Inclusive Practices- Making it Work! Co-Teaching Model Presented by Kathy Kilgore .
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Transcript of Inclusive Practices- Making it Work! Co-Teaching Model Presented by Kathy Kilgore .
Inclusive Practices-Making it Work!
Co-Teaching Model
Presented by Kathy Kilgore
www.laspdg.org
Considerations
This webinar is being recorded and will be available for viewing at www.laspdg.org
If you need to ask a question, please use the Chat Pod on your screen
Roll CallIf you have not already done so, please use your chat pod and type your first and last name as well as the district/LEA you are representing
If multiple people are in the room, please indicate their names as well
People First Language
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
“People First Language puts the person before the disability and describes what a person has, not who a person is.”
Series of 6 Webinars
1. Overview of Inclusive Practices 2. Co-teaching Support Model3. Consultant Support Model4. Paraeducator Support Model5. Scheduling for Inclusive Practice 6. Logistical Issues
Grading IEPs Planning
Inclusive Practices…..
…academic and behavior supports and strategies provided to students with disabilities in general education settings.
Collaborative Support Models for Inclusive Practices
Co-teaching Support Model
Consultant Support Model Paraeducator Support
Model
Co-teaching Support Model
As defined by Friend and Cook (2010)…Co-teaching is a service delivery option for providing special education or related services to students with disabilities or students with special needs while they remain in their general education classes.
Two or more professionals jointly deliver meaningful instruction to a diverse, blended group of students in a single physical space.
Co-taught classrooms….
SpEd teacher partners with GenEd teacher Assigned to one group of studentsShared responsibility for instruction for an entire period
Both responsible for planning, delivering instruction, assessing and managing behavior
Must work in collaboration
Shared Classroom Responsibilities…
InstructionLesson planning is dynamic and on-going
Address Common Core StandardsUniversal Design for LearningLearning Styles consideredMultiple-size-fits all ApproachDaily feedback on successes and challenges
Lesson design and delivery critique
Shared Classroom Responsibilities…
Accommodations/ModificationsBoth teachers identify/design accommodations
General Educator = Content Expert
Special Educator = Process ExpertTeachers learn from each otherStudents accommodated based on learning needs
Shared Classroom Responsibilities…
Management of BehaviorBoth teachers manage behavior
Classroom routines honored
Respecting individual student needs
Shared Classroom Responsibilities…
AssessmentBoth teachers familiar with various assessment procedures
Multiple assessments utilized
Shared Classroom Responsibilities…
Data Collection and RecordkeepingOn-goingBoth teachers design and collect data
Collaboration is criticalUsed to make informed instructional decisions
Shared Classroom Responsibilities…
Participation in ConferencesMeetings and conferencesIEP Leadership by SpEd Teacher
GenEd Teacher involved in IEP process
Shared Classroom Responsibilities…
CommunicationKey to successful learning environment
Open and regular communication
Planned meetings to review data and strategize
Communicating with parents
Co-teaching Approaches
StationParallelAlternative Team Teaching or TeamingOne Teach, One AssistOne Teach, One Observe
Modeled on work of Dr. Marilyn Friend, Power of 2
STATION APPROACH
Involves establishing learning centers in the classroom
Teachers divide instructional material into ‘chunks’
Teachers each staff a center and work with small groups of students; other center(s)s set up with independent activities
Content addressed is not sequential; ‘chunked’ content
All stations related to one topic or lesson theme
Students rotate through the centers in groups and at times determined by the teachers
Students grouped based on performance levels, learning styles or even heterogeneous groupings
Groups do not remain constant throughout year
Avoid having only students with disabilities in same group all of the time
Length of each rotation depends on what is taught and needs of students
Generally, 15 to 40 minutes in length
All rotation of stations usually completed in one class period
Difference between learning centers and Station Teaching:
Two stations staffed by a teacherOnly 1 or 2 independent groupsAll students rotate to all stationsBoth teachers engaged in explicit teaching
Content in each teacher station remains the same but teachers may vary delivery style
Written instructions are needed at independent station(s)
Students must be able to complete work independently
Variety of activities based on student need in independent station(s)
Groupings of students pre-established
Teach routines for moving quickly and quietly
Variation: teachers move and not students
Use a timer displayed on wall/board
Pacing/timing of lesson delivery is critical
STATION APPROACH - ADVANTAGES STATION APPROACH - DISADVANTAGES
Independent planning is possible May require extensive planning to ensure pacing and preparation/organization of all activities and materials.
Increased one-on-one attention Noise could be an issue
More materials covered in shorter time period
Independent station(s) may need additional monitoring
Improved classroom management
Good approach to use when teachers have different ‘knowledge’ level of content
Let’s take a poll….
How many of you have used the Station Teaching approach?
• Click yes or no on your screen now
If you have used this approach, was it effective?
• Use your chat pod to type in a brief response
PARALLEL APPROACH
• Class divided in half (approximately)• Each teacher delivers the same lesson
simultaneously to half of the class• Both teachers address same lesson objective(s)• Instructional strategies may differ in each group• Allows increased supervision • Facilitates increased student engagement
• Length of lesson varies but usually ranges from 15 to 60 minutes
• Groupings should be pre-established• Student groupings will change based on what
is taught and needs of students• Teach routines for movement• Avoid having all students with disabilities in
same group all of the time
• Pay attention to the pacing/timing of the lesson
• Both teachers must finish at the same time and cover the required amount of work
• Use of a timer is recommended
PARALLEL APPROACH - ADVANTAGES PARALLEL APPROACH - DISADVANTAGES
Increased supervision and monitoring
Noise could be an issue
Instructional strategies tailored to learning needs
Groups being labeled as the ‘slow’ or ‘advanced’ group
Immediate feedback to students
Increased opportunities for student responses
Teachers may plan independently of each other
Let’s take a poll….
