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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!