Photo: Jimboomba State School

Presented by Janet Sonter and Tracy HallSPE3003

What does Co-Teaching in a classroom look like?

As we integrate our special needs students into

mainstream classrooms, it makes sense that we

begin also to implement special needs

educators into these classes. Co-teaching is

where there is a mainstream trained teacher

and a special needs teacher working co-

operatively in the same room to benefit the

needs of ALL students (Beamish, Bryer and

Davies, 2005).

To work effectively as a co-teacher, the educators must come to an agreement on who is responsible for what tasks. The joint delivery of instruction within a co-taught room is important and can look different from one classroom to the next, or even from one unit of work to the next

within the same class. The regular teacher is no longer always providing large group instruction, and the special education teacher is not always

attached to the special needs students.

Take some time to view this YouTube video. This was taken in the United States in a year three classroom, but

depicts what Co-Teaching means to children and teachers, this also applies to Australian classrooms.

Inclusion: Collaborative Team Teaching in the Third Grade

There are four main approaches to co-teaching

(Beamish et al.). These approaches are:

Station Teaching

Parallel Teaching

Team Teaching

Alternative

Teaching.

The approach used may be consistent or

different in each co-teaching situation,

dependant on the staff preferences and the

demeanour of the student cohort.The following links provide video examples of

each teaching style.

View the following videos and complete Task 1 on Slide 6.

Station Teaching – teaching on a rotational basis .

Two teaching stations are set up and content is taught to two separate groups of students.

Station Teaching

Parallel Teaching – two heterogeneous groups Class is divided and same content is taught by both

teachers. Parallel Teaching

Team Teaching – whole group of students Teachers instruct students simultaneously using a “tag

team” approach. Team Teaching

Alternative Teaching – large and individual groups

One teacher takes majority of group and the other teacher instructs small groups or individuals.

Alternative Teaching

Task One:Consider you are in a co-teaching classroom.

Watch the YouTube videos entitled

Station Teaching

Parallel Teaching

. Team Teaching

Alternative Teaching

Document on the Study Desk when you would

use each of these approaches? Discuss briefly

your opinion on how each of these approaches

would work in a classroom situation.

In a study by Beamish, Bryer and Davies (2005), six mini teams of regular and special education teachers across South East Queensland used co-teaching to plan, implement, and evaluate units of work in classes with diverse abilities and needs. These teachers underwent extensive reflective sessions regarding how they perceived co-teaching within classrooms. After the six months, teachers expressed that :

“their co-teaching experiences enabled them to deliver instruction together in one room. In a co-taught class, they were able to experience and ”enjoy” the sharing and blending of expertise, and they often stated that they felt ”valued” by their partner. The regular educators were able to expand their skills in specific instructional adaptations, and the special educators were able to expand their skills in delivery of regular curriculum content.” (Beamish et al., 2005)

The first step in planning a unit of work in a co-taught classroom is to facilitate negotiations of levels of responsibility between the two teachers. There are four levels of responsibility (Villa, Thousand and Nevin, 2004), primary, secondary, equal and some input into decision making which can be used in combinations regarding people and tasks.Lesson plans, in a co-teaching classroom, should incorporate both teachers in the structure of the lesson. Planning is essential and it is necessary for both educators to be aware of their responsibilities in the co-teaching classroom to obtain the best educational outcome for teachers and students.

Planning and Implementing a Unit of Work

Lesson Plans

Example of Co-Teaching Lesson Plan

Year Level: Date: KLA: Duration:

Essential Learning

Lesson Objective

Resources Required

Co-Teaching approach (please circle) Station Teaching Parallel Teaching Team Teaching Alternative Teaching Lesson Element/Activity Time allocated Teacher One Role Teacher Two Role Orientating Phase/ Introduction

Enhancing Phase/ Lesson Body

Synthesising Phase Conclusion

Assessment of lesson effectiveness

Example of Co-Teaching Lesson Plan Year Level:

Date: KLA: Duration:

Essential Learning

Lesson Objective

Prerequisite knowledge

Resources Required Orientating – Enhancing - Synthesising – All –

Lesson Element/Activity Time Req. Teacher One Role Teaching and Learning

Teacher Two Role Teaching and Learning

Organisation

Orientating Phase/ Introduction

Enhancing Phase/ Lesson Body

Synthesising Phase Conclusion

Assessment of lesson effectiveness

The example lesson plan is a combination of conventional lesson plans modified to suit a co-teaching situation. Below are two examples of blank lesson plans.Click here to go to co-teaching templateClick here to go to lesson plan templateTask Two:Research lesson plan templates. Post any useful links on Study Desk to share with other students.

Welcome to Ms Hall and Mrs Sonter’s virtual classroom.

