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CO-TEACHING PRINCIPLES AND PRACTICES, Part 1

CO-TEACHING PRINCIPLES AND PRACTICES, Part 1 . 1. 1. Presented by: Cindy Hartman and Diana McCauley 11/14/11. LEARNING TARGETS. Identify the 3 requirements for true co-teaching Become familiar with the 5 common classroom approaches to co-teaching and how/when to use them

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CO-TEACHING PRINCIPLES AND PRACTICES, Part 1

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  1. CO-TEACHING PRINCIPLES AND PRACTICES, Part 1 1 1 Presented by: Cindy Hartman and Diana McCauley 11/14/11

  2. LEARNING TARGETS • Identify the 3 requirements for true co-teaching • Become familiar with the 5 common classroom approaches to co-teaching and how/when to use them • Practice some tools and techniques which encourage student engagement and motivation

  3. To ensure a fair selection, you all get the same test. You must all climb the tree. 3 3

  4. 5 COMPONENTS of a CO-TEACHING SYSTEM: Philosophy/ Beliefs Individual Prerequisites Personal/ Characteristics Context/ Administrative Roles Classroom Practice/ Delivery Systems Collaboration 4 4

  5. What is Co-Teaching? 5 5

  6. Co-Teaching: A way to meet the diverse needs of students • 2 or more professionals • Working collaboratively • With a heterogeneous (blended) group of students • Both delivering substantive instruction • In the same physical space • Sharing responsibility for success of ALL students 6 6

  7. True Co-Teaching How is what we are doing together substantively better for kids than what one of us could do alone? 3 Requirements for True Co-Teaching It’s not truly co-teaching unless you and your partner… • Co-plan • Co-instruct • Co-assess 7 7

  8. 3 Part Activity-Consensogram, Parity, Independent Writing Station 1: Consensogram Station 2: Parity handout 5 and pen Station 3:Independent Reading at your seat Silently read DOs and DON’Ts of Co-Teaching handout 6 In the left and right hand margins, make notations using Punctuation Comprehension (see poster) Order of stations: 1,2,3; 2,3,1; 3,1,2

  9. Using HOLCOMB DATA QUESTIONS to Analyze CONSENSOGRAM Data 1 What question were we trying to answer? 2 What do the data tell us? 3 What don’t the data tell us? What else might we like to know? 4 What good news is suggested by the data? 5 What opportunities for improvement are suggested by the data? 9 9

  10. Collaboration 6 Conditions for Collaboration • Is a voluntary relationship • Is based on mutual goals • Includes shared responsibility for participation and decision making • Requires shared responsibility for outcomes • Requires that participants share their resources • Requires parity among participants 10 10

  11. 5 COMMON CO-TEACHING CLASSROOM APPROACHES • Station Teaching • Parallel Teaching • Alternative Teaching • Team Teaching • One Lead, One Support, Assist, Observe 11 11

  12. Co-Teaching Delivery System • Station Teaching 12 12

  13. Station Teaching • Teachers divide content and students • Students (or teachers) rotate among stations • Each teacher repeats instruction 3 (or more) times and each student visits both teachers and the independent station(s) • The independent station(s) could be set up for students to work in pairs or groups. Stations could be student-led. 13 13

  14. Station Teaching When to Use: • When content is complex • In lessons in which part of planned instruction is review • When several topics comprise instruction • To implement differentiation • To hold conferences with small groups 14 14

  15. Co-Teaching Delivery System • Parallel Teaching 15 15

  16. Parallel Teaching Class divided into two groups more or less the same size Could be taught same content same way at the same time Could be taught same content different ways at the same time Could be taught different content and then switch to repeat OR students share their different learnings with one another

  17. Parallel Teaching When to use: • When you need a lower teacher-student ratio for effective instruction • When you want to increase student participation • When you want to multiply the impact of instruction for strategic purposes, e.g. review, differentiation, re-teaching, pre-teaching, enrichment, etc. 17 17

  18. Co-Teaching Delivery System • Alternative Teaching 18 18

  19. Alternative Teaching • Consists of large group and small group instruction • Small group can be used for skill mastery or enrichment • Purpose for the small group and its membership needs to vary e.g., large group checks homework, small group is pre-taught vocabulary for the day’s lesson 19 19

  20. ALTERNATIVE TEACHING When to Use: • Groups vary based on readiness, interest, and learning profile • High levels of mastery are expected for all students • Pre-teaching, Re-teaching, Enrichment 20 20

  21. Activity: Stand Up Conference 9/18/2014 Think: What have we studied so far today? Work w 3 o’clock appt. Decide who is A, B A begins. Talk until timer sounds. B listens SILENTLY. Switch. B shares but does not repeat. Multiple cycles possible. Coaching is crucial. 21 21 21

  22. Co-Teaching Delivery System • Team Teaching 22 22

  23. TEAM TEACHING Both teachers are responsible for teaching the lesson. 23 23

  24. TEAM TEACHING When to Use: • Teacher experience is comparable or complimentary • Teachers are comfortable and compatible • Dialogue between teachers enhances instruction • To demonstrate procedures to students 24 24

  25. Co-Teaching Delivery System One Teach, One Support, Assist, Observe 25 25

  26. Speak and Help or Observe When to use: With lessons stressing a process in which students’ work needs close monitoring To gather information or data when questions arise about students (e.g., check student progress, behavior). Both teachers share the data collection responsibility and each has the opportunity to lead the teaching of the lesson 26 26

  27. Speak and Chart When to use: When one partner feels unsure about the content With paraprofessionals or with students as the charting partner To model note-taking, concept maps, graphic organizers To model steps by working problems on the board Recording student responses for all to see 27 27

  28. Speak and Add When to use: For clarification and emphasis of key points To make connections to past and future learning Gives both teachers an opportunity to monitor student responses as the partner teacher presents The “add partner” may have the same subject matter expertise, but it is not essential 28 28

  29. Dance, Freeze, Frame • 1st frame: something you remember about the 5 approaches • 2nd frame: something you remember about parity • 3rd frame: one engagement tool you would like to try

  30. Part 1 Wrap up • Review 3 requirements for true co-teaching and 5 classroom approaches • Identify approaches modeled by co-presenters • Review engagement tools and techniques • Issue Bin items • Exit slip completion • Plus Delta Evaluation-add post its toposter when leaving

  31. Plus Delta Workshop Evaluation 31

  32. WHEN CO-TEACHING IS SUCCESSFUL…. It occurs in a single setting in which shared ownership of a classroom encourages shared responsibilities, ideas, time and planning. Commitment, respect, and support foster the success of all students. 32 32

  33. Co-Teaching Getting together is beginning. Staying together is progress. Working together is success.

  34. Contact Information 91_dmccauley@seovec.org 740-856-9186 34 34

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