Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Collaboration Vs. Co-Teaching

Group Project

Nicolle Mercado

on 10 October 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Collaboration Vs. Co-Teaching

Co-Teaching Presented by
Jessica Guerrero
Nicolle Mercado
Dahlia Wilson
Lauren Wright SPE-529N - Special Education Foundation and Framework
Grand Canyon University
Professor Amanda Coffee
October 7, 2012 *What is co-teaching? What are the models of co-teaching?

*What is collaboration? Examples of collaboration.

*Which is the most effective for student success?

*Advantages of co-teaching for the special educator.

*Advantages of co-teaching for the students. Collaboration Vs. Co-Teaching Collaboration is any situation where people work together in a coordinated way to achieve common objectives. (Kingsley,2011) Collaboration Co-Teaching is a successful route for both teachers and students.
All the factors that influence co-teaching affect the outcomes for students. When students are successful, try to specify what occurred that might have made a particular contribution to that success. When problems are noted, make adjustments based on the data. Success of co-teaching *Time effective
*Teach with a content area expert and learn the expectations of the general education classroom.
*Spend more time and energy in assisting students to develop motivation, effort, and responsibility for their own learning.
*Have more opportunities to use learning strategies within content areas and to move toward generalization.
*"Reality check" for student goals within the general education setting.
*Partnership with a colleague in support of student IEP goals.
*Rewards of viewing first hand students' success and establishing credibility among their peers.
*Improved student behaviors.
*Mutual learning and appreciation for each other's expertise.
*Professional growth . . . greater personal satisfaction! Advantages of Co-teaching for the Special Educator *More time spent working cooperatively, learning content, and understanding students with different abilities.
*Strong emphasis on learning skills, organizational responsibility and preparedness.
*Diverse learning techniques and teaching techniques available.
*More contact time with teachers for school and personal issues.
*Unique learning needs met to the greatest extent possible
*Improved self-esteem.
*Opportunities for leadership and growth within the least restrictive environment.
*Less fear of failure due to successful experiences.
*Enhanced sense of responsibility.
*Better / more meaningful grades Advantages of Co-teaching for Students Not many people know that collaboration and co-teaching are two different things. Co-teaching is when two or more teachers or professionals share the responsibilities of educating the students in that classroom. (GCU, 2012) A typical co-teaching team consists of the general education teacher and either the special education teacher or instructional assistants. Collaboration is a way to gather ideas and obtain new insight on a lesson or area of the curriculum. Teachers collaborate together to achieve a common goal for students. After gathering information from collaborating, the teacher then goes back to her classroom and is then responsible for conducting the lesson with students. Some examples of collaboration in the classroom include ideas for projects, assessments, lesson planning activities and getting advice on classroom dynamics. Co-Teaching Co-Teaching Models One Teach/One Observe
Co-Teaching Model One Teach/One Support Co-Teaching Model Station Co-Teaching Model Parallel Co-Teaching Model Alternative Co-Teaching Model Team Teaching Model A Look at Collaboration in the Classroom Are both Co-Teaching and Collaboration Needed in the Classroom? References Description - In this model, one teacher is responsible for teaching the large group of students as a whole. The second teacher works in the room by taking anecdotal notes on student progress and takes an in-depth look at how students are engaged in their learning. (GCU, 2012)

Similarities to other models - One Teach/One Observe is similar to the One Teach/One support model as it has one teacher instructing the class while one teaching is working to observe and engage with students. It is also similar to Alternative teaching as one teacher works with a larger group than the other teacher.

Differences to other models - One Teach/One Observe is different than One Teach/One Support because in this model, the second teacher is simply observing other students. In the One Support model, the second teacher is engaged in instruction on an individual basis and offers support to students as needed. The One Teach/One Observe model is the only model where the second teacher is not actively engaged in the instruction of the students. The second teacher in this model is a quiet observer of the students.
Description - This model, also known as the "One Teach/One Assist" model requires that " both teachers to be present with one teacher taking the lead in delivering instruction while the other teacher assists students individually (Tobin, 2005)."

Similarities to other models - This model is similar to the One Teach/One Observe model as it has both of the teachers present but doing two different tasks in the instruction. The second teacher is engaged in learning. This model is also similar to the alternative teaching model as it has one teacher teaching a large group and one teacher teaching a small group or individual.

Difference to other models - This model is different than the One Teach/One observe model because the second teacher is engaged in working with either an individual or a small group of students assisting them to obtain clarification of the lesson. It is different than the other co-teaching models because in this model the two teachers are doing two different things in the one lesson. This is different than the parallel teaching which has the teachers working in smaller groups but instructing on the same lesson.

