Improving Access to General Curriculum

for All Students Through Co-Teaching

Some Information from The Access Center: Improving Outcomes for All Students

US Department of Educationhttp://www.k8accesscenter.org

“One doesn’t uncover new lands without consenting to lose sight of the shore for a long time.” Andre Gide

Change from MDE Impact of high school reform High school credits & primary teaching Change in MTTC credit District steps Co-teaching

Agenda for the DayMorning Lunch AfternoonWelcome Specific

PlanningPowerPoint Reflection

Information Next MeetingDiscussionReflection

General Planning

Objectives for Session #1We will: Explore common approaches to co-

teaching. Identify and demonstrate effective

teaming practices. Plan practical strategies for learning. Plan future co-teaching ventures. Celebrate our successes.

Defining Co-Teaching 2 or more professional teachers Meaningful instruction Set curriculum & assessments Diverse/blended group of students Single classroom

IN PETOSKEY HIGH SCHOOL

GE Teacher SE Teacher

See Handout #1: Co-TeachersOur Temperature:

Cool = 1Moderate = 2Hot = 3

Major Co-Teaching Approaches One Teaching, One Drifting Parallel Teaching Station Teaching Alternative Teaching Team Teaching

Friend & Cook, 2003

One Teaching, One Drifting Approach One teacher- plans & instructs Other teacher- provides adaptations &

support Joint planning- little Research indicates- use sparingly

Friend & Cook, 2003

Parallel Teaching Approach Both teachers- share responsibility for

planning & instruction Both teachers- proficient in content Each teaches- ½ of class in heterogeneous

groups Content- same Methods- may differ slightly

Friend & Cook, 2003

Station Teaching Approach Divide responsibility- planning &

instruction Students- divided into groups & rotate Teacher- repeats instruction to each group Each teacher- instructs every group Delivery- may vary Content- somewhat similar

Friend & Cook, 2003

Alternative Teaching Teachers- divide planning & instruction Student majority- large group setting Small group(s)- individualized preteaching,

enrichment, reteaching, etc. Groups- should not always be the same Strength- individualized instruction

Friend & Cook, 2003

Team Teaching Approach Both teachers- plan & instruct together Team work- responsible for teaching &

learning Requires- communication, time, trust,

respect, & meshing teaching styles High potential- for student achievement

Friend & Cook, 2003

See Handout #2A & 2B. What percent of our time is spent on each

co-teaching approach? Draw your present co-teaching pie chart. Draw your future co-teaching pie chart. Document ideas to reach your future

goals. What resources will you need to reach

those goals?

Begin by Building Bridges See Handout #3, “Myth Busters.”

Team Collaboration Needs Student-driven reasons Structure & purpose Resources Time together Open communication Support services Others?

Where are you strongest? Weakest?

Celebrate Successes! Secret Doodle Shared Doodle

Common DifficultiesGeneral Educators Special EducatorsCurriculum first Assessment firstAssessment-what learned Instruction- repair gaps

Where are you and your team member?

Facets of Co-Teaching Co-teaching approaches & physical space Familiarity with curriculum (SE & GE) Curriculum objectives/GLCEs &

modifications Instructional presentation Classroom management Assessments

Is your team clear about these?Gately & Gately, 2001

Co-Teacher’s Self AssessmentDiscuss and fill out Handout #12 together.

“If you want them to HEAR it, you talk. If you want them to LEARN it, they talk.” (Sharon Bowman)

Thoughtful Planning Align GE and SE concepts. (Handout #4) Schedule & focus time. Post both names on the door. Know student needs. (Handout #5) Correspondence & meetings reflect

participation of both teachers. Prepare respectful learning environment. Create & teach effective routines.

(Walther-Thomas, Bryant, & Land, 1996)

Instructional Tips Develop signals- each other & students Instructional approaches- varied Agenda & objectives- displayed clearly in

classroom Teacher roles- show equality & cooperation

of team Respect- each other & students Learning styles- honored

Murawski & Dieker, 2004

Get to Know One AnotherDeal with the “little” things first. Do Handout #6 solo. Then discuss and

come to an agreement on “bottom-line” answers.

Get to Know One AnotherDo Handout #7 solo. Share with your partner.Where do you agree/disagree?Where do you/do you not need to agree?Where do you need to compromise?

Grand Conversation to follow in 10 minutes.

Weekly Co-Planning Schedule a meeting time. Cover your bases. (Handout #8) Stay focused on task(s). Review content before meeting. Keep it simple:

Instructional plans/objectives/GLCEs Modifications/adaptations Timelines & priorities Formative assessments Tasks for each teaching partner

Your General Plans for Next Week Work on Handouts #10 & #11A or 11B as

a generalized structure for next week.

Which co-teaching approach will you be using each day/lesson?

Time for More Detailed Plans Take a future lesson

or unit and plan it together!

Remember your target GLCEs!

Experts to support and guide are among us!!!

Future &SupplementalGLCEs

CoreGLCEs

ExtendedGLCEs

ReferencesAvailable from The Access CenterAmerican Institutes for Research1000 Thomas Jefferson Street, NWWashington, DC 20007

Differentiating Instruction for Mixed-Ability Classrooms, ASCD

Tools for High-Quality Differentiated Instruction, ASCD

S. Bowman, Preventing Death by Lecture, 2005

S. Bowman, How to Give It So They Get It, 2005

L. Slanec, 2007