March Co teaching power point by wulinqing

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									    Co-taught Collaborative
           Classes
  Elaine Neugebauer, PaTTAN Pittsburgh
Marianne Trachok, Pittsburgh Public Schools



                                              1
Objectives

   Review effective strategies to incorporate Standards
    Aligned System
   Understand how co-taught lessons differ from solo-
    taught lessons
   Explore methods for co-teachers to plan lessons




                                                           2
          Why are we co-teaching?
 Why a special educator and a general educator?




 One
foot in                                    One
                                          foot in



                                               3
What are you seeing in your co-taught classes?
In what ways is it different than a solo taught course?


                            South Hills
                                and
                           Martin Luther
                               King




                           West Liberty
                              and
                           Manchester


                Brashear                   Peabody




                                                      4
What do you look for in a co-taught class?

I. The Basics: Meaningful Roles for Each Teacher

1. Can the role of each teacher be defined at any given
point in the lesson?
2. Is each role meaningful? Does each role enhance the
learning process?
3. Do the teachers vary their roles during the course of
the lesson?
4. Is each teacher well suited to the role(s) he or she
is assuming?
5. Are both teachers comfortable with process AND
content?
6. Is the special education teacher working with all students?
What do you look for in a co-taught class?

II. Strategies to Promote Success for ALL Students

1. What evidence is there that teachers engaged in
co-planning the lesson?
2. Are the teachers focusing on process as well as
content? Are they reinforcing important skills?
3. Are directions clear?
4. What strategies/modifications are being employed
to assist struggling students?
5. What adaptations were made to materials in order to
help struggling students complete tasks?
6. What strategies are being used to actively engage
students?
7. How are students being grouped? Does it fit the task?
Is it purposeful?
8. What reinforcement strategies are being employed?
What do you look for in a co-taught class?

III. Evidence of Success

1. Are struggling students answering/asking questions?
2. Are students engaged in meaningful work throughout the period?
3. How are teachers assessing the learning of each student?
4. What evidence is there that all students have been appropriately
   challenged?
  Co-teaching is all about the needs of
             students . . .
Language                  Reading                Writing                   Math
Oral communication
                          Decoding                Mechanics              Computation
Listening
Comprehension             Comprehension            Content               Application




                         Learning efficiency: strategy / rate / flexibility


Attention            Memory          Linguistic Processing         Social Cognition
                Organization              Perception          Meta cognition

                      Learning Disabilities       Sensory impairments
          Intellectual/Developmental Disorders                 Emotional/Behavioral
  Disorders           Attention/Deficit Disorder          Oppositional/Defiant Disorder
               Obsessive/Compulsive Disorder
                              gloria.wilson@hofstra.edu       Cultural Diversities     8
Assignment:
Federalists and Anti-Federalists

   Review the lesson
   Rate the level of difficulty of the task for
    students in the class
   State strategies to address diverse learners
    in the classroom




                                                   9
Directions: Rate the level of difficulty of this task for the following students
in the class and state what you would typically do in this situation.


Student characteristics       Level of difficulty of the task
                              Difficult                Easy
                              5    4    3     2      1        What might you do in a co-
                                                              teaching class to address
                                                              the content of the task
                                                              considering the student’s
                                                              characteristics1.
Typically achieving student
who is on grade level for
reading and writing, is
motivated, and has good
cognitive skills.             5   4    3     2    1

Student who reads very
slowly, word by word,
has difficulty deciphering
unknown words, and skips
over long words.              5   4    3     2    1




                                                                                       10
Directions: Rate the level of difficulty of this task for the following students
in the class and state what you would typically do in this situation.
Student characteristics         Level of difficulty of the task
                                Difficult                Easy
                                5    4    3     2      1        What might you do in a co-
                                                                teaching class to address
                                                                the content of the task
                                                                considering the student’s
                                                                characteristics1.
Student who has difficulty
making connections and
comprehending reading
materials.                      5    4    3    2     1

Student who has difficulty
with the mechanics of
writing including sentence
structure, spelling, and
handwriting.                    5    4    3    2     1

Student who has difficulty
organizing thoughts and
information. Written work is
very short and incomplete
with little idea development.    5   4     3    2     1

                                                                                             11
Directions: Rate the level of difficulty of this task for the following students
in the class and state what you would typically do in this situation.
Student characteristics         Level of difficulty of the task
                                Difficult                Easy
                                5    4    3     2      1        What might you do in a co-
                                                                teaching class to address
                                                                the content of the task
                                                                considering the student’s
                                                                characteristics.
Student who is a very
concrete thinker. Is able to
remember facts but doesn’t
understand the big ideas.       5        4       3       2       1

Student who has difficulty
processing information when
it is given orally, such as a
lecture format.                  5       4       3       2       1

Student who has difficulty
attending to tasks. Slow to
start work and often hands
in incomplete assignments.       5       4       3       2       1

Student who has difficulty
remembering information.
Each lesson seems to be a
“first” lesson on the topic.         5       4       3       2       1                       12
Planning Guide




                 13
                                            Parallel
                                            Station
                                           Alternative
                                             Team
                                      1 teach/1support
                                 Co-teaching model
                               Big Ideas
                     Primed Background
                             Knowledge
                           Conspicuous
                             Strategies
                       Judicious Review
                    Mediated Scaffolding
                Instructional element                  strategy/adaptations

              Read
              Summarize
              Compare/
              contrast
              sides
      TASKS                                   CHALLENGES


   US History
 The Making of a
   Government
CURRICULUM                                       CHALLENGES

                                                                              14
 Time                     Task                      Sped           Gened               Comments




Lead Watch Observe Graze Poke & Prod Land (<1min) Target (>1 min) Clerical Directions Highlight