Description - In this model, two teachers work at two different centers that teach on a defined objective. A third center is sometimes set up for students to participate in individual work. The students work through each center for an amount of time that is specified by both teachers. (GCU, 2012)

Similarities to other models - Station Teaching is similar to the team teaching model in that both teachers are working in a teacher capacity at the same time. Both teachers are responsible for instructing students simultaneously.

Differences to other models - Station teaching is the only model that utilizes stations or centers as the basis for teaching. The other models specify group instruction with one teacher taking the lead in instruction while the other teacher is in a supportive role.
We believe that both co-teaching and collaboration are needed for educating students with special needs. Collaboration allows a student with special needs to be included with their peers. Collaborating with others allows an opportunity for growth and independence. Teachers work together to achieve a common goal-student success. In addition, co-teaching has several different components. The goal is student success. With the many types of co-teaching models one is bound to work. You cannot have one without the other. Description - In the parallel model of co-teaching, the classroom population is split up between the two teachers. Each teacher instructs their assigned groups the same content at the same time. This can be a difficult model due to the noise level in the classroom. (GCU, 2012)

Similarities to other models - The Parallel model is similar to the station teaching model in that the classroom is split up into smaller groups. It is also somewhat similar to the team teaching approach because both teachers are responsible for knowing the content and teaching the lesson. Finally, there are some similarities with the Alternative teaching method because of the class being split up.

Differences to other models - Parallel teaching is somewhat different than the Alternative co-teaching method. Teachers using this model plan together and then teach the content at the same time to their designated group. The groups of students are typically the same size. The other models focus on the teaching team doing different tasks within the instruction time.
Collaboration is a great way to get other areas of the school involved in your teaching such as the library, computer lab. There are six Co-Teaching models One Teach/One Observe One Teach/One Support Station Teaching
Parallel Teaching Alternative Teaching Team Teaching Collaboration A Look at a Special Education
Teacher and a
General Education Teacher
Working with Stations.

Elliott, J. (03, 2012). Categories of disability under idea. Retrieved from http://nichcy.org/disability/categories

Kingsley, R. S. (01, 2011). Adhd. Retrieved fromhttp://kidshealth.org/PageManager.jsp?dn=KidsHealth&lic=1&ps=207&cat_id=20167&article_set=20413

Tobin, R. (2005). Co-Teaching in Language Arts: Supporting Students with Learning Disabilities. Canadian Journal Of Education, 28(4), 784-801.

Week 5 Lecture – SPE 529N (n.d) Grand Canyon University. Retrieved on 9/19/2012 from http://www.gcu.edu/College-of-Education/Program- Coteaching

Description - In this model, one teacher instructs a large group of students while another teacher teaches a smaller group of students at the same time. The second teacher in this model is teaching a smaller group the same content in the same classroom. (Tobin, 2005)

Similarities to other models - This model is similar to the Parallel model in that the classroom is divided into two groups. Both teachers working within this model are responsible for the same instructional content . Delivery of the content is done at the same time. This model is also similar to the One Teach/One Support model in that one of the instructors takes on a supporting role. The smaller group of students could be students that need additional help with their learning.

Differences to other models - The grouping of students in the Alternative model is different than the other models. In this model, teachers are working with an uneven amount of students with one group being larger than the other. The second teacher in this model would be focused on a smaller group than in team teaching but a larger more specified group than in One Teach/One Support.
Description - In this model, both teachers prepare a lesson together. Teachers will be up front, delivering the instruction to the entire class at the same time. This is similar to a workshop or in-service type of training where there are more than one presenter up front, taking turns talking about the material. (GCU, 2012)

Similarities to other models - The Team Teaching model is similar to other models in that both of the teachers are responsible for the material to be presented. The planning of the lesson needs to be a partnership where the two teachers trust each other to learn the material for the lesson. It is very similar to the Parallel model in that the teachers must learn the material and present at the same time.

Differences to other models - The team teaching model is the only model that has both teachers front and center with the entire class teaching the lesson. Each student has access to both teachers during this teaching model. It is the most cohesive model of all of the models of co-teaching.
(GCU, Lecture 5 , 2012) (GCU, Lecture 5, 2012) (GCU, Lecture 5, 2012) (GCU, Lecture 5, 2012) "The students are heterogeneously grouped as a class, and both teachers
work with all students. Various combinations of students and group
sizes are used, so each student’s educational potential is realized. Co-teachers
are firmly committed to “our” students, not “yours” and “mine.”
Just as important as clarifying the characteristics of co-teaching is noting
what it is not. It is not a general education classroom with one “real” teacher
and one who serves as “the help” or “an extra set of hands.” Nor is it a pullout
special education program that has been re-located to the corner of a general
education classroom (Elliot, 2012)."
Full transcript