co-teaching that works!...• what directions/tasks will be given that might need greater task...

Copyright 2017 Anne M. Beninghof 1

Co-Teaching that Works!

St. Croix River Education District

August 22, 2017

Anne M. Beninghof

(720) 934-1508

www.ideasforeducators.com [email protected]

Twitter @annebeninghof

FaceBook Page – Ideas for Educators


A Success Story

Teachers: Alicia and Anne Class: 27 students

Objective:

Ideas:


Patterns

Clarification

Trends

Balance or Imbalance

Making Connections

Questioning

Vocabulary

Challenge

Conversion

Agree/Disagree

Proof

Strategies


Participation Diamond


Four Squares

Define Initials: __________

Share an example Initials: ________

Identify an Essential Element Initials: _________

_

Share a Non-Example Initials: __________


What is co-teaching?

§ Two or more adults SLPs, OTs, PTs, ELL and Literacy Specialists –

anyone who is available!

§ Simultaneously instructing a heterogeneous group of students

§ In a coordinated fashion Co-teaching is not… • One teacher acting like a helper • Just ‘showing up’ • Ignoring the needs of students with IEPs • Teaching the same old way


“Specially Designed Instruction” means

adapting...the content, methodology, or delivery of instruction

• to address the unique needs of the child that result from

the child’s disability • to ensure access of the child to the general curriculum,

so that the child can meet the educational standards that apply to all children

Planning is to Specially Designed Instruction

as

__________________ is to ____________________


Lesson Planning Questions for incorporating

Specially Designed Instruction

• What about this lesson will students find difficult?

• What have students had trouble with in the past?

• What are the key vocabulary terms – content and academic?

• What visual material will be presented?

• What communication skills might challenge students?

• What prompts can we provide during group discussion times?

• Are there opportunities to provide a mini-lesson on reading,

note-taking, summarizing, studying, etc.?

• Are there specific IEP objectives that can be addressed during

this lesson?

• Any benefit in color-coding?

• What directions/tasks will be given that might need greater task

analysis? scaffolding? chunking?

• What executive function skills will be required? (planning and

prioritizing, time management, organization, working memory,

metacognition, self-regulation, persistence, attention,

processing, flexibility)

• Are there individualized behavior management concerns?

• Does our progress monitoring data suggest any needs?

• Have we addressed any required accommodations?



English Language Development

• What language in this lesson will be a barrier?

• What content will students find difficult?

• What have students had trouble with in the past when you have taught this

lesson?

• What are the key vocabulary terms – academic (Tier2) and content (Tier

3)?

• How will the information be presented? Auditory? Visual? Kinesthetic?

• What directions/tasks will be given that might need greater task analysis?

scaffolding? chunking?

• What structures are in place to ensure full participation?

• How will small group participation be supported?

• Are there opportunities to provide a mini-lesson on word attack or other

reading strategies?

• What executive function skills will be required? (planning and prioritizing,

time management, organization, working memory, metacognition, self-

regulation, persistence, attention, processing, flexibility) How will these be

addressed?

• How will we support students who struggle with some of the processes of

learning? (technology, collaboration, etc.)

• Does our progress monitoring data suggest any needs?

• Is there extra time for rehearsal/practice for those who need it?

• Are we trying to do too much in too short a time? What are the priorities?



GT Instructional Strategies

• What about this lesson do students already know and can do?

• What about this lesson will be new learning?

• What about this lesson will challenge students?

• What about this lesson is repetitive and can be compacted?

• What about this lesson can students investigate independently or

collaboratively with other learners?

• What higher level questions will I ask students to consider?

• How will I promote multiple points of view?

• How can I tier the assignments in this lesson so that students can explore

the ideas at their level?

• How can I extend the learning in this lesson to my students’ area of

passion/interest?

• How will I utilize flexible grouping in the lesson?

• How will I promote student choice in the lesson and/or use student

contracts?

• What in this lesson promotes social interactions and emotional

development for my students?

