cooperativeteaching-121116194405-phpapp02.ppt

8/18/2019 cooperativeteaching-121116194405-phpapp02.ppt

1/37

COOPERATIVE

TEACHING”

RAMIL P. POLINTAN

Head, Mathematics Department


2/37

What it Takes to Have Two Teachers

Successfully Share a Class

Whe! teachers are

co""itte# to workto$ether for the

success of all

stu#e!ts i! theirclassroo"% a

coo&erative teachi!$

"o#el "ay 'e a

successful o&tio!.


3/37

A Coo&erative Teachi!$ Mo#el

I! a coo&erative teachi!$ "o#el% o!e

classroo" is share# 'y two or "ore teachers.These teachers will share all res&o!si'ility

i!clu#i!$ &la!!i!$% i!structio!% a!# $ra#i!$.

Ty&ically the co(teachi!$ classroo"is a!

i!clusio! class with 'oth a re$ular e#ucatio!teacher a!# a s&ecial e#ucatio! teacher. These

teachers "ust share a co""o! $oal% a!#

'elieve that co(teachi!$ is a 'etter "etho# of

teachi!$ for their stu#e!ts to see success.

http://www.suite101.com/content/coteaching-for-success-a73195http://www.suite101.com/content/coteaching-for-success-a73195


4/37

Coo&erative Teachi!$) aCo""o! *oal

There should be an obvious cooperation

in a classroom where two or moreteachers share instructional responsibility.

A common goal that both teachers are

dedicated towards seeing to fruition will tie

them together and enable them to work

together towards that common end.


5/37

Coo&erative Teachi!$) aCo""o! *oal

These co-teachers must work together, open

and honest about their strengths andweaknesses in order to present lessons in the

most beneficial way for all students. This model

will not work if the teachers do not share the

same end goal. As with any team, this must bethe case or neither teacher will succeed.


6/37

Coo&erative Teachi!$) a

Perso!al +elief

ach teacher involved in a cooperative

teaching model must believe that themodel will work and indeed must work,

in order to see their goals succeed. !f

teachers believe in what they are doing,the model has a better chance at

success than those teachers who are

not completely convinced.


7/37


Perso!al +elief

Teachers who believe in the cooperative teaching

model will work together, play off each other in everyday instruction, find necessary time to plan together,

and be open to suggestions. This type of teaching

model, when both teachers believe in making it

work, will benefit all students. "hat better situationthan to have two dedicated, trained teachers, each

with her own specialty skill set, working with each

individual student in the same classroom#


8/37


Perso!al +elief

Teachers who do not fully believe in the

cooperative teaching model, or who cannot find away to work with their cooperating teacher, will see

at most, limited success in their classroom. The

pitfalls to co-teaching include a lack of respect for

the other teacher, and to a degree, a resentment ofsomeone else in your classroom or of teaching in

an inclusion classroom.


9/37

Coo&erative Teachi!$) ,i!#i!$

Success i! the Classroo"

Many teachers are placed in a co-teaching

position without their input. Many times a co-teaching relationship between teachers does

not work, because one teacher or the other is

not fully sold out to making the model work.

These teachers must find a way to overcomethese negative thoughts and resentments in

order to find success in their classroom.


10/37



$ne of the most common problems between

co-teachers is a lack of proper respect for theother teacher. %oth teachers must be e&uals,

neither reducing the other to the position of

assistant or aid. %oth teachers must respect

the other's time, ideas and teaching stylewhile at the same time accepting that neither

is perfect.


11/37



(o-teaching, where two teachers share

the responsibilities of a singleclassroom, must find teachers who

share a common goal and a strong

personal belief in the model to findsuccess in the classroom.


12/37

What is co(teachi!$

(o-teaching is a model thatemphasi)es collaboration and

communication among all members

of a team to meet the needs of allstudents.


13/37

What is co(teachi!$

(o-teaching is typically perceived as

two educational professionals working

together to service a group of

heterogeneous learners.


14/37

What is co(teachi!$

These teams come together for a common purpose, typically to

meet a wide range of learners more effectively. These teams

may have a long-term agenda for working together *an entireacademic year+ or short-term agendas such as completing a

unit together or preparing students for some specific skills.

