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Using Co-Teaching in the Classroom

Using Co-Teaching in the Classroom. Melanie MacInnis February, 2001. Overview. Introduction. Roles and Responsibilities. Cons. Pros. Source. Introduction. In 1997, Walther-Thomas conducted a study of 25 schools which were implementing co-teaching over a three-year period.

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Using Co-Teaching in the Classroom

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  1. Using Co-Teaching in the Classroom Melanie MacInnis February, 2001 Using Co-Teaching

  2. Overview Introduction Roles and Responsibilities Cons Pros Source Using Co-Teaching

  3. Introduction • In 1997, Walther-Thomas conducted a study of 25 schools which were implementing co-teaching over a three-year period. • Paticipants noted that students with disabilities became • less critical • more motivated • more skilled in recognizing their own strengths • and their social skills improved. Using Co-Teaching

  4. Co-Teaching Roles and Responsibilities • The teaching team will: • plan and teach together • develop instructional accommdations • monitor and evaluate student performance • communicate student progress to others Using Co-Teaching

  5. Four variations of co-teaching • Each of these variations will appear in the effective co-teaching classroom. • Interactive • Parallel • Alternative • Station Using Co-Teaching

  6. Interactive Co-Teaching • Calls for the team ot alternate the instructional lead every 5 to 15 minutes • Teachers work together to support, clarify and extend each other’s efforts • ask clarifying questions • rephrasing concepts or assigned tasks • monitor behavour • supervise practice • modeling, role plays, demostrations Using Co-Teaching

  7. Parallel Co-Teaching • the class is divided into two mixed-ability groups. • teachers work with one group and both cover the same content/skills • allows for closer monitoring, higher levels of student response, less intimidating for students Using Co-Teaching

  8. Station Co-Teaching • Students rotate through stations set up around the class • teachers work simultaneously, presenting or reviewing new content, supervising practice, or testing student skills Using Co-Teaching

  9. Alternative Co-Teaching • One teacher works with a small, strategically-constituted group to work on specific skills, concepts, or projects • groups are short-term • of particular impact with students who have missed instuction • also useful for extension or enrichment projects Using Co-Teaching

  10. Co-Teaching Pluses • Promotes role/content sharing • provides clarification (e.g. concepts, rules, vocabulary) • encourages cooperation • allows strategic grouping • reduces student-teacher ratio • offers time to develop missing skills Using Co-Teaching

  11. Co-teaching Minuses • may be job-sharing, not learning enriching • requires considerable planning and preparation • increases noise level • may be difficult to coordinate • requires monitoring of partner’s pacing Using Co-Teaching

  12. Want to know more? • Setting up an effective co-teaching team takes lots of time, energy and administrative support. • For a closer look at Co-Teaching, refer to: • Walther-Thomas, Kerrik,McLaughlan, Williams. “Meeting Student Needs Through Co- Teaching.” Collaboration for Inclusive Learning. Allyn & Bacon, pgs 183-209. Using Co-Teaching

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