Co-teaching/Inclusion best practices

1. Co-teaching/Inclusionbest practices

2. Current Knowledge level of Co-Teaching/Modified Inclusion • Whose students are they? • Who gives the grade? • How do we grade? • Whose classroom management rules are used? • What do we tell the students? • What do we tell the parents? • When is there time to co-plan?

3. Purpose • Bring an awareness level of current application of Inclusion and where we need to go • Outside observer should come in and not know what role each teacher has • Help teachers who may not have a opportunity to co-teach and be aware of practices that will assist their classrooms.

4. Rationale: Why Co-Teaching • Benefits Students: • Develops respect for differences • Creates a sense of belonging • Improved self-esteem • Increased attention • Provides peer-models • Enables development of friendships • Benefits Teachers: • Enhances instructional knowledge base • Collaborative problem solving skills • Shared responsibility • More grouping options • Teamwork • Increased creativity • Awareness for individualized instruction

5. Rationale: Why Co-Teaching • Promotes a rigorous curriculum to all students • Appreciation for diversity • Positive academic and social benefits • Promotes civil rights for all students • Builds supportiveness within school building • Increases frequency to make AYP • Bedford Area and Everett School Districts

6. Jigsaw • You will be given a portion of a chapter from Marilyn Friend’s book “Co-Teach!: A Handbook for Creating and Sustaining Effective Classroom Partnerships in Inclusive Schools” • Your group will be assigned a co-teaching approach to read about. You may highlight, take notes, etc. • Your group will “teach” the rest of us a co-teaching approach.

7. Co-teaching Models Best practices for the five most effective

8. Team Teaching • Both teachers share instruction • One leads, one demonstrates • Blends two teaching styles from both teachers

9. Parallel Teaching Model • Class is divided in half • Teachers plan jointly and teach same subject matter to heterogeneous groupings at the same time • Lower student to teacher ratio • Increased interaction between student and teacher

10. Station Teaching • Material is divided into segments around the classroom • Both teachers share responsibility in presenting a lesson • Students can work independently at a third station • Grouped according to skill level

11. Alternative Teaching • One teacher works with larger group, one teacher works with smaller group • Smaller group provides enrichment or support • Teacher roles are shared • All students benefit from small group instruction

12. Wiki-Page • https://inclusion-strategies101.wikispaces.com/ • A resource for teachers to acquire information to successful implementation • Site used to collect feedback on inclusion practices • Collaborative environment for regular and special educators to respond confidentially

13. Ticket out the Door: • 3 Things You learned about Co-Teaching • 1. • 2. • 3.  • 2 Questions you still have about Co-Teaching • 1. • 2. • 1 Model you would be open to trying in your classroom • 1.

14. Sources • "C0-Teaching." http://wik.ed.uiuc.edu/index.php/Co-Teaching. 30/12/2010. CTER, Web. 10 Feb 2010. <index2.php?reqstyleid=0&start=#>. • "Benefits of Co-Teaching."http://www.lucysmassanow.com/co%20teaching/BENEFITSOFCOteaching.pdf. 30/12/2004. Smassanow, Web. 10 Feb 2010. <index2.php?reqstyleid=0&start=#>. • "Team Teaching PowerPoint."https://www.dvusd.org/docs/StuSupportSvcs/Shared_Teaching.pdf. Web. 10 Feb 2010. <index2.php?reqstyleid=0&start=#>. • "Co-Teaching in the classroom."http://www.magonline.org/CoTeachingInTheClassroomREVMAGPresentation.pdf. Prince Georges County Public Schools, Maryland, Web. 10 Feb 2010. <index2.php?reqstyleid=0&start=#>. • Friend, Marilyn. Co-Teach: A Handbook for Creating and Sustaining Classroom Partnerships in Inclusive Schools. 1st. 211. Print.