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![Page 1: Improving Access to General Curriculum for All Students Through Co-Teaching Some Information from The Access Center: Improving Outcomes for All Students.](https://reader034.fdocuments.in/reader034/viewer/2022051619/56649e2c5503460f94b1b623/html5/thumbnails/1.jpg)
Improving Access to General Curriculum
for All Students Through Co-Teaching
Some Information from The Access Center: Improving Outcomes for All Students
US Department of Educationhttp://www.k8accesscenter.org
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“One doesn’t uncover new lands without consenting to lose sight of the shore for a long time.” Andre Gide
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Change from MDE Impact of high school reform High school credits & primary teaching Change in MTTC credit District steps Co-teaching
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Agenda for the DayMorning Lunch AfternoonWelcome Specific
PlanningPowerPoint Reflection
Information Next MeetingDiscussionReflection
General Planning
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Objectives for Session #1We will: Explore common approaches to co-
teaching. Identify and demonstrate effective
teaming practices. Plan practical strategies for learning. Plan future co-teaching ventures. Celebrate our successes.
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Defining Co-Teaching 2 or more professional teachers Meaningful instruction Set curriculum & assessments Diverse/blended group of students Single classroom
IN PETOSKEY HIGH SCHOOL
GE Teacher SE Teacher
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See Handout #1: Co-TeachersOur Temperature:
Cool = 1Moderate = 2Hot = 3
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Major Co-Teaching Approaches One Teaching, One Drifting Parallel Teaching Station Teaching Alternative Teaching Team Teaching
Friend & Cook, 2003
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One Teaching, One Drifting Approach One teacher- plans & instructs Other teacher- provides adaptations &
support Joint planning- little Research indicates- use sparingly
Friend & Cook, 2003
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Parallel Teaching Approach Both teachers- share responsibility for
planning & instruction Both teachers- proficient in content Each teaches- ½ of class in heterogeneous
groups Content- same Methods- may differ slightly
Friend & Cook, 2003
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Station Teaching Approach Divide responsibility- planning &
instruction Students- divided into groups & rotate Teacher- repeats instruction to each group Each teacher- instructs every group Delivery- may vary Content- somewhat similar
Friend & Cook, 2003
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Alternative Teaching Teachers- divide planning & instruction Student majority- large group setting Small group(s)- individualized preteaching,
enrichment, reteaching, etc. Groups- should not always be the same Strength- individualized instruction
Friend & Cook, 2003
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Team Teaching Approach Both teachers- plan & instruct together Team work- responsible for teaching &
learning Requires- communication, time, trust,
respect, & meshing teaching styles High potential- for student achievement
Friend & Cook, 2003
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See Handout #2A & 2B. What percent of our time is spent on each
co-teaching approach? Draw your present co-teaching pie chart. Draw your future co-teaching pie chart. Document ideas to reach your future
goals. What resources will you need to reach
those goals?
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Begin by Building Bridges See Handout #3, “Myth Busters.”
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Team Collaboration Needs Student-driven reasons Structure & purpose Resources Time together Open communication Support services Others?
Where are you strongest? Weakest?
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Celebrate Successes! Secret Doodle Shared Doodle
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Common DifficultiesGeneral Educators Special EducatorsCurriculum first Assessment firstAssessment-what learned Instruction- repair gaps
Where are you and your team member?
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Facets of Co-Teaching Co-teaching approaches & physical space Familiarity with curriculum (SE & GE) Curriculum objectives/GLCEs &
modifications Instructional presentation Classroom management Assessments
Is your team clear about these?Gately & Gately, 2001
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Co-Teacher’s Self AssessmentDiscuss and fill out Handout #12 together.
“If you want them to HEAR it, you talk. If you want them to LEARN it, they talk.” (Sharon Bowman)
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Thoughtful Planning Align GE and SE concepts. (Handout #4) Schedule & focus time. Post both names on the door. Know student needs. (Handout #5) Correspondence & meetings reflect
participation of both teachers. Prepare respectful learning environment. Create & teach effective routines.
(Walther-Thomas, Bryant, & Land, 1996)
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Instructional Tips Develop signals- each other & students Instructional approaches- varied Agenda & objectives- displayed clearly in
classroom Teacher roles- show equality & cooperation
of team Respect- each other & students Learning styles- honored
Murawski & Dieker, 2004
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Get to Know One AnotherDeal with the “little” things first. Do Handout #6 solo. Then discuss and
come to an agreement on “bottom-line” answers.
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Get to Know One AnotherDo Handout #7 solo. Share with your partner.Where do you agree/disagree?Where do you/do you not need to agree?Where do you need to compromise?
Grand Conversation to follow in 10 minutes.
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Weekly Co-Planning Schedule a meeting time. Cover your bases. (Handout #8) Stay focused on task(s). Review content before meeting. Keep it simple:
Instructional plans/objectives/GLCEs Modifications/adaptations Timelines & priorities Formative assessments Tasks for each teaching partner
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Your General Plans for Next Week Work on Handouts #10 & #11A or 11B as
a generalized structure for next week.
Which co-teaching approach will you be using each day/lesson?
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Time for More Detailed Plans Take a future lesson
or unit and plan it together!
Remember your target GLCEs!
Experts to support and guide are among us!!!
Future &SupplementalGLCEs
CoreGLCEs
ExtendedGLCEs
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ReferencesAvailable from The Access CenterAmerican Institutes for Research1000 Thomas Jefferson Street, NWWashington, DC 20007
Differentiating Instruction for Mixed-Ability Classrooms, ASCD
Tools for High-Quality Differentiated Instruction, ASCD
S. Bowman, Preventing Death by Lecture, 2005
S. Bowman, How to Give It So They Get It, 2005
L. Slanec, 2007