• What outside resources or mentors can I utilize to connect my students’

learning to the real world?

• What concepts will my students have to consider in this lesson?

• How will students connect learning in this lesson to other areas of study?

• What creativity opportunities will students have in this lesson?

• How will I know that my students learned something new in this lesson?


What are the benefits of co-teaching?

q

q

q

q

q


Overview of Models Models Description Pros Cons

Duet Both teachers share the entire

instructional process. Most integrated for students Fully utilizes all expertise

Most time intensive

Lead and Support Teacher A does up front planning in isolation. Teacher B is fully involved in daily planning, implementation and assessment.

Both teachers involved in most phases of instruction

Less input in planning for differentiation

Speak and Add/Chart

Teacher A leads and Teacher B adds visually or verbally.

Little co-planning time Almost anyone can do this

Can step on toes Underutilization of Teacher B’s expertise

Learning Preferences

Teachers plan lesson and divide responsibilities for planning for different learning preferences.

Insures that all learning modalities and preferences are incorporated into instruction

Assumes that teachers will tolerate activity in the lesson

Complementary Instruction

Teacher A focuses on curriculum. Teacher B focuses on access or complementary skills through mini-lessons or input.

Sets up clear expectation that specialized instruction will be provided in general education setting

May slow down pacing

Adapting Model Teacher A leads, while Teacher B wanders the room, providing adaptations as needed.

Very little co-planning time Focused expertise

Instructional changes are superficial rather than foundational

Skills Group Teachers divide students into more homogeneous subgroups and provide leveled instruction.

Multiple readiness levels are addressed Focused expertise

Possible feel of “tracking”

Station Teaching Teacher A leads the class while Teacher B pulls a small group of students to the side of the room for direct instruction.

Intense, direct instruction for a small group of students

May be embarrassing for students who are pulled aside

Parallel Teaching Class is broken into 2 heterogeneous groups. Each teacher takes a group.

Increased participation rates due to smaller group size Effective for limited materials

Requires equal expertise if used for direct content delivery


Co-Teaching Cafe

Duet Lead and Support

Speak/Add Learning Preferences Adapting Complementary

Parallel Station Skill Groups


Duet Model

What it is… Teacher A Both teachers plan and design instruction. Teachers take turns delivering various components Teacher B of the lesson. Pros and Cons… Personal Reflection…


Lead and Support Model

What it is… Teacher A primary responsibility for

planning a unit of instruction Teacher B shares in delivery, monitoring and evaluation Pros and Cons… Personal Reflection…

The ______________ difference _________________ the Duet Model and the Lead and Support Model is ___________________________________________.


Lesson Plan for: Standard/Objective: Learning Target: Have we considered the following elements?

o Aud/ Visual Perception o Modeling o Practice o Student Choice o Novelty o Connections

o Formative Assessment o VAKT o Vocabulary o Participation o Varied groupings o Retention

o Sim/Differences o Technology o IEPs/Accommodations o Reflection o Authenticity o Other:

o

Beninghof, A.M. (2006) Engage ALL Students through Differentiation.

Crystalsprings.com

How will we challenge? How will we support?

1

General Approach

2

Activator Body of Lesson Closure

Assessment Plan:


Lesson Plan for: Writing W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Target: I can plan for a multi-paragraph opinion piece. Have we considered the following elements?

o Aud/ Visual Perception o Modeling o Practice o Student Choice o Novelty o Connections

o Formative Assessment o VAKT o Vocabulary o Participation o Varied groupings o Retention

o Sim/Differences o Technology o IEPs/Accommodations o Authenticity o Reflection o Other:

o

Assessment Plan: Review student plans

How will we challenge? Discuss and justify – Should your strongest reason be first or last? Early finishers – Use colored sticky dots to add strong vocabulary How will we support? Gestures Color-coded, moveable thinking map pieces Small group for extra assistance Talking Stems

