+ kim trendel & michelle koenig franklin public schools the models of co-teaching monitoring...
TRANSCRIPT
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Kim Trendel & Michelle Koenig
Franklin Public Schools
The Models of Co-Teaching
Monitoring &
Parallel Stations
Active Partnershi
p
Differentiated Split
+Kim Trendel
Nationally Board Certified- Exceptional Needs Specialist
In my 13th year of teaching at FPMS
Cross-categorical teacher
Teach self-contained math, Math Lab and Home Base
6th year co-teaching in regular education math classrooms
+Michelle Koenig
Nationally Board Certified-EA Math
12th year of teaching
FHS & FPMS
Currently teaching 8th grade math & algebra, Core Plus, and Home Base
6th year team teaching
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+Questions
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+Forest Park in Franklin
Middle class suburban district
600 students in our school (about 300 per grade level)
Grades 7 & 8 (ran out of room for grade 6)
Organized in House system
Specialist is assigned to each House (CWD or ELL)
+Population of our Team-Teaching Hour
Students labeled with a disability (SLD, EBD, or OHI)
Math Lab students
Students that are basic or minimal on WKCE
Students that struggle in math
Students that “hate” math
+
Equal partnership in planning and implementing curriculum and assessingstudent work to best meet the needs of
all students in the same classroom. There are different models to reach this
goal based on instructional andstudent need.
K. Trendel & M. Koenig 2010
Our Definition Co-Teaching
+Are all models of co-teaching the same?
We think that there is a difference
between team teaching and co-teaching.
You will probably start team teaching,
but our goal is to get you to the co-teaching level…
this is where students will
be taken to the next level.
+What’s the Difference?
Co-Teaching:
Plan lessons together
Share instruction load
Create and grade assessments together
Both actively assess student work
*Embed specialized instruction*
Team Teaching:
Share in planning
Share instruction load
Share in creation of assessments
Provide accommodations and modifications
+Models
Team-Teaching
Monitoring
Parallel Teaching
Co-Teaching
Station Teaching
Differentiated Split Class
Active Partnership
+Monitoring
+Monitoring Teacher
This situation occurs when one teacher assumes the responsibility for instructing the entire class, while the other teacher circulates the room and monitors student understanding and behavior
Roles should shift between teachers during the class period or week
+Monitoring:
Lead teacher: takes responsibility in the delivery of instruction, planning, and leading the classroom
Support teacher: takes responsibility for classroom management, paperwork, adaptations, and support as needed, should have the same authority as the lead teacher, can quickly and quietly remove students as to not disrupt classroom learning environment, this role is an active role to improve the quality of learning.
What it is
+
Both teachers should share in the role of assessment
Teachers should check-in and make any necessary changes to lesson or management
Students remain in whole class instruction
These roles should change on a regular basis- PARITY!
This model should be used in conjunction with other co-teaching models
Monitoring:What it is
+Monitoring:
One teach, one grade
One teach, one make copies
One teach, one check email
One teach, one get caught up on paperwork
Every day regular ed teacher teach, special ed teacher support
What it is NOT
+Monitoring
There is no student benefit to using this model if the special education teacher has no role in lesson planning.
This strategy should be used only about 15 – 20% of time.
+Pros of using Monitoring
Similar to traditional teaching
Comfortable for teachers
Little to no prep time
Classroom management
Can increase instructional time
Struggling students can be identified
Both teachers can lead
Ensures that accommodations and modifications will be in place
+Cons of using Monitoring Does not work for all
students
No real “pay-off” if one teacher is always in the support role
Can lack collaboration
Teachers might feel that when they are not lead teacher they can do other work instead of working with students
May not have similar philosophies and styles for management, assessment, classroom expectations, rules
Spec ed teacher often becomes an assistant
If spec ed teacher only works with spec ed students a stigma can be created
Can turn into a reactive approach rather than a proactive approach (instead of planning individual needs into the lesson the spec ed teacher must rely on triage, pre-teaching or re-teaching)
+Monitoring
If co-teachers are merely taking turns delivering instruction, it begs the
question:
“What is substantively different about this class as compared to that of a traditionally solo taught class?”
+
EXAMPLES of
Monitoring
Correcting homework
Giving directions
Lesson recap
+Parallel Instruction
+Parallel Instruction
In this setting the class is divided into 2 large groups/smaller groups/partners and both teachers circulate and provide individualized support
+Parallel Instruction:
Both teachers are responsible for planning and delivering instruction, management, and assessment while students are working in small groups or pairs.
Dual partnership
Allows small group activities for students while getting individualized help from 2 different instructors
Students doing the same activity
What it is
+Parallel Instruction
Regular ed teacher works with regular ed students and special ed teacher works with special ed students
One teacher doing classroom management
One teacher leading and one teacher MIA
What it is NOT
+Pros of using Parallel Instruction
Students are more likely to ask questions and participate
Students are active in learning
Good integration of special ed students with their peers
Both teachers know the instructional goal
Peer partner work is an authentic way to integrate social and behavior goals for special ed students
Students complete the same activity while assignments can be tiered for differentiation
Get absent students caught up
+Cons of using Parallel Instruction Both teachers have to know and be
comfortable with the material
Noisy and distracting classroom environment
Transitions can be noisy and time consuming
+EXAMPLES
of Parallel
Instruction
Group/ partner work
+KEYS in Co-Teaching:
1. Always demonstrate parity (teachers and students) Use plural language Both should have adult furniture Spec ed students see the spec ed teacher is their
“leader” Both should have a place for supplies Sharing grading responsibility Both names should be on classroom materials Send home a classroom letter Communicate with parents as a team (conferences,
email, phone calls) Both give input at CST meetings
+KEYS in Co-Teaching:
2. Vary instructional models
Look through content to take advantage of all the models to ensure an increase in achievement
+Station Teaching
+Station Teaching
Students are divided into groups and rotate through organized stations. Both teachers are teaching at their own station.
