way.”
Kohler-Evans (2006)
OCo-teaching isn't recommended for every situation. It works very well for: Student-teaching, inclusion situations, and other areas where need is greatest.
However…
General ChallengesOLack of planning and
organizationOPlanning time togetherORelationship factorsOAdministrative supportOContinuous investment of timeOFear of changeOPoor communicationODefinition of roles/following
roles
Different Models of Co-TeachingO Lead and Support
O Duet O Speak and Add/ChartO Skills GroupO Station TeachingO Learning StyleO Parallel TeachingO AdaptingO Complementary Instruction
Lead and Support ModelTeacher A o Is always the classroom teachero Primarily responsible for planning a
unit of instruction
Teacher Bo Is the teacher in a resource roleo Shares in delivery, monitoring and
evaluation
Duet Model
Teacher A and Teacher Bo Both teachers plan and design
the instructiono Teachers take turns delivering
various components of the lesson
Speak and Add/Chart Model
Teacher Ao Primary responsibility for
designing and delivering
Teacher Bo Adds and expands with
questions, rephrasing, anecdotes
o Records key information on charts, transparencies, screen or board
Skills Group Model
Teacher A and Teacher Bo Students are divided into 2-4
groups based on instructional need
o Each teacher takes primary responsibility for half the class
o Teachers may switch groups occasionally
Station Teaching Model
Teacher Ao Responsibility for overall
instruction
Teacher Bo Teaches small specific skills
students have not mastered
Learning Style Model
Teacher A and Teacher Bo Both teachers share in the
design and delivery of instruction
o One teacher is primarily responsible for auditory and visual instruction
o One teacher is primarily responsible for tactile and kinesthetic instruction
Parallel Teaching Model
Teacher A and Teacher Bo Both teachers plan and design o Class split into two groupso Each teacher takes a group for
the entire lesson
Adapting Model
Teacher Ao Responsible for planning and
delivering a unit of instruction
Teacher Bo Determines and provides
adaptations for students who are struggling
Complementary Instruction Model
Teacher Ao Responsible for delivering core
content
Teacher Bo Responsible for delivering
related instruction in areas of study and survival skills
Stages to Co-Teaching
O Beginning StageO Compromising StageO Collaborative Stage
Collaboration Stage is the Goal
O Physical arrangementO Familiarity with curriculumO Curriculum goals and modification to
level of instructionO Instructional presentationO Classroom managementO Assessment
Collaboration Won’t Just Happen…
O DeliberateO StructuredO SystematicO Ongoing
Steele, Bell, & George (2005)
“The practice of co-teaching has the potential to be a wonderful strategy for meeting the needs of all students. Working in partnership with another teacher, bouncing ideas off of one another, planning and orchestrating the perfect lesson, having two pair of eyes and four hands, creating something that is better than that which each partner brings …what better way to teach?”
Kohler-Evans (2006)
Co-Teaching ResourcesO A Guide to Co-Teaching: Practical
Tips for Facilitating Student Learning (Villa, Thousand, & Nevin, 2004)
O The Co-Teaching Manual (Basson & McCoy, 2007)
O Co-Teaching Lesson Planning Book (Dieker, 2007)
O Guidebook for the Magiera-Simmons Quality Indicator Model of Co-Teaching (Magiera & Simmons, 2005)
O www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=190,211,107,81,1,Documents&MediaID=3777
ReferencesO Lawton, M. (1999). Co-Teaching: Are Two
Heads Better Than One in an Inclusion Classroom? Harvard Education Letter.
O Literature Review – Saskatchewan Ministry of Education
O Professional Development Modules http://www.k8accesscenter.org/index.php
O Wagaman, J. (2008). Co-Teaching for Success with Special Needs Child – Teachers Working Together for Student Achievement. www.suite101.com