Despite the numerous co-teaching relationships that can eist,

for the purpose of this module, the eamples will focus on

collaboration between general and special education teachersin the general education classroom. !f you have other types of

relationships in your school, then simply reflect on how those

roles relate to the ones described.


15/37

What are the -eys to Successful

Co(Teachi!$

As with any teaching techni&ue, the skill of the

teacher is as important, if not more important,than the techni&ue. However, in co-teaching

there are *at a minimum+ three critical issues

that teams should address prior to starting the

process. !f you are currently co-teaching, youmay want to reflect on these issues to refine

what you are already doing.


16/37

-eys to Successful Co(Teachi!$

Pla!!i!$ - This seems obvious, but co-teaching teams need

time to plan and a commitment to the planning process. !f one

teacher shows up on time and the other always arrives late,then this lack of commitment can hinder the teaming process.

Teams should not start their planning period with kid specific

issues, but they must focus on planning a lesson for the entire

class. id specific issues should be addressed throughout the

planning process or after the lesson planning is completed.emember, if no planning time is available, this will limit the

types of co-teaching that can be used in your school.


17/37


is&ositio! - The philosophy of the two teachers working

together is important to consider. !f one teacher believes all

students should be included and appropriateaccommodations are essential, while the other believes

that having high standards means treating all students the

same, these differences can greatly hinder the co-teaching

process. %efore starting the co-teaching process,

discussing your perspectives on issues such as fairness,grading, behavior management, and philosophy of teaching

are important in order to become an effective team.


18/37


/valuatio! - This area is one that is lacking in many individual

classrooms and in many schools which have adopted a co-

teaching approach. !f co-teaching is happening school-wide,then a systematic method should be used to evaluate both

teacher satisfaction and student learning with this model. !f

teachers are working in a team setting, then at least every /

weeks, they should set aside a few minutes to discuss two

critical &uestions0 1!s how we are co-teaching meeting theneeds of both teachers#1 *2or eample, is the special educator

meeting individual students3 needs, and is the content teacher

meeting local and state standards#


19/37


and most importantly, 1!s what we are doing good for A44

students#1+ !f the co-teaching process is only beneficial for a

student with a disability to gain social skills, yet everyone elsecannot learn because of disruptions or because the

curriculum is being modified for everyone, then these

teachers must talk about this issue and how to more

effectively address this student3s needs and still ensure the

entire class is learning. !f such issues arise, it does notnecessarily mean that co-teaching should not continue, but

modifications and ad5ustments should be an epected part of

the co-teaching process.


20/37

What are the +arriers to/ffective!ess6everal things can stand in the way of

effective teaching in general. However,some issues that are uni&ue or critical

to the co-teaching process are

described below with somesuggestions as to how to address these

issues.


21/37

+arriers to /ffective!ess of Co(Teachi!$

0. Ti"e - The amount of time to plan, the time spent developing a school-wide

support structure for co-teaching, the time spent to prepare the students, and

the time teachers are given to develop a personal as well as a professional

relationship can all greatly impact the co-teaching process. This statement

does not mean that co-teaching has to take more time, but initially the time

must be dedicated to create a school and classroom that support teaching

teams as well as including students. 4eadership must either lead teachers in

using this type of model or must empower teachers to develop their own skills.

Also critical to making this type of structure work school-wide is that theschedules of students with disabilities and co-taught teams should be created

first, and then other activities must fill in around these important structures. 7o

matter how creative, a limited amount of time or structure for this process can

5eopardi)e the success of this model.


22/37

+arriers to /ffective!ess of Co(Teachi!$8. *ra#i!$ - 9ust as the time and structure must bedetermined and scheduled prior to the start of a co-

teaching relationship, the same should hold true forgrading. (o-teaching teams must determine prior to the

start of the semester how they will grade students with

diverse learning needs in their classrooms. $ther ideas

for grading are provided below, but the most importantvariable to remember is to determine how students will

be evaluated prior to the start of the semester instead of

at the end of the grading period.


23/37

+arriers to /ffective!ess of Co(Teachi!$1. Stu#e!t Rea#i!ess - ven :; years ago many students with

disabilities were not included into the general education curriculum.