How many of you think the Parallel approach could be effective in meeting the unique learning needs of a diverse group of students?
• Click yes or no on your screen now
Alternative Approach• Occurs when one teacher is teaching the larger
group and one teacher works with a smaller group
• Small group limited to 1 to 6 students • Time spent in small group limited to 5 to 15
minutes• Used to re-teach, reinforce or add rigor• Used for short periods of time• SpEd teacher not always teacher who works with
small group
ALTERNATIVE APPROACH – ADVANTAGES
ALTERNATIVE APPROACH - DISADVANTAGES
Allows focused teaching on specific skills
Nose could be an issue
Little interference with main lesson
Small group being labeled as the ‘slow’ or ‘advanced’ group
TEAM TEACHING OR TEAMING APPROACH
• Both teachers plan and deliver the same instruction at the same time to one group of students
• Teachers plan and deliver instruction together, engaging in conversation, not lecture, in front of the students
• One teacher may take the role of primary speaker, while the second teacher adds information, asks clarifying questions, charts the concepts on graphic organizers, etc.
• Dependent on teachers’ styles and how they interact with one another
• Both teachers actively involved in all aspects of teaching
• Not just turn taking; more like a conversation• Gets easier and more effective over time• Keys are knowing your teaching partner and
respecting him/her
• Direct Team Teaching or Facilitation Team Teaching– Direct: both teachers engaged in explicit teaching – Facilitation: supervising/ monitoring group
activity, supervising student engagement, providing clarification and asking probing questions• One teacher facilitates one side of the room
while other teacher facilitates other side of room
TEAM TEACHING – ADVANTAGES
TEAM TEACHING – DISADVANTAGES
Both teachers viewed as equally ‘in charge’
Large group instruction
Models good character traits
Requires a lot of joint planning
May take time to effectively use this approach
Let’s take a poll….
How many of you agree that the teaming approach may be difficult to effectively implement?
• Click yes or no on your screen now
Why do you think so many co-teachers try and use this approach even though it is difficult to implement?
• Use your chat pod to type in a brief response
One Teach, One AssistOne Teach, One Observe
Not recommended for most co-teaching arrangements!
ONE TEACH, ONE ASSIST
One teacher delivers instruction while one teacher assists in supporting individual students.
One teacher teaches large group while one teacher is responsible for delivering individual student accommodations/ modifications
More appropriate when second adult is a paraeducator
If used, only use on a limited basis
ONE TEACH, ONE OBSERVE
One teacher responsible for large group instruction while the other teacher observes students interacting with the instruction and collects data
Used to identify what is working and what needs to be changed and to help drive future instruction
If same teacher always observes, his/her teaching skills are underutilized
More appropriate to teach a para to collect data
If used, teachers should switch roles
Co-teaching Approaches
ONE TEACH, ONE OBSERVE
STATION TEACHING
PARALLELTEACHING
ALTERNATIVE TEACHING
ONE TEACH,ONE ASSIST
CO-TEACHING
Effectiveness is determined by matching right approach to lesson and student needs.
TEAM TEACHING
Selection of co-teaching approach…
• Contingent on:–Concepts to be taught–Learning needs and skill levels of
students–Comfort and skill levels of the
teachers
• More than one approach may be used during a class period
• Approach does not drive the lesson • Lesson objectives and needs of students
dictate the co-teaching approach to use• Co-teacher remains in the class for entire
period• Co-teacher not assigned to class that has a
class paraeducator
Support and Related Services Staff
• 2nd adult may be a Related Service Provider• Related Service Providers provide critical
support in inclusive settings• Related Services should be delivered in the
context of general education to maximum extent possible
• Must provide IEP minutes and address IEP goals
Let’s take a poll….
How many of you believe other types of Related and Support services could be provided in an inclusive setting?
• Click yes or no on your screen now
What specific types could be provided?• Use your chat pod to type in a brief
response
Families
• Parents must be engaged in their child’s educational program
• Strong partnerships result in improved student outcomes
• Keep parents informed of school actions• Invite parents to dialogue with school• Outline system for communication
Rule of Thumb: classes with a co-teacher may have 1/3 sped membership
When changes are needed….
• Adjust pairings as needed– Personality issues
• Thoughtful assignments of pairs at the beginning of the school year
• Before making a change, counsel each teacher and provide teambuilding activities
• Changes in student support needs will occur during the school year
• If changes are needed, make them at natural intervals
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
www.laspdg.org
Additional Webinars in this Series
December 5 @ 10:00 am: Consultancy Model
January 16 @ 10:00 am: Para-educator Model
February 27 @ 10:00 am: Scheduling
April 17 @ 10:00 am: Logistics
Questions?Please use your chat pod if you have questions related to this presentation (if time permits, we will answer them, if not, please email questions to contacts below)
After this webinar, you may email any content-related questions to Kathy Kilgore [email protected]
You may email any grant-related questions to Melanie Lemoine [email protected]
We want your feedback!
At this time we will launch the brief survey to complete regarding this webinar
If the survey does not appear on your screen, you can go directly to it at http://www.surveymonkey.com/s/ipco-teaching
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