1

General Approach

2

Activator Packing a suitcase – so many items – what should be on top? Review target (with TPR gestures) and reflect with progress bars Body of Lesson Model with sticky notes and file folders (or folded construction paper) – use tree map design to plan piece Ask students to Vote with Feet – which reason should be first – your strongest or your weakest? One teacher with each group of Ss to develop their justifications. Share out. Continue modeling, ask students to reflect on progress bars before beginning on their own maps Closure Review progress bars Wheel of Fortune Puzzle to review target


Speak and Add/Chart Model


designing and delivering

Teacher B adds and expands with questions, paraphrasing, anecdotes; records key information on charts, computer, or board

Pros and Cons… Personal Reflection…


While Teacher A is lecturing, Teacher B could be: 1. Writing color coded notes on the board 2. Checking for understanding with an individual student 3. Checking for engagement – walk around and support 4. Gathering data – record engagement, materials, etc. 5. Reinforcing good behavior 6. Setting up for next activity 7. Adding examples 8. Echoing key words from Teacher A 9. Handling classroom management issues, passes, etc. 10. Creating informal assessments 11. Using proximity for behavior management 12. Writing key points on the board or laptop 13. Grading participation 14. Modeling 15. Asking clarifying questions 16. Providing kinesthetic tools, manipulatives, aids, props 17. Videotaping for flipped lessons 18. Managing the PowerPoint 19. Making sure worksheets are being completed 20. Conferencing individually with kids about progress, etc. 21. Restating the objective 3 times during the lesson 22. Keeping binders or other organizational tools 23. Giving countdown, time clues 24. Starting up an online timer 25. “Stand up if you…., Turn and talk…, Stomp your feet…” 26. Flip-flop calling on students 27. Flip-flop reading aloud 28. Going on-the-spot to websites to show visual images 29. Typing up text for a Wordle of the conversation 30. Pulling up an online site to support instruction 31.

Remember: The Specialist can be Teacher A, too!


Learning Style Model

What it is… Teacher A Both teachers share in the design

and delivery of instruction. Together they make sure that they

Teacher B address a variety of learning preferences and modalities. Pros and Cons… Personal Reflection…


Idea Suitcases Beninghof (2010) Turning Best Practices into Daily Practices. www.crystalsprings.com


Adapting Model


planning and delivering a unit of instruction

Teacher B determines and provides

adaptations for students who are struggling



Complementary Instruction Model


delivering core content Teacher B primary responsibility for

delivering related instruction in the areas of study and survival skills


The 3 components of specially designed instruction include adapting the 1. ____________________________________________

2. ____________________________________________

3. ____________________________________________


Skills Group Model

What it is… Teacher A Students are divided into 2-4

groups based on instructional level. Each teacher takes primary

Teacher B responsibility for planning for one or two groups. Instruction may take place in small groups or whole group with differentiated levels. Pros and Cons… Personal Reflection…


Lesson Plan for: Reading Informational Text – Day 2 CCS.RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Have we considered the following elements?

o Aud/VisualPerceptiono Modelingo Practiceo StudentChoiceo Noveltyo Connections

o FormativeAssessmento VAKTo Vocabularyo Participationo Variedgroupingso Retention

o Sim/Differenceso Technologyo IEPs/Accommodationso Reflectiono Other:

o

Assessment Plan: Choices for stickies, Rdg. Comp. Booster Bookmarks

Four Station Rotation Mini-

Lesson

How will we challenge? Filling in the missing pieces on the web How will we support? Partner discussion of attributes Work in groups for bookmark development Leave web on screen for spelling and idea prompts Teacher wanders to support choices in book examples

1

General Approach

2

Activator I have a problem… Use SimpleMind+ app to develop web of 5 informational text types Body of Lesson Students each have 5 sticky notes. Each one at top says “Example of” and below it they list one text type. Each sticky has a graphic related to the text type (Venn, Web, Timeline, Arrows, List) Students find texts in room and place the sticky where they find an example of that type. Next year’s students will come across these stickies. Students work in groups to develop a Reading Comprehension Booster Bookmark for one of the 5 text types, on which they will be able to take notes. Closure Students share Booster Bookmarks and emphasize the attributes for the text type.