Our year four class consists of 25 mixed ability students. We have 11 girls and 14 boys. Out of the 25 students we have 5 with special needs and 2

gifted and talented students.

Let us introduce you to our exceptional students.

Henry - 9 years old – Student with Moderate Hearing Impairment. Henry lip reads and uses a transmitter - receiver system.

Julie – 9 years old – Student with Aspergers. Julie is very high needs and can be very aggressive.

Trent – 10 years old – Student with Physical Impairment. Trent is confined to a wheelchair.

Joshua – 10 years old – Student with Autism Spectrum Disorder. Joshua has difficulty with group work and can not tolerate noise.

Talisha – 10 years old - Student with Visual Impairment. Talisha needs to be seated close to instructional area.

Jacinta – 9 years old. Student academically and musically gifted.

Nathan – 9 years old. Student academically and sports gifted.

The virtual classroom is an example of the student cohort that could be expected in an average school in Australia. The difficulty in teaching in a conventional classroom lies in catering for the educational diversity among the student cohort. Co-teaching provides access to educational outcomes that may be difficult to obtain in the one teacher classroom. The following is two examples of a co-teaching lesson plan for a unit of work for the virtual classroom.

Example of Alternative Co-Teaching Lesson Plan Year Level: 4 Date: 2 June, 2010 KLA: Science/English Duration: 1 hr

Lesson Name Life cycle of frogs. Essential Learning Change occurs during the life cycle of living things.

Writers and designers use correct formation, entries, exits and joins of Queensland Modern Cursive script. Lesson Objective For students to understand the life cycle of the frog and be able to correctly identify and mark developmental stages. Resources Required Levelled work sheets.

Coloured pencils. Poster of life cycle of frog. Radio Receiver Transmitter

Co-Teaching approach (please circle) Station Teaching Parallel Teaching Team Teaching Alternative Teaching Lesson Element/Activity Time allocated Teacher One Role Teacher Two Role Orientating Phase/ Introduction 10 mins Lead whole of class discussion on frogs and frog

habitat. Elicit prior student knowledge and encourage peer interaction. Organisation: students at desk, teacher at front of room.

Walk around classroom encouraging student participation. Organisation: students at desk, teacher circulating among students.

Enhancing Phase/ Lesson Body 40 mins

Display frog life cycle poster. Explain developmental stages and allow selective student input. Split students into two groups, teacher one taking on large group of students not requiring additional assistance. Hand out work sheets. Encourage students to complete work sheets. Organisation: students at desk, teacher at front of room.

Circulate around class, giving assistance as required. Take small group of students requiring individual assistance. Hand out levelled work sheets. Assist students with levelled work sheet, close exercises, colouring in. Organisation: students at desk, teacher at front of room.

Synthesising Phase Conclusion 10 mins

Students to clean up, return to desk and main teaching area, students to swap work sheets. Students to check on accuracy and then return to student. Organisation: students at desk, teacher at front of room.

Students to clean up, return to desk and main teaching area, students to swap work sheets. Students to check on accuracy and then return to student. Organisation: students at desk, teacher at front of room.

Assessment of lesson effectiveness Students to produce completed work in given time frame. Display finished work on classroom wall.

Students to produce completed work in given time frame. Display finished work on classroom wall.

Example of Team Teaching and Station Co-Teaching Lesson Plan Year Level: 4 Date: 30 May, 2010 KLA: Science Duration: 60min Essential Learning WAYS OF WORKING –

Collect and organise data, information and evidence KNOWLEDGE AND UNDERSTANDING –

Living things can be grouped according to their observable characteristics Lesson Objective Students will be able to collect and organise data and information on one or more amphibian and one or more reptile.

Students will be able to identify the differences between amphibians and reptiles. Prerequisite knowledge Internet research techniques. (Most significant words typed into search engine)

Students have basic research and data collection skills. Resources Required Orientating – White board/chalk board.

Enhancing - Computers, books, journals, specimen jars (collect from library), pens, pencils and science books. Synthesising – pens, pencils, ruler, erasers and large sheet of cardboard. All – transmitter/receiver.

Lesson Element/Activity Time Req. Teacher One Role Teaching and Learning

Teacher Two Role Teaching and Learning

Organisation

Orientating Phase/ Introduction 10 min

Teacher one to explain to students that they will be researching the differences between amphibians and reptiles. Teacher one to demonstrate on board how to group information and data gathered (revision). “Remember when we researched about mammals last week? We found out lots of interesting information and listed it all on a chart. This week we are going to research about the differences between amphibians and reptiles, and list these on one chart to compare them. You will need a heading for your amphibians, and another heading for your reptiles. It is up to you where your headings are to go on your chart”. (Example on board).

