Teaching Demonstration/Collaboration

8/9/2019 Teaching Demonstration/Collaboration

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Keys to Collaboration

Dr Gina Garner, PhD

Teaching Demonstration Lesson

Aquinas College

June 18, 2010http://groups.google.com/group/garner-special-

educators/web/collaboration-job-talk?hl=en


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Collaboration What does this word mean to you?

How will it play a role in your professionalcareer?


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Collaboration Think (30 Seconds)

Write (1 minute)

Pair (2 minutes)

Share


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Why Collaboration?

Special Educators are working more in thegeneral education classroom. Why?

IDEA 2004

Greater accountability for Least Restrictive

Environment

States expected to educate at least 80% of studentswith IEPs in general education environment 80% or

more of the school day Less $ for school budgets = larger special education

caseloads


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Why Collaboration? NCLB

Greater accountability for ALL student test scores

(including those with IEPs) Students with special educational needs held to same

curricular standards

Educators more open to academic inclusion

(Garner 2009)


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Role of the Special Educator

Former practice Pull-out in Special Education or Resource Room

Testing, specified instruction in separate env.

Current practice (moving towards)

Push-in services in the general education environment Less time in separate environment

Roles in classroom change Less consultation-a meeting with an expert in a particular field

to obtain advice

More collaboration-the act of working together with one ormore people in order to achieve something

Ripley (1997), Pugach & Johnson (1995), Bauwens, Hourcade, & Friend (1989)


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Collaboration (Friend & Cook 1992)has the following properties

Voluntary

Based on Parity

Requires a shared goal Includes shared responsibility for

Key decisions

Key outcomes Based on shared resources

Has emergent properties


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Indicators of Professional Behaviors

Facilitative of Collaborative PartnershipsFriend & Cook, 1992

Communication

Commitment Equality

Skills

Trust

Respect


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Forms of Collaboration

Consultation model

Co-teaching models 1 teach/ 1 assist

Station Teaching (Centers)

Parallel Teaching (teachers take half of studentsfor parallel lessons)

Team Teaching (each teacher responsible for aportion of the curriculum)

Secondary Teaming Model (a team of teachersfor a grade-level cohort)


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Barriers to Collaboration

Organizational Outdated SPED models

Administrative comfort zone with status quo Parents/teachers/administrators agree with seclusion

settings Special education seen as specialist

Magical Special Educator Effect

Teacher Comfort Zone

Control concerns-fear of relinquishing control I dont want to turn my room into a special

education room

Parent Resistance/Comfort Zone


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Barriers to Collaboration

Belief that only special educator can address needsof students with special education needs. Magic?

No.

Specialized knowledge and skills Practice

Hard Work

Alternative Access

Multiple modes of expression and presentation Consistent learning routines


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Collaboration is a two-way street General Educators

Content area knowledge

Pedagogical ContentKnowledge

Organizational control ofclassroom

Needs:

Differentiation options Specialized knowledge of

LD interventions

Assessment strategies forResponse To Intervention

Special Educators Specified PCK

Assessment and intervention

expertise Adaptation and

differentiation expertise

Options to utilize UniversalDesigns for Learning

Needs: Access to students

Options for Intervention

Opportunities to plan forstudents


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Steps to Collaborative TeachingFriend & Cook 1992

1. Determine Goals and structures for focus

2. Plan for implementation of

lesson/intervention Identify barriers

Plan for those barriers

Plan evaluation of lesson/intervention

3. Prepare for implementation Supplies

Preliminary concepts


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Steps to Collaborative TeachingFriend & Cook 1992

4. Implementation of lesson/intervention !!!

5. MaintenancePost-intervention/lesson evaluation

Review of intervention/lesson

Reflection

Adjustment for next intervention/lesson plan


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Concrete Steps TowardsCollaboration

Smile

How can I help?

Become familiar with curriculum/standards Innate understanding of what students are

required to learn

Discuss elements of UDL that can be

implemented (multiple modes of) Representation

Action

Engagement


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Concrete Steps Towards

Collaboration Increase planning time/conversations

Have lunch

Use co-planning time wisely Minimum of weekly meetings

Gradually increase use of routine

interventions and assessments within theclassroom context

Begin planning units together


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Collaboration Looking at your list you made, what would

you add to it now?

1 minute quickwrite

SHARE for our concept map


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Thank you!

Documents

Teaching Demonstration/Collaboration