Parallel (2grp) Station (>2grp) Alternate(1lg grp, 1 sm group) Team (both =participating)




                                                                                                  15
                                             Parallel
                                             Station
                                            Alternative
                                              Team
                                       1 teach/1support
                                  Co-teaching model
                                Big Ideas
                       Primed Background
                               Knowledge
                            Conspicuous
                              Strategies
                        Judicious Review
                     Mediated Scaffolding
                 Instructional element                  strategy/adaptations
             Think & write       •Understand important obj that represent student
                                 •Follow and understand reading
                Read             •Understand pix
                                 •Interpret questions and select correct ans (3 ? Are
               Answer            higher order)

              questions
      TASKS                                    CHALLENGES
                         •Lots of new vocab
                         •Far off place and different time – not connected to student life
      Egypt              •Need to compare to other cultures and countries


CURRICULUM                                        CHALLENGES

                                 gloria.wilson@hofstra.edu                                   16
How do you keep track of the roles you
play in the co taught classroom?
 Date    One teach,   Parallel   Station   Alternative   Team
        one support




                                                                17
 Time                     Task                      Sped           Gened               Comments
9:05         Do Now: Write down 5 things         Graze            Lead                      Would 2
             that you could show to
             someone who didn’t know you         Land             Clerical                  groups
                                                                                            work?
             that would let them know
             something about you.
             Discuss
                                                 Highlight        Lead

9:20         Read: 3 paragraphs on how           Lead             Lead                Would stations
             some artifacts from Egypt were      (read)
             recently discovered.
                                                                  (read)              work? 1 ind Do
                                                                                      Now; 1 reading,
             Analyze: 4 pictures including                                              1 pictures?
             a political cartoon.                Land             Grazed
             Respond: 6 questions on                                                        RAP?
             reading.

             Discussion of answers               Watch                                  Alt group?
9:35                                                              Lead

Lead Watch Observe Graze Poke & Prod Land (<1min) Target (>1 min) Clerical Directions Highlight

Parallel (2grp) Station (>2grp) Alternate(1lg grp, 1 sm group) Team (both =participating)




                                                                                                        18
                shelter                     interests


                               Culture
                 food          Artifacts     Family life




shelter            interests               shelter                 interests


          Me                                               Egypt
 food           Family life                food                    Family life




               Essential Element: Big Idea
                                                                          19
                        RAP strategy
   Read the paragraph                  Paraphrase the paragraph
                                          In your own words make up
   Ask yourself –                         a sentence (not more than
       Who or What is this                about 10-12 words) about
        paragraph about?                   the paragraph (Kansas has
                                           a whole list of criteria –
   Put the main ideas into your           scored, progress monitored)
    own words
       What does it tell me about
        ______?
       It tells me…….



           Essential Element: Conspicuous Strategy

                                                                    20
What Co-teaching Models are you using in
the classroom?
 1 Teach 1 Support            Parallel                       Station

                                                               Ind
 T1
         T2                  T1 T2                      T1             T2



              Alternative                     Teaming

           T1
                                         T1             T2


                        T2

                                                                            21
     Top 10 strategies to consider for
         successful co-teaching
10. Educate co-teachers     5. Support parity
  on how to co-teach        4. Attend to logistics
9. Have co-teaching         3. Consider co-
  conversations                observing
8. Focus on students        2. Expect co-teachers to
7. Don’t forget IEP goals      actually co-teach
  in general ed setting     1. Celebrate the success
6. Have teachers keep          of students who have
  track of the roles they      been taught well by co-
  play                         teachers

                                                     22
       Task               Roles   Adaptations   Strategies
 English/Lang arts
Explanation of the
weekend homework
which is part of an
assignment due at the
end of the following
week

Review test
(Round Table
Conversation)

Read Chapter ____
(teacher and students
take parts)

Students answer
question sheet on
portion of chapter just
read                                                     23
       Task               Roles   Adaptations   Strategies
   Social Studies
HW collection and
Do Now:
Interpret political
cartoon

Discussion of political
cartoon

Read and answer
questions to
Doc #1& Doc #2
(students could pair
up if wanted)
Discussion of Doc #1
& Doc #2 ; teacher
writes main points on
board
                                                        24
       Task            Roles   Adaptations   Strategies
       Math
Reviewed HW
Gave answers then
went over problems
that students had
difficulties with

Students worked on
assigned problems on
review sheet

Reviewed answers

Remaining problems
to be done for
homework


                                                      25
        Task               Roles   Adaptations   Strategies
       Science
Do Now:
Compare and Contrast
2 different kinds of
cells

Lecture on cells

Go through chapter
and write down
highlighted
vocabulary; look up
definitions in glossary.

Discussion of
important vocabulary


                                                          26
       Task             Roles   Adaptations   Strategies
 English/Lang Arts
With teacher students
read passages from
fairy tales and are
asked to summarize
the passages.

With teacher students
go over paragraphs of
fairy tales that have
errors and students
pick out errors.

Students start to
make their own fairy
tale.

                                                       27
       Task             Roles   Adaptations   Strategies
      Primary
Students and teacher
go through their
morning meeting –
weather graph,
attendance, days
schedule.

Teacher reads a story
and periodically asks
students to pick out
facts.

Students read short
passages and have to
underline facts.

                                                       28
Reference for the Coteaching strategies
and Power Point Presentation
   Wilson, G. L. (2005). This doesn’t
    look familiar! A supervisor’s guide
    for observing co-teachers.
    Intervention in School & Clinic,
    40(5), 271-275.




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Future professional development

   Saturday, April 17
   Tuesday, April 20




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