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Co-teaching Workshop

The above is a presentation I developed to help educate teachers, both general and special education, when they are told they will be co-teaching. The descriptions, examples and planning pages all aim to help teachers feel at ease when beginning.

Kristin Colucci

on 19 May 2015

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Transcript of Co-teaching Workshop

Explanations, Examples,
and Reflection

Collaborative teachers need to become familiar with the six co-teaching models that have been developed by Dr. Marilyn Friend and Dr. Lynne Cook
One final example:
5 minute discussion time...
Now let's watch an example of the different models...

After discussing and observing the various models of co-teaching, take a moment and discuss with your table the following two questions....
A copy of the questions are on your tables as well for you to record your ideas.
1. Think about your current teaching habits. What model do you feel you are using? If you are not using any, which would you be most comfortable in which to begin?
2. After watching the video and using your answer from question one, think of some ways you can begin to incorporate co-teaching strategies into your classroom this year.

When a general education and a special education teacher work together to plan and deliver instruction to a diverse population in a general education setting (Beckley, Escolero, Guardino, Gibbons, and Wilcox, 2012, pg.2)

Where do we begin?
A great way to get started is to get together with your collaborative teacher and see where you already are. Lets do that know. If you aren't already, get together with your collaborative teacher and take the following survey:
Menu Math
Now Let's take a moment and watch a brief overview of co-teaching.
Co-teaching can be seen through many different facets. There is not one co-teaching mold. Friend and Cook have described 6 types teachers may use. Teachers may use one approach or incorporate multiple throughout the year. The approaches include:

1. One teach, One observe
2. One teach, One drift
3. Parallel Teaching
4. Station Teaching
5. Alternative Teaching
6. Team Teaching
This survey is also found in your packet page 2
Note. Parity, Parity, Parity. Reprinted from Co-teaching: Principles, Practices, and Pragmatic (p. 26), Lynne Cook, 2004.
Now that you have an idea about where you already are as co-teachers lets watch another brief clip on how to begin planning
Key points to remember when developing a
collaborative relationship:
Equal authority
Equal responsibility for ALL students
Play to your strengths
Alternate leading lessons
Provide flexible grouping
**Positive thought**
Frequent role changes by the teachers and use of multiple strategies to fit the needs of the lesson are behaviors that the teacher can control and have an impact on the student perceptions of the teachers and themselves as learners ( Embury and Kroeger, 2012, p. 110).
Here is an example of a choice menu my co-teacher and I developed. We chose the material we were to teach and then developed activities around those skills, incorporating multiples means of instruction. The activities and rubric both allow room to differentiate for students with special needs.

What is

Sample Activities
Here is one final glimpse into a middle school classroom where co-teaching is occurring. These two teachers are using stations to teach their Science lesson.
When beginning a collaborative relationship, there are a few things to remember to make your transition easier:

1. First, be honest when completing and reviewing your surveys.
2. Listen to one another when examples thoughts and/or concerns, as well as class ideas and activities.
3. Compare and elaborate on preferences from the survey.
4. Use your new knowledge of one another to monitor your verbal and nonverbal communication skills during teaching.
5. Be sure to reflect frequently on your co-teaching practices and make the appropriate changes when needed.

Collaborative Reminders
Above is a summary of ideas taken from Conderman, Johnston-Rodriguez, & Hartman, 2009, p. 7).

Co-teaching allows equal partners to blend their expertise to support learning of each student in the general education classroom (Conderman, Johnston-Rodriguez, & Hartman, 2009, p.14).

Assessment should be:
Both formative and summative
Include not only tests and quizzes but projects, presentations, observations, verbal questioning, etc.
Providing students with rubrics is a great way for students to understand what is expected of them
How will you handle homework?
The special educator has the ability to modify and/or make accommodations for the special needs students in the class. These changes should be discussed during planning time and agreed upon by both teachers. Examples may include:
Individualized point adjustments
Providing oral or written assignments instead of a presentation
Limited completion of an assignment and/or test
Extended assessment time

Initial Considerations
Below you will find differentiated approaches to assessing students in the classroom.
It is important to reflect on your teaching consistently throughout the entire school year. You can reflect independently as well as with your co-teacher. In order to allow for continued growth we need to keep the lines of communication open.
As Royster, Reglin, and Losike-Sedimo stated, Establishing successful inclusive classrooms in middle schools requires a clear vision, continued communication and support throughout the period of change, and the continued commitment of all involved in the change process (2014, p. 7).
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