Lesson Plan for: Informational Text – Cell Phone Use CCS: 5.RIT.6 Analyze multiple accounts of the same topic, noting similarities and differences 5.L.6: Acquire and use accurately domain specific words Target: I can compare and contrast multiple texts Have we considered the following elements?

o Aud/ Visual Perception

o Modeling o Practice o Student Choice o Novelty o Connections

o Formative Assessment

o VAKT o Vocabulary o Participation o Varied groupings o Retention

o Sim/Differences o Technology o IEPs/Accommodatio

ns o Authenticity o Reflection o Other:

o

Assessment Plan: Similarities/Differences chart

How will we challenge? Assign to highest level QR station Have students perform Word Surgery on “meta-analysis.” How will we support? Whiteboards to record info and review with partner Sample abbreviations on board.

1

General Approach

2

Activator Hold up an old phone with a cord. Have students talk with partners about changes in phone communication, then share. Model some simple abbreviations for note taking while recording their ideas. Body of Lesson Hang 6 different QR codes on classroom walls, linked to websites with information on cell phone/text message research. Groups of 6 go to each QR code, bringing mini white boards to record information learned. Use QR Scanner app. Before breaking up, have students pair to review the information they have recorded. Jigsaw cooperative learning groups – each student shares about what they learned at their QR station. Complete similarities/differences chart. Closure Show two or three students’ work on doc cam. Discuss “compare” and “contrast”


Station Teaching Model

What it is… Teacher A responsible for overall instruction Teacher B teaches a small group specific

skills they have not mastered Pros and Cons… Personal Reflection…


Parallel Teaching Model

What it is… Teacher A Both teachers plan and design.

The class splits into two groups. Each teacher takes a group for Teacher B the entire lesson. Pros and Cons… Personal Reflection…

What percentage of class time should be spent in small, teacher directed groups?

a) 35%

b) 65%

c) 85%


English 10 Mrs. Kelleher, Mr. Thompson

Concept: elements of plot Materials: Sherlock Holmes stories

Day1 Day2 Day3 Day4 Day5

Objectives: Define the elements of plot: setting, rising action, climax, denouement/falling action.

Recognize these elements of plot in an oral story told by someone else

Objective : Understand and identify plot elements and contextual clues within the Sherlock Holmes story assigned

Objective: Synthesize a complete short story based on careful observation and deduce conclusions using their imagination about the person(s) observed.

Objective: Write a complete short story based on careful observation, including all story elements

Objective: Analyze short story for each plot element assigned

Process: Mrs. K leads with definitions and examples of setting, rising action, climax, denouement/falling action. Mr. T. puts chart on overhead. Students will be required to take notes on these elements. Guide students in Symbolic Summary Class breaks into two groups to develop personal stories with all the elements, and then tell partners. Debrief whole group – Mr. T. leads

Process: Mr. T leads Board Relay warm-up to review elements. Mrs. K presents Holmes stories and assigns reading. Mr. T integrates use of Highlighter Tape. Students work individually while both teachers roam. Work in cooperative groups (Group B configurations) to compare elements and justify choices.

Process: Warm-up Question: If we didn’t pay attention to the world and the people in it, what would life be like? Mrs. K leads discussion about Sherlock Holmes’ beliefs about observations. Mr. T – Connection Board Students complete graphic organizer – Mr. T to model as Mrs. K. leads. Homework: Observe a stranger in a public setting and jot down observations.

Process:

Direct students to compose an imaginative short story based on the facts gathered on the stranger observed.

Mrs. K. to model one graphic plan example, Mr. T to share a different way of planning.

Both teachers wander and support as students write.

Near end of lesson, Mr. T will direct students to color code their story elements.