Teacher two to then tell students that the research will be done on the computer or from books/specimen jars. Remind students that any important information regarding the physical appearance and habitat can be gathered and grouped. Ask children what other features they need to research and group. Eg diet, location in the world etc

Students to remain at desks. Teachers to be at the front of the room looking at students as they talk. If smart board in use, have it set up so teacher is able to type on computer whilst facing students to accommodate for HI students. If no smart board, teacher 2 will be able to write on board as teacher 1 explains the grouping of his/her research.

Continued next page

Enhancing Phase/ Lesson Body 30min

Teacher one to work with group using books and specimen jars, observing and answering questions. Any prompts from teacher one that need to be used regarding collection of relevant information to be used.

Teacher two to work with group using computers. Guide students to the correct sites by prompting appropriate search words.

Students are split in 2 groups. Group one to go with teacher one and research out of books and from specimen jars. Group two with teacher 2 on computers. After 15 minutes, groups to rotate.

Synthesising Phase Conclusion 20min

Group two students to create one chart showing features of amphibians and features of reptiles. Teacher one to observe group two. Ask students questions regarding how they are able to tell the difference between an amphibian and a reptile. What features does an amphibian have that reptiles do not have? Students to compare charts with other group.

Group one students to create a chart showing features of amphibians and features of reptiles. Teacher two to observe group one. Ask students questions regarding how they are able to tell the difference between an amphibian and a reptile. What features does an amphibian have that reptiles do not have? Students to compare charts with other group.

Students to work in their groups at large ‘group’ tables. HI student to have transmitter on and receiver in the middle of the group for greater hearing. Students can move to the other groups table once both groups have finished charting and see the similarities that they have gathered from their research.

Assessment of lesson effectiveness

Both teachers to observe student research during enhancing phase and chart creation during synthesising phase.

Task Three:

Consider the above lesson plans and how you could implement them into the virtual classroom on slide 12. Discuss on study desk:

a. Which students would the first lesson suit or not suit and why?

b. Which students would the second lesson suit or not suit and why

Task Four:

Choose a co-teaching approach and design your own lesson plan to suit the virtual classroom.

Post your co-teaching lesson plan on the Study Desk.

Blank copies of co-teaching lesson plans will be available for download from the Study Desk.

Thank You, we appreciate your participation in our virtual seminar and value any feedback you wish to leave on the Study Desk.

Janet & Tracy

References

Beamish, W., Bryer, F., Davies, M. (n.d.). Co-teaching in Queensland Primary Schools: Teacher Reflections. Retrieved May 28, 2010 from http://www98.griffith.edu.au/dspace/bitstream/10072/2533/1/29477.pdf

Cannerelli, S. (2010). The Post Standard. [Photograph]. Retrieved May 30, 2010, from

http://blog.syracuse.com/opinion/2010/01/pay_raises_are_central_new_yor.html

Cook, L., Friend. (2004). Co-Teaching: Principles, Practices, and Pragmatics.

Retrieved May 30, 2010, fromhttp://www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf

Council for Exceptional Children. (2010) Co-Teaching 101: Lessons from the

Trenches. Retrieved May 30, 2010, from http://cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=11473&TEMPLATE=/CM/ContentDisplay.cfm

Georgia Department of Education. (2010). Parallel Teaching. [Video]. Retrieved May 28, 2010 from http://www.youtube.com/watch?v=YyxLvaScI0Q&feature=channel

Georgia Department of Education. (2010). Station Teaching. [Video]. Retrieved May 28, 2010 from http://www.youtube.com/watch?v=VAYHGh4vIwA&feature=channel

Georgia Department of Education. (2010). Team Teaching. [Video]. Retrieved May 28, 2010 from http://www.youtube.com/watch?v=IYQZJjGlt8A&feature=channel

Georgia Department of Education. (2010). Alternative Teaching. [Video]. Retrieved May 28, 2010 from http://www.youtube.com/watch?v=Q-xEPmd72RI&feature=channel

Queensland Curriculum, Assessment and Reporting Framework. (2007).

Essential Learnings. Retrieved May 31, 2010, from http://www.qsa.qld.edu.au/downloads/p-9/qcar_el_all_yr3.pdf

Special Connections. (2005). Co-planning Template. Retrieved May 30,

2010, from http://www.specialconnections.ku.edu/~specconn/page/collaboration/coteach/pdf/co_planning_template.pdf

Teachers Network. (2009). Inclusion: Collaborative Team Teaching in the Third Grade. [Video]. Retrieved May 28, 2010 from http://www.youtube.com/watch?v=DLezaO949TE&feature=related

Villa, R.A., Thousand, J.S., & Nevin, A. I. (2004). A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks, CA:

Corwin Press.

Ziemba, M.J. (2008). Start Late-Finish Strong! [Photograph]. Retrieved

May 30, 2010, from http://www.floridainclusionnetwork.com/Uploads/1/img/Escambia%20Pic%202.JPG