Co-teaching: That’s What’s Up!! October 24-26, 2014

New Orleans, Louisiana

Cristi Green, M.S. Natalie Melanson, M.A.

Katherine Smith, pending M.A.

Line Up!!

∗ 5 models of co-teaching overview! – 10 min.

∗ 2 models of co-teaching focusing on differentiated instruction! – 10 min.

∗ Break out session: Making the schedule work in your classroom! – 15 min.

∗ Check out this co-taught lesson! – 15 min.

∗ Break out session: Make and Take…your own co-taught lesson plan! – 20 min.

∗ What NOT to do! – 10 min.

∗ Collaborative discussion/reflections! - 10 min.

Learning Goals for this presentation

Co-teaching!

• To effectively co-teach we need 3 components:

Best when: • Planned • Consistent • More vs. less • Purposeful

• co-planning • co-instructing • co-assessing

• How can we use two teachers to the maximum benefit of students?

Making it work…

∗ Co-instructing ∗ Maximize your time together …teach lessons that you

NEED 2 teachers for … ∗ Know how/which models of co-teaching will be used &

level of comfort your co-teacher has in curriculum ∗ Parity: value each teacher as equal and model this for the

kids!! ∗ Both names on whiteboard, papers sent home, emails ∗ Having BOTH names on classroom door instead of one ∗ Using “We” instead of “I”

5 Co-teaching Models:

• Parallel Teaching

• Alternative Teaching

• One Lead One Support

• Team Teaching

• Station Teaching

One Lead One Support: One teacher leading the lesson while the other teacher is moving the classroom providing support where needed.

Teacher 1

Teacher 2

Teacher 2

Teacher 2

Team Teaching: Both teachers teaching to the whole class at the same time.

Teacher 1 Teacher 2

Parallel Teaching: Both teaching about same topic, but with smaller groups of students.

Teacher 1 Teacher 2

Alternative Teaching: One teacher teaches the larger group, the other teacher is teaching a smaller group. BE CAREFUL that the smaller group is not always the same group of students!

Teacher 1

Teacher 2

Station Teaching: Each teacher teaches specific content to smaller group of students that is repeated as students move through each station. **Think Centers**

Teacher 2

Teacher 1

Independent/Para

Which model is this?!!

Which model is this?!!

Which model is this?!!

Which model is this?!!

Which model is this?!!

Which model is this?!!

Breakout Session:

• Get into groups: • Elementary • Secondary • Not the best of circumstances, but we’re trying this out!

• Topics of Discussion:

• Scheduling • Co-planning • Co- assessing

∗Co-planning ∗ Sacred time!!! ∗ Value each other’s time: time keeper/stay on task ∗ One size does NOT fit all! …looks different ∗ Accountability: come prepared…finish all prep &

mods, follow through…be present ∗ Parity: value each person’s expertise ∗ Compromise

Strategies to create an effective collaborative classroom…How do we

make it work?

Making it work…

∗ Co-assessing ∗ Value each other’s time: time keeper/stay on task ∗ Break up into manageable parts ∗ Be flexible ∗ Make curriculum & student grade decisions

together ∗ Parity: value each person’s input

Monday Wednesday Friday

12 SET UP NEW NOTEBOOKS Journal: Have you ever experienced or witnessed an injustice?

Injustice = violation of another’s rights or of what is right. Modified Journal Prompt: Has anyone ever been mean to you? Do

you like people to be mean or nice? What is one nice thing people have done to you?

Learn Something New: Writing a short answer paragraph. Rewrite journal Have Mason go back to his journal and edit by capitalizing and

correctly punctuating the sentences he has written. Make sure he follows his IEP writing goal of writing 1 (3-4 word sentence), given sufficient wait time to generate original thoughts, and cueing such as asking leading question for ideas and modeling use of comm. device icons,

Have Gillian finish rewriting her paragraph on a separate piece of paper and use correct grammar and punctuation.

Have Ale continue working on his journal prompt. Our experiences with injustice Experiences with injustice. – OVERHEAD (discussion, write

answers in notebook) Mason has an electronic version of this assignment. Ale and Gillian have a modified version of this assignment. Share answers with partner. Have Mason, Ale and Gillian be part of a trio and help facilitate

their answer sharing. Revisiting Manzanar – OVERHEAD (discussion write answers in

notebook) HW. Background information on Manzanar Mason has an electronic version of this HW assignment. Ale and Gillian have a modified version of this HW assignment.

14 Journal: Think about a time in your life that involved separation or

loss. (overhead) Modified Journal Prompt: Have you ever been separated from your

mom or dad? How did you feel when you were separated from them?

NWEA- alt teaching will focus on creating sentences. My group Mr. B Hugo Joey Mitch Kelsey Gillian Josh Isidro Jesus Caitlyn Cassie Santi Kiara Background information – overhead or class packet) Have Mason, Gillian, and Ale review the background information.

Give a question to Chenelle/Mahoney/Mr.B to ask Mason, Gillian, and Ale while debriefing with the class.