Process: Split class into two groups. Students first describe what they observed, then present their stories, while the rest of the group listens for story elements. (use author stools) Facilitate debate/discussion if different opinions arise about elements i.e. climax. Mr. T to assign Text Message Exit Slips.


Team Development Wheel

Stage 1: Forming - Stage 2: Storming - Stage 3: Norming - Stage 4: Performing -

Adapted from the work of B. W. Tuckman

1

Forming

2 Storming

3 Norming

4

Performing


Common Mistakes of Co-Teaching

1. 2. 3. 4. 5.


Collaborative Teaching Responsibilities

Directions: Discuss the following questions with your partner and reach a conclusion in each case regarding who will bear the responsibility for the tasks.

Who will be responsible for:

Classroom Teacher

Special

Educator

Other

Shared

Identifying goals and objectives for the course?

Designing individualized objectives for the specific students?

Planning instructional activities to achieve the goals?

Selecting and organizing instructional materials?

Teaching specific class content? Teaching study skills and learning strategies?

Collecting data on student performance? Establishing and implementing grading procedures?

Establishing and implementing a classroom management plan?

Maintaining home contact? Modifying curriculum and materials as necessary?

Designing tests, homework assignments, etc.?

Providing individual assistance to students? Taking care of daily routines (e.g. attendance, lunch counts)?

Directing paraeducators, parent volunteers, and or other support personnel?

Communicating to all appropriate parties regarding the special education students?

Copyright 1995 by Anne M. Beninghof. All rights reserved.

Ideas for Inclusion: The School Administrator’s Guide


Teaming Responsibilities Directions: List the various tasks and responsibilities that are essential for your team to function well and achieve your goals. Discuss the tasks with your partner(s) and reach a conclusion in each case regarding who will bear the responsibility for the tasks.

Who will be responsible for: Name

Name

Name

Shared


Co-Teaching Practices Worksheet 1. Howwillweintroduceourselvestoourstudents?Toparents?

2. Howwillwehandlecorrespondence:parents,newsletters,emails,report

cards?

3. Wherewillwekeepconfidentialinformationregardingstudents?

4. Whatformatwillweuseforlessonplanning?

5. Willtherebeadesignatedspace(desk,storage)intheroomforTeacherB?

6. Howwillwearrangetheroom?

7. Howwillsubplansreflectourco-teachingrelationship?

8. Howwillwehandledisruptions(phonecalls,visitoratthedoor,student

behavior)?

9. Howwillwehandlecopyingandothermaterials?

10. Whatclassroomroutinesdowewanttoestablish(restroombreaks,students

latetoclass,missingassignments,attendance,pencilsharpening)?

11. Whatbehaviormanagementpracticeswillwehaveinplace?Howwillwe

respondtoinappropriatebehavior?

12. Whatwillbeourapproachtohomework?

13. Whatformativeandsummativeassessmentdatawillwecollect?Wherewill

wekeepthisinformation?

14. Whichmethodsofcommunicationwillworkbestforus(email,text,wikis,

phone,face-to-face,online)?

15. Whenandwherewillwemeetforco-planningandreflection?

16. Whatpetpeevesdoweeachhave?


Courageous Conversations

“There are times when it is your ethical responsibility to speak up on behalf of your students, no matter how uncomfortable it is.”

TIPS • Craft and practice your statements of concern in advance.

• Sit at 10:00 and 2:00 with the table in front of you.

• Arrange a 3rd point at 6:00 – paper or a computer.

• Double check the time available right at the start.

• Try to mirror the other person’s body posture.

• Ask for the other person’s view and paraphrase your

understanding.

• Ask questions – lots of questions.

• Set an agreed upon objective.

• Brainstorm ideas without judging.

• Record your agreement about next steps.

• Other:


Collaborative Solutions Worksheet

Teachers:_______________________________ Date: ________

Objective: ___________________________________________ Action: _____________________________________________ _____________________________________________

Problem:

Ideas:


Co-Planning Meetings for Lesson Design

Topics to Discuss

How is it going? How well are students accomplishing the standards and objectives? What does assessment show?

