Co-Teaching in an Inclusive Setting

Co-Teaching in an Inclusive SettingBy: Shanna Boucher & Brian Calnan

WE BELIEVE …….• Each individual can learn• Each individual is valued• Each individual is accepted for his/her unique

abilities• Inclusive schools promote respect for diversity

Co-teaching

• According to Dr. Marilyn Friend, co-teaching is a service delivery option of two or more educators that contract to share instructional responsibility for a single group of students. The co-teachers share mutual ownership, pooled resources and joint accountability for the group of students.

What Makes It Co-teaching?

Co-teaching starts with co-planningCo-teaching means that ALL the students are the equal

responsibility of both teachersCo-teaching means both teachers deliver instruction,

perhaps in different waysCo-teaching means co-assessing and shared grading

NO!

THE HONESTY SLIDEIs it completely effective at first?

Does it work if one or the other isn’t invested?

Is it easy to work together immediately?

Is it meant to punish general education teachers?

Is it a burden?

6 Co-teaching Models

One teach/one observeOne teach/one drift, assistParallel teachingStation teachingAlternative teachingTeam teaching

One teach/one observe

Recommended use: occasional• One teacher delivers

instruction• One teacher observes

and collects data to

• The purpose of this model is to collect data that will drive instruction and/or address behavioral issues

One teach/one drift

Recommended use: Seldom• One teacher delivers

content• One teacher provides

classroom support

• The purpose of this model is while one teacher is delivering content, the other teacher can provide support to students who are having a difficult time taking notes, grasping concepts, controlling their behavior or remaining focused.

Parallel TeachingRecommended use: frequent• Teachers divide

students into two heterogeneous groups, and each teaches the same material to their group.

The purpose of this model is:• to provide students with

a smaller student-teacher ratio

• increased opportunity for practice, participation and monitoring of student progress

Station TeachingRecommended use: Frequent• Grouping is done by

several different criteria: ability level, content, interest….

The purpose of this model is:• to provide students with

various methods and perspectives around a common theme

• To incorporate multiple intelligence teaching

• Provide small group instruction opportunities

• Provide kinesthetic breaks for students

Alternative Teaching

Recommended use: occasional• One teacher manages

the large group while the other breaks off a small group to teach a particular skill or enrichment activity

• The purpose is to provide a small group of students with specialized attention (ex: remediation, pre-teaching, enrichment, oral testing).

• This type of teaching works well for both remediation of struggling learners/special education students/ELLs and for enrichment of advanced learners.

Team TeachingRecommended use: Occasional• requires both teachers to actively

teach students at the same time. • often one lecturing or leading a

discussion, while the other models the skills that the students should be using during this time to stay organized.

• key element of teaming is that both teachers are fully participating in delivering the main content of the lesson.

• The purpose of this model is:

• To model teaming to students

• Make immediate curriculum adjustments

• Use a variety of presentation styles

Why co-teaching works

Develop relationshipsStructure

Shared planning and evaluation Learn from each other

Less boringShared accountability

2 heads are better than oneIt’s fun

Climate is improvedStudents become accepting

Fresh ideasLess chance a kid falls through the cracks

More modelingPeer tutoring

Distribution of work loadPresentation variety

More creativity

Comparison of Mr. Calnan’s students’ 2012 MCAS scores

Co-taught Period 6• Two subgroups: special

education and ELL• Class average: 238• Special ed student average:

240• ELL student average: 228• Non-subgroup average: 243

Standard Period 7• No subgroups• Class average: 236• Non-subgroup average:

236

References

Friend, M. (2008) Co-Teach! A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marylin Friend, Inc.

Heineman Kunkel, S. (2004) Practical Inclusion Strategies Grades 6-12, Bureau of Education and Research