Two ways to accomplish this task: 1) Same material is taught but teacher stations address different learning styles or 2) different material related to the same concept is taught in both teacher stations.
+Station Teaching:
Both teachers plan a lesson in which students rotate through stations that are lead by a teacher or independent work stations.
There can be between 2 and 4 (or more stations) occupied by students at any given time.
Stations are created to “chunk” information.
Teachers will need to plan for which students start in particular stations and how the stations will be rotated
What it is
+Station Teaching:
Students should rotate through all stations
Both teachers create student groups and determine how to rotate them
Students will need to be taught how to rotate between stations and how to behave in independent work stations
Both teachers lead stations and/or monitor independent stations
Station groups should change occasionally
What it is
+Station Teaching:
For lessons that are linear in which one skill depends on a previous skill
Should not be used to divide students only on ability
Tracking groups
What it is NOT
+Pros of using Station Teaching
Smaller student-teacher ratios
Smaller groups provide for safer environment for students to ask questions or participate
Allows for movement breaks
Helps students focus on one task
Share materials- especially useful if a whole-class set isn’t available
Allows teachers to teach the topic they feel most comfortable
Allows teachers to become an expert at their station because teachers will teach it several times
Can be a time to provide intensive interventions
+Cons of using Station Teaching Teachers might be tempted to always group
by ability
Can be noisy, transitions can be difficult
Students may have a difficult time putting together the “chunks” or making connections
Teachers may need to manage more than one station
+
EXAMPLES of
Station Teaching
Activities Direct instruction Independent work Multi-media- video clips Reading textbooks,
articles, newspaper Cooperative learning
activity Project work- group or
independent
+Differentiated Split
+Differentiated Split Class
This type of teaching involves dividing the class into smaller groups according to learning needs.
Each educator provides the respective group with the instruction required to meet their learning needs.
This could be remedial or enrichment instruction.
+Differentiated Split:
Both teachers share in lesson planning and instruction by breaking the class into groups and instructs their group with the added benefit of smaller student-teacher ratio. Both teachers need to feel comfortable with the material for this model to be successful.
What it is
+Differentiated Split:
There are 3 different ways to use this model Teach the same material in the same way Teach the same material in a different way
Take into account students likes/dislikes, learning styles, readiness levels, differentiate material and tier assignments
Teach different material Students won’t switch groups and repeat
instruction
What it is
+Differentiated Split:
Teachers face each other, students face away from each other to help minimize noise and help keep students focused on their lesson
Both teachers make modifications and accommodations as necessary.
What it is
+Differentiated Split:
“Separate but equal” approach
Yours and mine
Special ed students always in the same group
Tracking
Pull-out program
What it is NOT
+Pros of using Differentiated Split
Both teachers are actively involved in the lesson
Both teachers are lead teachers
Smaller student-teacher ratio
Flexibility in that students may work with one teacher or both teachers
Teachers can be creative when grouping students
Encourages teachers to be more creative and teach to different learning styles
Allows teachers to “chunk” information in to smaller manageable pieces
Teachers can plan their own group which is less time than planning with co-teacher
+Cons of using Differentiated Split Teachers may feel the
need to do their own thing rather than collaborating with co-teacher
Teachers may feel uncomfortable with the material
Room space, noise and board-space can be an issue
All activities must be the same amount of time
Not all topics can be divided into differentiated split groups
Some may be encouraged/inclined to always group the special ed students together in the same group
The assumption is that the special ed teacher always works with remedial group and/or special ed students
+EXAMPLES
of Differentiated
Split
Flexible grouping Fractions Graphing linear
equations with tables
+Active Partnership
+Active Partnership:
The teachers actively share the instruction of content and skills to all students
Examples: One teaches while one constructs concept map Dialog between teachers is exchanging and
discussing ideas in front of learners
+Active Partnership:
Teachers share in the lesson planning to deliver to a whole class as teachers work as a team to deliver instruction, work on building skills, clarify information, and facilitate learning and classroom management
Teachers much trust and respect each other so they can share the stage
What it is
+Active Partnership:
Teachers much be able to go back and forth as each are teaching, sharing information, asking questions, clarifying for each other, take notes, model, role play, and/or debate.
Allows for students to see different view points or strategies and for students to realize there is many different ways to get the correct answer
Both teachers can share their strengths and learning styles with students
It is worthwhile discussion that adds to instruction
What it is
+Active Partnership:
For teachers that haven’t developed trust and respect for each other
For teachers that don’t feel comfortable sharing more than one “right” way to complete something
For teachers who don’t feel comfortable “jumping in” on a lesson
For teachers that don’t feel confident with the material
What it is NOT
+Pros of using Active Partnership
Helps to demonstrate parity among teachers
Both teachers have ownership because they are integral to this approach
Takes full use of two teachers with strategies that cannot be done with one teacher alone
Students get multiple paths to information and can choose which works best for them
Students see teachers cooperate and work together
+Cons of using Active Partnership Multiple strategies for everything could confuse
students and slow down instructional pace
Can be difficult if trust and respect hasn’t been established
Will take planning time, co-teachers have to give up a little control
Teachers need to be open minded
+EXAMPLES
of Active
Partnership
Drawing 3-D models Calculating surface area and
volume Exponents
+Contact Information
Kim Trendel, Special Education Teacher
Michelle Koenig, Regular Education Math Teacher
+Thank you for your feedback!
Evaluations/ Feedback forms
Please provide specific comments: What did you learn? How will you implement what you learned today?
Any suggestions for improvement