Where do we want to go next? What specific standards and objectives need to be taught?

How will we differentiate? What methods or approaches can we utilize that will include various student learning styles, student interests and readiness levels?

What assessment procedures will be used to provide feedback?

Which co-teaching models will work best? Which adult will take responsibilities for which tasks?


Grading Decisions for Co-Taught Classrooms

v If more than one teacher is involved in instruction, than these same teachers should collaborate in determining the grades for the students. This may mean both teachers co-grade ALL students.

v The grading process should be discussed and determined

between teachers prior to the instructional period. Decisions should be recorded.

v The school system should adopt a policy concerning

assigning grades to students with disabilities. The policy may be short or long, but should be in writing and accessible to staff, students and families.

v For students receiving special education services, specific

language should be included in their IEP to describe exactly how the student will be graded.

v Narrative information regarding student progress should be

attached to reports whenever possible. v All students in the class should be considered eligible to

participate in recognition systems, i.e. honor roll. The use of adaptations should not make some students ineligible.

v Caution should be used when making notations on report

cards or transcripts that may indicate the student has a disability.


Co-Teaching Grading Questions

• In general, how do you grade students? • Does effort matter? • Does participation matter? • Does attendance count? Punctuality? • Do you ever grade on a curve? • Does a student’s individual progress enter into the grade? • Do you give the benefit of the doubt? • Do you have a rubric for students for every assignment? • Do you allow extra time? extra credit? • Do you allow partial credit for late work? • Do students get a 0 for missing work? • Does neatness count? • Is it ever okay to fail a student? A student with an IEP? • How do you feel about varied options for showing learning? • If a student does less complex work, can he still achieve an A?

If a student does more difficult work, does that automatically mean he receives an A?

• Are students ever graded as a group? Ever graded based on group skills?

• Which accommodations are you comfortable with during test taking? Which cause you concern?

• Do more recent scores in a semester carry greater weight than earlier ones?

• Do students ever grade their own work? Do peers ever grade each other’s work?

• Should we differentiate grades based on process, product and soft skills?

• How will we communicate “OUR” grading policy to students? To parents?


Designing Tests for the Heterogeneous Classroom

Points to consider when designing matching items:

! same number of items in each column ! longer items in the left column, shorter in the right. ! all items on one page ! not more than ten items

Points to consider when designing sentence completion items: ! use cues, i.e. blanks or first letters ! use simple sentences ! offer a word bank

Points to consider when designing true/false items

! not more than ten items ! avoid negative sentences ! avoid double negatives in a sentence ! use simple sentences ! avoid tricky words such as "always"

Points to consider when designing essays and short answer items:

! allow student to sketch a plan ! specify the number of examples, points required ! avoid complex sentences ! offer choice of paper

Points to consider when designing multiple choice items:

! list items vertically ! not more than four choices ! avoid combination answers, i.e. "all of the above" ! use simple sentences

Points to consider when designing any test:

! Use Arial font ! Use 14 point ! Use a mixture of capital and small letters

EXAMPLE of a Differentiated Test – Piedmont High School


Sample of Test with Recorded Questions

9. Why has a strong sense of national unity been difficult to achieve in many African nations that gained their independence in the twentieth century?

a. Communism is a powerful force against national unity. b. Tribal loyalty is sometimes stronger than national loyalty. c. Europeans fear that national unity will make African countries too

strong. d. It is easier to attract foreign investment when national unity is

discouraged.

10. In 1948, which European nation gave up its control of the region of the Middle East known as Palestine?

a. France b. Germany c. Belgium d. Great Britain

11. How were the twentieth century governments of Sudan and Egypt similar? Support your answer with a specific example.

12. How were the twentieth century governments of Sudan and Egypt dissimilar? Support your answer with a specific example.


