FACILITATORS:•Kathryn Curry•Erica Hilliker

Collaboration and Co-Teaching Strategies

Adapted from Co-Teaching that Works: Ideas for School Administrators and Teachers, A. Beninghof, 2010, Muskegon ISD

Objectives

We will identify and discuss different collaborative practices and co-teaching models.

We will plan ways to integrate collaborative practices and co-teaching into our instructional repertoire in order to improve student access and outcomes.

Agenda

Activator- I SEE StrategyCo-Teaching ModelsBuilding Collaborative RelationshipsSummarizer- Tickets Out

Activator

“I See” StrategyI= Illustrate. What does co-teaching

look like? What images come to mind?S= State in one simple sentence what it

is. Use your own words.E= Elaborate on what you have just

stated. E= Examples. Add examples from your

own practice.

What is co-teaching?

• Two or more adults• Simultaneously instructing a heterogeneous

group of students• In a coordinated fashion

“Collaborative teaching is a service delivery structure in which teachers with different knowledge, skills, and talents have joint responsibility for designing, delivering, monitoring, and evaluating instruction for a diverse group of learners in general education classrooms” (DeBoer & Fister, 1995).

Co-Teaching is not…

One teacher acting like a helperJust “showing up”Ignoring the needs of ELL students or

students with IEPsTeaching the same old wayFailing to assist ANY student in need

The Components of Co-Teaching

CURRICULUM GOALS

TEACHING PHILOSOPHY

BELIEFS

ASSESSMENT

INSTRUCTION

INSTRUCTIONAL PLANNING

FAMILIARITY WITHTHE CURRICULUM

PHYSICAL ENVIRONMENT

INTERPERSONALCOMMUNICATION

CO-TEACHINGCOMPONENTS

Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children, 2 (3) 41-47

Stages of Co-Teacher Development

Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children, 2 (3) 41-47

•Teachers often present separate lessons•One teacher is “boss”; one is “helper”

•Both teachers direct some of the activities in the classroom.•Special educators offers mini-lessons or clarifies strategies that students may use.

•Both teachers participate in the presentation of the lesson, provide instruction and structure the learning activities•The “chalk” passes freely•Students address questions and discuss concerns with both teachers

Co-Teaching Models: Lead and SupportDuetSpeak and Add/ChartSkills GroupStation TeachingLearning StyleParallel TeachingAdapting Complementary Instruction

Lead and Support

What it is…

Teacher A primary responsibility is planning a unit of

instruction

Teacher B shares in delivery, monitoring, and evaluation

Lesson Plan- Lead & Support Model

Standard: Read and understand a variety of non-fiction.Objective: Increase Comprehension through comparison and contrast

Activity SupportsMcGraw Hill pp. 376-382

Read silently Answer questions on p. 382 in pairs

Develop and complete graphic organizer with teacher lesson.

Post It Notes

Page covers (“magic”)

Highlighter tape

Colored acetate strips

Partially completed graphic organizers

Adapted assessment at end of unit.

Duet Model

What it is…

Teacher A Both teachers plan and design Teacher B instruction. Teachers take turns

delivering various components of

the lesson.

Speak and Add/Chart Model

What it is…

Teacher A primarily responsible for designing and deliveringTeacher B adds and expands with questions, rephrasing, anecdotes; recording key information on charts, transparencies,

or board.

Lesson Plan- Speak & Add/Chart Model

Standard: Read a variety of literary forms- describe character development in fiction.

Objective: Find similarities and differences among the 2 main characters of the novel. Speak Add/Chart

Initiation:Begin with hula hoops

Body:Review meanings of “similarities”

Guided brainstorming

Higher order questions

Closure:Students pair share

Venn diagram on overhead transparency

Paper copies for students

Hula Hoops (3)

Wikki Stix

Both teachers wander

Skills Group Model

What it is…

Teacher A Students are divided into 2-4 groups Teacher B based on instructional level. Each teacher takes primary responsibility for planning for one or two groups. Instruction may take place in small groups or whole group with differentiated levels.