They were often pulled out and taught separate skills or curriculum. !tis important to remember that simply including students into general

education co-taught settings may not ensure their success. $ne of the

struggles that teachers at upper grade levels must acknowledge is

that many students with disabilities have received a dis5ointed

education and may have large gaps in their knowledge base. 9ust as

teachers take the time to prepare themselves for a co-teaching

relationship, this same type of preparation may be needed to assist

students with disabilities who will be included in the class who have

either academic or behavioral gaps compared to their peers.


24/37

+arriers to /ffective!ess of Co(Teachi!$2. Teacher Rea#i!ess - ven in the strongest schools with the

strongest teachers, resistance to a co-teaching model can occur

because teachers often are considered to be autonomous. The bestway to address a school-wide co-teaching model is to let teachers

know *preferably using a family model+ that they will be co-teaching

net year. Then allowing teachers collective autonomy to design

models or structures that will work for them but using collective

accountability that these structures must show teachers should be

allowed collective autonomy to design models or structures that will

work for them, along with collective accountability which shows how

they are using co-teaching to ensure all students are in their least

restrictive environment and making strong achievement gains.


25/37

,rie!#% Reisi!$% a!# Cook 304415 i#e!tifie# fiveo&tio!s teachers ty&ically use whe!

i"&le"e!ti!$ a co(teachi!$ "o#el.

As teams progress through these < types, it isimportant to remember these types are hierarchical

across three variables.


26/37

The Three 6aria'les.

2irst, as you move down the continuum of models,

more and more planning time together is needed.

6econd, as you progress in the models, teachers need

an e&ual level of content knowledge to make the model

work effectively. This e&uality of content knowledge can

be the greatest barrier to team teaching at the

secondary level. Third, as you move down the continuum, teachers must

share the same philosophy of inclusion and have a level

of trust and respect.


27/37

What are the five ty&es of co(teachi!$

0. Lea# a!# Su&&ort

7. Statio! Teachi!$

1. Parallel Teachi!$

2. Alter!ative Teachi!$

8. Tea" Teachi!$


28/37

$ne teacher leads and another offers

assistance and support to individuals or smallgroups. !n this role, planning must occur by

both teachers, but typically one teacher plans

for the lesson content, while the other does

specific planning for students3 individuallearning or behavioral needs.


29/37

Statio! Teachi!$

6tudents are divided into heterogeneous

groups and work at classroom stationswith each teacher. Then, in the middle of

the period or the net day, the students

switch to the other station. !n this model,

both teachers individually develop the

content of their stations.


30/37

Parallel Teachi!$Teachers 5ointly plan instruction, but each

may deliver it to half the class or smallgroups. This type of model typically

re&uires 5oint planning time to ensure that

as teachers work in their separate

groups, they are delivering content in the

same way.


31/37

Alter!ative Teachi!$

$ne teacher works with a small group of students

to pre-teach, re-teach, supplement, or enrich

instruction, while the other teacher instructs the

large group. !n this type of co-teaching, more

planning time is needed to ensure that the logistics

of pre-teaching or re-teaching can be completed=

also, the teachers must have similar content

knowledge for one teacher to take a group and re-

teach or pre-teach.


32/37

Tea" Teachi!$

%oth teachers share the planning and

instruction of students in a coordinatedfashion. !n this type of 5oint planning time,

e&ual knowledge of the content, a shared

philosophy, and commitment to all

students in the class are critical.


33/37

PR/PARIN* ST9/NTS ,OR CO(

T/ACHIN*

$ne of the critical components of a co-

taught classroom is the climate created

for students who are included,

especially if they are coming from a

self-contained model.


34/37

4ike any educational practice, co-teaching can

be successful if implemented in a school that

embraces the philosophy of inclusion, by

teachers who have had time to define their

roles and are given continued time to plan. !n

addition, the students with disabilities who willbe served in the co-taught setting need to be

prepared for this change of service delivery.

Su""ary


35/37

2inally, administrators and teachers must

develop tools to evaluate the success of all

students in this model if they are to measure their

success and to make changes when co-teaching

is not working. !n the following section there are

numerous tools that can assist you in thinking

about your school, your classroom, and most

importantly your students in attempting to create

the most successful co-taught environment for all

students.

Su""ary


36/37

Enjoy your

workshop!


37/37

Enjoy your

T i i !

Documents

cooperativeteaching-121116194405-phpapp02.ppt