Reflective Questions for Co-Teaching Teams Where does our team fall on a continuum such as the one below, in each of the various areas

Area Guiding questions/thoughts/examples Level of Engagement Students Adults

How engaged are the students? What else can we do to keep them more engaged? Vocal qualities Role switching Debating Group work Paper tasks Are there times when one adult is underutilized? Are all adults feeling fully utilized? Are there talents that are not tapped into? When one is leading, what are things the other adult(s) can be doing? How comfortable/confident are we with our roles?

Differentiation

How are we adapting? Are we addressing IEP objectives? Are we addressing the needs of students who are ready for more? Are we teaching the necessary “access skills” as well as curricular content? Do we have the planning time to accomplish differentiation? Is our planning time structured to facilitate our goals?

Environment

Does the physical layout of the room support co-teaching? Are we using technology in an interactive manner? Are there ways that one or both adults could use technology in the class that may not be possible in a solo-taught class? Do our handouts/tests, etc. incorporate adaptations such as font choice and type size? What message does the classroom send about the roles of the adults? i.e. Mr. Jones’ Class or Mr Jones’ and Ms.Smith’s Do we have a duplicate set of books, amplification devices, etc.? Do we use “our” language vs. “my” language?

Minimal Effectiveness

Maximum Effectiveness


Observation of Co-Teaching

Teachers:_______________________________________ Date:_______

Roles

" Both teachers are actively engaged in the teaching/learning process for 95% of the lesson.

" The specialist integrates their unique teaching expertise into the lesson.

Evidence

Professionalism " Students view both adults as

“teachers” with equal authority.

" Interactions between teachers show respect for each other.

" Teachers feel equally responsible for what happens in the classroom.

Evidence

Communication

" Teachers share responsibility

for major decisions regarding the instructional cycle.

" Teachers have time to plan lessons together and discuss issues related to instruction.

Evidence


Additional Comments:

Assessment " Assessments are modified as

necessary. " Progress on IEP objectives is

monitored frequently. " Both teachers are aware of

IEP objectives. " Learning behaviors are being

frequently monitored. " Grading is a shared task.

Evidence

Instruction

" Various grouping arrangements are used to facilitate learning.

" Instructional strategies are utilized that enhance the learning of struggling students.

" The instructional lead is shared, depending on the needs of the students.

" Students with IEPs are included so that their participation is as normal as possible.

" Student work is differentiated, if necessary, to meet the needs of students.

Evidence


Co-Teaching Quantifiable Measures

# of times students are directed to talk with peers for a purpose

# of times specialist speaks to whole class

# of teacher to teacher interactions

# of tactile/kinesthetic activities for students

# of differentiated or specially designed instruction strategies, i.e. � visual supports � modeling � memory/review strategy � building background knowledge � peer to peer talk � making thinking visible � word parts � vocabulary strategy � Tier 2 vocabulary focus � scaffolding � Total Physical Response � manipulatives � task analysis � individual behavior plans � executive function skills � wait time � other:

# of minutes students spend in other than whole group � partners � trios � multiple small groups � 2 parallel groups � 1 small group, 1 large group Other descriptors:


Solving the Co-Teaching Puzzle

N O I T A I T N E R E F F I D C C S T A N D A R D S T K N H N O I T A C I N U M M O C E U O T M T S E I G E T A R T S L I E D P N T N E M S S E S S A T A R M L E S P U O R G T H C A C E E O E M W G O F O A C I U H G R T T M N G U Q A T R T L I D T U E I E O V H L I A C A N U M V T N V N R D S O E A V G E X P E C T A T I O N S R E P T A O A K U I T A V S E P B O D U H M M E R O I R N R A S A S U P P O R T T N O Y E A I W D E C I S I O N S S N T S

Adapting Goals Support Assessment Groups Team Communication Heterogeneous Complementary Motivation Coteaching Practical Decisions Research Differentiation Retention Duet Standards Environment Stations Evaluation Strategies Expectations Structure


Top 5 “To Do” List

What will I (we) do? When will I (we) do it?

co-teaching that works!...• what directions/tasks will be given that might need greater task...

Documents