Transcript
Page 1: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Co-Teaching as a Model of Student Co-Teaching as a Model of Student Teaching: Common Trends and Levels Teaching: Common Trends and Levels

of Student Engagementof Student Engagement      

Page 2: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Presentation Outcomes -- Presentation Outcomes -- Describe common trends of the co-

teaching model of student teaching from the Teacher Candidate and Cooperating Teacher perspective;

Explain the levels of student engagement in co-taught and traditional student teaching classrooms;

Determine initial impact of the co-teaching model of student teaching on pre-teachers, teachers, K-12 classrooms, and students.

Page 3: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Co-Teaching – General Co-Teaching – General DefinitionDefinitionAn effective, evidence-based instructional strategy in which two or more caring professionals share responsibility for a group of students and work collaboratively to add instructional value to enhance their efforts –

Chapman & Hart Hyatt (2011)

Page 4: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Co-Teaching – MSU Student Co-Teaching – MSU Student Teaching StructureTeaching Structure

A Cooperating Teacher + an MSU Teacher Candidate are the two caring professionals who share responsibility

They work collaboratively, add instructional value, and work to enhance learning for diverse groups of students

Page 5: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Co-teachers….Co-teachers….Jointly decide how to best offer instruction – engage in substantive co-planning.

Consider The Adults, The Students, & The Curriculum Content as they co-plan.

Use a range of approaches/models.Collaborate for best results.Have strong administrative support.Discuss logistical issues to improve teaching and learning.

Page 6: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

ProgramProgram Why are we using the Co-teaching Model?

Page 7: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

MSU Vision and Rationale for MSU Vision and Rationale for Co-teachingCo-teaching

We have moved from a traditional model of minimal time in observation and direct planning/instruction – “Sink or Swim” approach

Innovative model is an apprenticeship where extended time is spent co-planning/co-teaching with your partner

The emphasis is on providing greater opportunities for enhanced K-12 student learning and bridging the achievement gap

Page 8: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Research and Experiential Research and Experiential SupportSupportImprove teacher to K-12 student ratioIncrease instructional options student achievementStrengthen teacher professional developmentEncourage quality MSU student mentoring

Page 9: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

So – what has happened?So – what has happened?Cooperating Teacher

& MSU Teacher Candidate trainings each semester since Jan. 2010

TOSA & university supervisor observations

Surveys, co-teaching logs, focus group interviews = initial research data

Page 10: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

MSU Co-teaching ResearchMSU Co-teaching ResearchJan. 2010 – May 2011Jan. 2010 – May 2011

Research themes across three semesters –

Value – the value of working in a co-teaching model & what it provides for all students increases over time for Cooperating Teachers & Teacher Candidates. The comfort level of TCs working with others in the classroom increases greatly across time.

Planning – joint planning time is necessary for the co-teaching partnership to teach well together

Page 11: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

MSU Co-teaching ResearchMSU Co-teaching Research Jan. 2010 – May 2011Jan. 2010 – May 2011

Communication – having time to communicate well as co-teaching partners on all aspects of planning & teaching is important

Teaming – Cooperating Teachers and Teacher Candidates engage in more varied roles together as they develop as a team

Page 12: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Purpose of the Pilot Study -To examine the academic engagement of

students in secondary schools who are in “co-teaching” student teaching settings compared to more “traditional” student teaching classrooms

Academic engagement has been linked to academic achievement and is therefore an important factor to consider in assessing the teaching environment for students.

Dr. Renata Ticha, Jill Brink and Susan Devro

Page 13: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Assessment -Assessment -Traditional assessments - measures of

student performance and ability - are considered when evaluating a student’s progress in an educational program.

An assumption of ecobehavioral assessment suggest a student’s performance is at least partially determined by the nature and type of interactions the student has with the environment and people in the classroom

Page 14: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

EBASS -EBASS -EcoBehavioral Assessment System

Software (EBASS) is a computer software package that may be used to assess environment-behavior interactions as well as the ecological contexts in which student behaviors occur: It can be used to measure engagement

- (Greenwood, Carta, Kamps, Terry & Delquadri, 1994).

Page 15: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

EBASS, continued…EBASS, continued…It facilitates the recording of variables

related to thirteen factors within the three overall categories of student behaviors, teacher behaviors, and classroom ecology.

Data are collected PDA using a momentary time sampling procedure.

Page 16: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Research Questions -Research Questions -1. What are the ecological events

(instructional grouping, physical arrangement, task) that describe the classrooms observed in this study?

2. What teacher behaviors are most typical in the classrooms?

3. To what extent do the behaviors of the target students represent the following categories: academic, task management, or competing responses?

Page 17: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Research Questions -Research Questions -4. Are there differences in teacher

behaviors or student responses when comparing students in “co-teaching” student teaching settings compared to more “traditional” student teaching classrooms?

Page 18: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Participants - Participants - Cooperating teachers and teacher

candidates in 6 classrooms (three “co-teaching” and three “traditional” student teaching classrooms)

There were 14 students who participated in both Time 1 and Time 2 data collection.

Students ranged from 7th to 12th gradeMAZE

Page 19: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Training and Reliability -Training and Reliability -Graduate students conducted the

classroom observations. They participated in an EBASS training

class and studied the EBASS Practitioner’s Manual and computerized tutorial (Greenwood et al, 1994).

Inter-observer agreement was calculated using the MS-CISSAR Calibration video.

Inter-rater reliability with the expertly coded video was achieved at .90

Page 20: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Data Collection -Data Collection -Each student observation lasted 20

minutes with two observation sessions taking place during one class period, per observer.

Cooperating teacher/teacher candidate observations lasted the duration of 40 minutes.

Page 21: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Teacher PositionTeacher Position

Page 22: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Means for Teacher Behavior in Exemplar Classrooms - -

Page 23: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

21

ti

14.00

13.00

12.00

11.00

10.00

9.00

8.00

Est

imat

ed M

arg

inal

Mea

ns

"Co-teaching"

"Traditional"

What model classroomused

Estimated Marginal Means of MEASURE_1

21

ti

14.00

13.00

12.00

11.00

10.00

9.00

8.00

Es

tim

ate

d M

arg

ina

l M

ea

ns

"Co-teaching"

"Traditional"

What model classroomused

Estimated Marginal Means of MEASURE_1

Blue = TraditionalGreen = Co-Teaching 

Page 24: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Summary of Pilot Study - Summary of Pilot Study - Worth pursuing…Need larger sample in similar content

areasGather data on teacher location Revise EBASS system to better reflect

discussion/lectureAdd achievement measure Add co-teaching (or teacher role)

checklist

Page 25: Co-Teaching as a Model of Student Teaching: Common Trends and Levels of Student Engagement Co-Teaching as a Model of Student Teaching: Common Trends and

Next Steps -Next Steps -Add K-12 achievement measures

to co-teaching models/methods Add co-teaching (or teacher role)

checklist to teacher position information in classroom observations


Recommended