CO-TEACHING CHICAGO PUBLIC SCHOOLS OFFICE OF SPECIAL EDUCATION AND SUPPORTS.
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Transcript of CO-TEACHING CHICAGO PUBLIC SCHOOLS OFFICE OF SPECIAL EDUCATION AND SUPPORTS.
![Page 1: CO-TEACHING CHICAGO PUBLIC SCHOOLS OFFICE OF SPECIAL EDUCATION AND SUPPORTS.](https://reader038.fdocuments.in/reader038/viewer/2022103112/551ade8a5503465e7d8b4672/html5/thumbnails/1.jpg)
CO-TEACHING
CHICAGO PUBLIC SCHOOLS
OFFICE OF SPECIAL EDUCATION AND SUPPORTS
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AGENDA
• Introduction• Co-Teaching• Why Co-Teach?• Four (4) P’s to co-teaching• Co-Teaching Approaches• Collaboration• Barriers to Collaboration• Questions, Responses
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CO-TEACHING
CO-TEACHING IS A SERVICE DELIVERY SYSTEM WHERE TWO OR MORE TEACHERS (ONE A GENERAL EDUCATOR AND THE OTHER A SPECIAL EDUCATION TEACHER) WORK AS A TEAM TO:
Share instructional responsibility Modify the setting, curriculum, materials and
teaching strategies Incorporate inclusive practices Incorporate specific content (objectives)
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WHY CO-TEACH?
Co-teaching affords students with disabilities or other special needs extra help.
All students receive improved instruction. Students with special needs don’t have to
leave the classroom to receive services. Co-teaching can be a support network. Co-teaching provides more expertise in a
classroom. Co-teaching provides a great support system
for the professionals.
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4 P’s TO CO-TEACHING
• PLANNING
• PRESENTING
• PROCESSING
• PROBLEM-SOLVING
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PLANNING
• Discuss teacher’s roles
• Plan together
• Teachers must be flexible and willing to share and accept responsibilities
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PRESENTING
• One Teach, One Observe• One Teach, One Assist• Station Teaching• Parallel Teaching• Alternative Teaching• Team Teaching
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One Teach, One Observe
One teacher is available to observe and collect specific information during instruction. The teachers analyze the information together.
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One Teach, One Assist
One teacher primarily leads instruction while the other monitors learning processes and provides specific and constructive feedback
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Station Teaching
Teachers divide the responsibility for planning and content instruction. Students rotate between them at two or more stations. Instruction is repeated to each group, though delivery may be different based on student needs.
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Parallel Teaching
• On occasion, students’ learning would be greatly facilitated if they had more supervision by the teacher or more opportunity to respond. In this approach, co-teachers are both teaching the same information, but they divide the class and conduct the lesson simultaneously.
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Alternative Teaching
One teacher completes the planned lesson with a large group of students while the other teacher works with a small group with an alternative lesson or the same lesson taught at a different level or for a different purpose.
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Team Teaching/Teaming
Teachers work together to deliver the same material to the entire class.
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PROCESSING
• Ideally, process together
• Make a note in the plan book
• Incorporate processing into the student’s lesson
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PROBLEM SOLVING
• Define the problem• Collect data• Brainstorm the solutions • Choose the best one• Implement• Evaluate
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COLLABORATION
Refers to how individuals interact.
Involves everyone responsible for a child’s education
Includes instruction, planning, student achievement, assessment and discipline
Helps students to succeed
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BARRIERS TO COLLABORATION
• School Structure• Time • Resources• Workload• Lack of clear Role Definition• Space• Responsibility/Ownership of Students• Fear of Change/Resistance• Cooperation with others
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A FINAL THOUGHT
In the end, all learners need your energy, your heart and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we will fail many learners.
Carol Ann Tomlinson
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ACKNOWLEDGEMENTS
Deboer A., (1995). Working Together: The Art of Consulting; Longmont, Co. Sopris West
Deboer, A. & Gister, S. (1995). Working Together: Tools for Collaborative Teaching, Longmont, Co. Sopris West
Friend, Marilyn (1993)
Waldo, Patti (1995) VISTA Associates