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All Teachers Working Together
Transcript of All Teachers Working Together
Understand the similarities and differences
Identify which one may be more effective
Do we need both?
All Teachers Working Together
Which Method is the Most Effective for Student Success?
The winner is...
(Grand Canyon University, 2011)
Professionals involved should meet prior to the beginning of school
Discuss boundaries and expectations respectfully
Decide which teaching co-teaching model is compatible for both
Decide who is responsible for which part of lesson planning and strategies
Remember that the students come first
(Grand Canyon University, 2011)
Working together and being respectful
Professionals have to be in harmony because it can be distracting to students when there is any kind of conflict.
They both require flexibility
When collaborating, it requires being open-minded to reach a common goal; when teaching it requires being prepared to switch gears on the spot when students do not comprehend.
Trust and putting students first
Let all communication lead back to the student’s needs being first and trust will be built
(Grand Canyon, 2011)
Grand Canyon University. (2011). Lecture 5[HTML document]. Retrieved from http://lc.gcu.edu
A partnership that is able to execute effective co-teaching instruction and strategies
Ensures student success if done properly
(Grand Canyon, 2011)
Collaboration and Co-Teaching
Respecting each other
Putting the needs
of student first
Execute effective instruction
Different co-teaching styles
* Barbera Wayment
* Ruth Ortiz
* Sarah Gee
* Sharee Lunsford
* Tracy Butler
Co-Teaching is an essential part of academics and success because it allows both instructors the opportunity to connect with all students. It allows all students the opportunity to receive instruction in different manners with the goal of complete understanding. In this model, there are several types of co-teaching methods such as:
Lead and support
- here one teacher leads classroom presentation while the other teacher provides support to students in groups or individually.
- here all students are divided into small groups and work with their distinguished teacher regarding the topic and then these groups switch to the other teacher to receive content information. Teachers must have the content and presentation ready to present to students through different views and methods of presenting.
- both teacher’s work and plan together to provide students the same content material with the added bonus of presenting the material in differentiated manners for comprehension, within small groups.
- here all classroom students are divided into groups, and it allows one teacher the opportunity to provide supplementary learning opportunity for students. Through this teaching, the teacher is allowed the opportunity to plan together and provide the students with pre-teaching of material, re-teaching of content material, introduce to new vocabulary of specific content.
- here both teachers have the acquired content knowledge to share and present to students, these teachers plan together and prepare upcoming classroom teaching resources.
(University of Kansas, July 30, 2014)
Collaboration: teachers working together to share skills, knowledge and personal philosophies to classroom teaching working towards a single goal.
Collaboration is a process that requires time to plan content material so that both teachers share classroom responsibility while presenting and maintaining a classroom teaching and risk-free learning environment.
To be able to meet the needs of all students, both the special education and general education teacher must positively collaborate/communicate to reach a single common goal and work while supporting each other to reach that specific goal, through developing, planning, assessing, and motivating student’s desire for learning.
As a society, we learned to work on our own and to complete any and all assignments alone. We have been evaluated in whatever we needed to present alone. Group work and collaboration was not a teaching factor. As educators, we have known that we taught our own class, we had our own students, we taught our own material, and our own students learned the way I taught them.
So how do we go about and make a positive risk-free classroom environment for all types of students?
We go about it by making the change to educate our students in a positive and risk-free classroom environment through co-teaching and collaboration.
Both methods of teaching are needed to be an effective component for our special education students. Through these methods, we are able to implement a positive classroom environment for learning and a risk-free environment so that every child is comfortable in being an active participant.
When both teachers work to meet a single goal of meeting the academic needs of all students regardless of difficulty in their learning, here through co-teaching and collaboration both educators are able to meet the needs of every student in their classroom to achieve higher order thinking skills and positive self-assurance.
No child likes to be singled out, every child wants to belong somewhere, let’s help them become part of their learning and high achieving academic group.
What are the:
Co-Teaching supplements the Positive Interventions and Supports (PBIS) and Response to Intervention (RTI) by allowing one Special Education Teacher to teach, while the other Special Education Teacher can provide praise and positive interventions during instruction. Special Education Teachers may also provide PBIS with students in mainstream classes during instruction.
RTI includes screening students, progress monitoring on identified students needing support services, and data-based decision making. This multi-level prevention system is necessary in meeting the requirements of the No Child Left Behind Act Of 2001 (NCLB) (Essential Components of RTI, 2010).
Co-teaching allows special education teachers to take data and learn more about the students due to double the interaction with students.
Once more is known about the students, special education teachers can choose the most appropriate co-teaching model for the students and particular class, or switch between models. Special education teachers may also choose to utilize different models with different classes held in the same classroom.
The five co-teaching models our forum felt were the most beneficial were:
Lead and Support
Collaboration Between General and Special Education: Making it Work. National Center on Secondary Education and Transition, 2. Retrieved July 29, 2014, from http://ncset.org/publications/printresource.asp?id=1097
Essential components of RTI: a closer look at Response to Intervention (). (2010). Introduction. Washington, D.C.: U.S. Department of Education, Office of Special Education Programs.
University of Kansas. July 30, 2014. Retrieved from http://www.specialconnections.ku.edu/?q=collaboration/cooperative_teaching/teacher_tools/types_of_co_teaching
This forum believes that co-teaching is the most effective method for student success. In our opinion, collaboration is a part of co-teaching. In order for special education teaching professionals to work in the same room with the same students, collaboration between professionals must occur to obtain optimal classroom functioning. We feel extra support in the classroom means extra resources to aide in a student’s success.
Parallel and Co-teaching both consist of two teachers.
Station teaching consist of stations and teachers at each table.
Lead & Support consist of two teachers who work independently.
Alternative teaching is like Lead & Support because one student is the focus of the teaching using the same instruction as the teacher.
Parallel and Co-teaching use the same material in different settings.
In all teaching styles, all teachers are active in teaching or supporting.
Team Teaching is like Parallel teaching in that each prepares lessons.
Parallel teaching has two teachers teaching the same lesson but in two different classes.
Co-teaching has two teachers who act like a team and share the teaching responsibility.
Station teaching consists of different subjects and learning for each teacher.
Lead & Support teaching develops and supports one student using the same material as the teacher.
Team teaching and Parallel teaching are different because in team teaching the teachers prepare lesson together and in parallel teachers just teach the same lesson.
Gargiulo, R. (2012). Special education in contemporary society: An introduction to exceptionality (4th ed.). Thousand Oaks, CA: SAGE Publications, Inc. Retrieved from www.gcu.edu.
Instructional Design. (2014, July 22). Wikipedia. Retrieved August 2, 2014, from http://en.wikipedia.org/wiki/Instructional_design
GCU. (2014). Co Teaching. Retrieved fromhttp://lc.gcumedia.com/zwebassets/courseMaterialPages/spe529n_coTeaching.php.