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Transcript of Co-teach
How educators work collaboratively in an inclusive classroom
All students must be taught by teachers who are highly qualified in the curriculum content areas they instruct.
Special education teachers are considered highly qualified in their use of differentiation of instructional methods, curricular adaptations, and adjustments to the learning environment.
Co-teaching allows general and special educators to collaborate in planning and teaching.
What Co-Teaching Is:
Shared responsibility, learning, and expertise
An integrated approach to teaching and learning
Mutual staff development-learning from each other
Proactive and reactive problem solving
Differentiating instruction for all students
Similar or identical curriculum and goals
A student centered approach to teaching
Involving a general education teacher and a specialist (special ed. teacher, or other certified personnel.)
Designed to meet educational needs of students with diverse learning abilities and styles.
A shared delivery of instruction and accountability. Both teachers teaching all students in the classroom.
The co-teaching pair divides the instructional content into parts. Each teacher instructs a group plus 1 independent group. Each group rotates to every station.
Diversity in Groups
One teacher leads the lesson, the other observes for a
Small groups with
Because student decision should be based on data, 1 Teach, 1 Observe allows 1 teacher to provide instruction while the other collects data on students' academic, behavioral and/or social skills. This data is used to inform instruction and provides valuable data for use in determining future lessons and teaching strategies.
1 Teach, 1 Observe
One teacher provides instruction to the large group while the other teacher works with a small group of students for a specific reason.
Specific reasons may include:
Groups should be fluid.
One Teaching, One Assisting
What Are the Benefits to Co-Teaching?
“I CAN LEARN”
So What's at the Core?
Steps to Co-Teach Success
1. Did we plan together?
2. Did we use “we” and/or “us”?
3. Were both teachers involved in instruction?
4. Were students engaged in learning?
5. Did both teachers work with all students?
6. Which co-teach model did we use?
Planning is essential for successful co-teaching.
Time to plan
Scope and Sequence
Issues to Discuss and Resolve
Teachers teaching different subjects
One teaches while the other makes copies, materials or coffee
One teaches while the other sits, stands or watches without function
One person's ideas determine what/how something is taught
One person acting as a tutor
The re-authorization of the Individuals with Disabilities Education Improvement Act (IDEA 2004) brought many changes in the delivery of instruction to students with special needs.
Co-Teaching is an effective service delivery model for increasing the achievement of students with special needs while also meeting the needs of diverse learners in the general education classroom.
Students benefit from small groups
Teachers may cover more material
Each teacher has a clear teaching responsibility
Fewer discipline problems
Responsive to individual needs
Both teachers can deliver the same content in
the same or different way to mixed ability groups.
Groups can be skill or interest based.
Maximize participation and learning.
Minimize behavior problems.
Most useful for gathering information.
Together decide on information to be gathered
and a method for gathering.
Analyze the data together.
Roles should be switched often.
One teacher supports lesson by
walking around the classroom and supporting student needs
Supportive teacher models listening skills, redirects, provides tools (charts, lists, etc)
It is imperative that the teachers switch roles!!!
"Purposes are Destinations"
"The most important thing in climbing is the inner strength to help each other, so that not just the strongest but all the members of the group reach the goal."
Ida Hiroshige...Japanese leader
A learning environment where 2 certified professionals share the responsibility of:
delivery of instruction
They work together to achieve common goals.
Co-Teaching is NOT . . .
Co-teachers divide the class into 2 diverse groups. Each teacher leads the instruction for their group.
Students can receive highly intensive instruction within general education classroom
Students have opportunity for more small group/1:1 interaction with teachers
Allows for peer modeling – having positive class models work alongside of students with behavior disorders
Teachers using Teaming share the responsibility of leading instruction. While their roles may shift throughout the lesson, the key characteristic is that “both teachers are fully engaged in the delivery
of the core instruction.”
Team teaching . . .
Provides a platform for modeling appropriate questioning, respect and behavior
The teacher in the supportive role monitors student work, addresses behavior issues, manages materials, and assists with student questions. Teachers must use caution when using this approach to avoid a learning environment in which the general educator provides all instruction and the special educator serves as an assistant.
Equal Authority in the Classroom
What went well? Why?
What didn't go so well? Why?
What did we learn?
What should we continue?
What should we change?
Co-teaching is an experience that
is as good as you allow it to be.
You have the opportunity to work with
another dedicated educator daily.
A How To Guide: Guidelines for Co-Teaching in Texas
(Reg 17 ESC)
Working with Paraprofessionals
A Resource for Teachers of Students with Disabilities
(Reg 20 ESC)
From this . . .
to this . . .
What Facilitated Support is:
A learning environment where the other adult in the classroom can be a certified teacher OR a paraprofessional.
The schedule is usually 2 or 3 times weekly, bell-to-bell.
The various co-teach models are utilized.
What Facilitated Support is NOT . . .
A learning environment where one teaches and
the other adult supports only special education students
the other adult is without function
differentiated instruction is not evident
co-teach models are not evident
the other adult arrives after the bell and/or leaves before the bell
“WE CAN TEACH ALL"
Sharing of Expertise/Responsibility
Collaboratively solving problems
Greater instructional intensity and Differentiated Instruction
What the paraprofessional CANNOT do . . .
Develop lesson plans
Introduce NEW concepts or skills
Provide the direct teach part of the lesson
Design classroom management system
What the paraprofessional CAN do . . .
Role of the Paraprofessional
in inclusive settings
Helps the teacher prepare and use instructional materials
Helps the teacher work with individual students and groups
Prepares instructional aids
Assists with testing routines
Helps operate and use educational media
Develop IEP goals/objectives