Lesson Plan- Skills Group Model

Standard: Writing- Student will write stories and simple explanations.Objective: Write an organized paragraph for a multi-step process.

Activity Teacher Teacher

High Add dialogue between leprechaun and “hunter”

X

Average

Worksheet graphic organizer 1,2,3 on left margin

X

Low Hop-step curtain with graphic organizer, then worksheets

Puff paint on worksheets for the 1,2,3 in green, yellow, red

X

Other Hop-step curtain

Sticky labels for vocabulary extenders

X

Station Teaching Model

What it is…

Teacher A responsible for overall instruction

Teacher B teaches a small group specific skills

they have not mastered

Learning Style Model

What it is…

Teacher A Both teachers share in the design andTeacher B delivery of instruction. One teacher is

primarily responsible for auditory and

visual instruction, the other for tactile and kinesthetic instruction.

Parallel Teaching Model

What it is…

Teacher A Both teachers plan and design. The Teacher B class splits into two groups. Each teacher takes a group for the entire

lesson.

Adapting Model

What it is…

Teacher A primarily responsible for planning and

delivering a unit of instructionTeacher B determines and provides adaptations

for students who are struggling

Complementary Instruction Model

What it is…

Teacher A primarily responsible for delivering

core content Teacher B primarily responsible for delivering related instruction in the areas of

study and survival skills

Model Type: Advantages Challenges When would it work best?

Lead and Support Model

Duet Model

Speak and Add/Chart Model

Skills Group Model

Station Teaching Model

Learning Style Model

Parallel Teaching Model

Adapting Model

Complementary Instruction Model

Collaborative Relationships

Think about the successful collaborative relationships you have had in your life -- both personal and professional.

What has made these relationships successful? Jot down key words

Walk about: Give one, get one

What makes collaborative partnerships work?

Roles and Responsibilities of Collaborative Teachers

The leader The supporter The techie The scribe The illustrator The evaluator Other roles

Getting Started

• Review the elements of collaboration • Identify personality strengths and weaknesses,

areas of expertise, learning styles, teaching styles and what you can bring to the relationship

• Identify your values and beliefs on classroom management, motivating students, what is fair, assessment, grading, instructional strategies (‘more is more’)

• Decide on the best times for meeting and planning for everyone involved

Compare and Contrast: Collaborative Teaching Roles and Responsibilities

Consider each teacher’s role:

Who will be responsible for:

Name: Name:

Protocol for Collaborative Professional Conversations on Co-teaching

• Co-teachers set aside 20 minutes for this activity. They agree to a set of accepted parameters for this professional conversation.

• One co-teacher offers his or her account of successful aspects of the shared co-teaching experience. The other co-teacher is silent and takes notes. (3 minutes)

• The same step is repeated with the second co-teacher. (3 minutes)

• Each teacher takes a turn to clarify one key element in the other’s presentation. (3 minutes total)

• Co-teachers start an open discussion to analyze the reasons for their successes and/or identify any other contributing factors that hindered the success. (8 minutes)

• The session is concluded with each co-teacher reflecting on the conversation and identifying one specific goal or step for the future. (3 minutes)

Adapted from Easton, L. B. (February/March 2009). Protocols: A facilitator’s best friend. Tools for Schools, 12 (3). p. 6.

Powerful Questions to Try:

• What do you want from your co-teaching partnership?

• Try to envision success. Can you describe it? • What will you have to do to achieve this? • What stops you? • What options do you have? • What other options are there? • How will you or others know when it’s worked? • What would it look like to your students? • What would your students be doing differently? • What’s next?

Objectives

We will identify and discuss different collaborative practices and co-teaching models.

We will plan ways to integrate collaborative practices and co-teaching into our instructional repertoire in order to improve student access and outcomes.

Summarizer

I think…I feel…I wonder…