Vocabulary online or scavenger hunt (depending on NWEA testing in the computer lab)

Mason has an electronic version of the vocabulary words. Ale and Gillian have the vocabulary words modified.

16 Journal: What did you learn? Must follow format

of paragraph. What is one new thing you learned this week in

any of your classes? Quiz on terms and history of Manzanar from

Wednesday Mason has a CLOZE Pro version of this quiz. Ale and Gillian have a modified version of this

quiz. Turn in notebooks

Week 14 Monday, 11/18

(PE) Tuesday, 11/19

(Library) Wednesday ,11/20

(Music) Thursday,11/21

(Art) Friday, 11/22 (PE at 12:30)

Warm-Up/ Computers Warm Up Packet: Journal Language Practice and

Cursive Math Review Computers

Math 9.2 Match Words With Expressions

9.3 Multiply Equals by Equals

9.4 Expressions and Variables

Color Cards Game

9.5 Equations and Variables

BINGO Game

9.6 Find a Rule Input/Output

Worksheet (Use Input/Output WG Table from ch. 4)

Awards Assembly at 10:00

Recess 10:40-11:00 Recess 9:30-9:50

D.E.A.R./ Language Arts Literature Circles

IWT Cycle # 2: Time Low: Telling Time to Hour

and Half Hour Medium: Elapsed Time

and Schedules High: Baseball

Enrichment Project

Literature Circles IWT Cycle # 2: Time Literature Circles

Social Studies/ Science Native American Jigsaw Native American Jigsaw

Native Americans: Highlighting

Informational Texts PowerPoint

Native Americans Brochure Groups

Native Americans Brochure Groups

Lunch 1:05-1:45 Lunch 11:05-11:35 Vocabulary/ Second Step/

Character Education Read Aloud Read Aloud/Short Day-

Dismissal at 1:30 Read Aloud Second Step Lesson 8 Read Aloud

Homework Logs/Pack-up Math/5 Vocab Words Math/5 Vocab Words Math/Creative Vocab Activity Math/Study for Vocab None

Vocabulary Words- shaman, artifacts, adapt, weir, granary, culture, foothill, tradition, nomad, civilization

What's Ahead… Post Assessment –IWT! Report Cards!

Shelbi: high time group Keely: James Native American Brochure MOD

Jessica: homework packets, medium time group

Natalie: warm-up packet , low time group

Michael: Modified Vocab Homework and Quiz

Katherine:

Co-teaching Schedules: Example #1

Monday Tuesday Wednesday Co-planning: Social Studies

Thursday Friday 6:30 – 7:00 Organize for para mtg; check email 7:20 – 8:05 Advanced Para meeting – Room 25

1st period- English Room 27 (8A) 8:45am-10:20

4th period- Math Room 27

8:45am-10:20

1st period- English Room 27 (8A) 8:45am-10:20

4th period- Math Room 27

8:45am-10:20

8:05 – 8:35 Check in with all classes and distribute modifications 8:40 – 9:30 Welligent, Mods, Consult

2nd period -Planning Room 27

10:40-12:25 *Co-plan Math/ELA

5th period- Math Room 27

10:40-12:25

2nd period -Planning Room 27

10:40-12:25 *Co-plan Math/ELA

5th period- Math Room 27

10:40-12:25

9:35 – 10:20 Work on mods 10:30 – 11:25 Co-plan for Science 8 11:30 – 12:30 Work on mods

3rd period- English Room 27 (8B)

1:15-2:55

6th period- Drama Library

1:15-2:55

3rd period- English Room 27 (8B)

1:15-2:55

6th period- Drama Library

1:15-2:55

12:40 1:05 Lunch Duty 1:10-1:40 Work on mods 1:45-2:30 SPED Meeting 2:30-4 Work on mods

Miss Green’s Schedule

Debrief 3:00-3:30 Debrief 3:00-3:30 Debrief 3:00-3:30 Debrief 3:00-3:30

Co-teaching Schedules: Example #2

Time of Day Monday Tuesday Wednesday Thursday Friday8:30:00 Tech- Nicholson Taleghani-IWT Etting- IWT Etting-IWT9:30:00 bi-weekly Tal- Math-Nicholson Taleghani-IWT Nicholson-IWT

10:40:00 Tech- EttingNutrition

11:00:00 Doherty-IWT Etting Science Assessment Doherty12:00:00 Etting-Math Doherty Nicholson-IWT Etting- Direct 1:05:00 Lunch-Fifth Lunch-Fourth Meet with

Lunch1:45:00 Assessments Training/IEPs Mods/HW Sped Meeting2:40:00 Assessments Mods/HW

Not On Campus

Alternative Teaching:

Teacher 1

Teacher 2

Lesson: 8th grade math lesson on Ratios

Teacher 1

One Lead One Support Teaching:

Teacher 2

Teacher 2

Considerations: Whole Group: -students with behavior challenges in close proximity to board and Teacher 1 -quick quiz to determine level of understanding

-writing notes on board as dictated by teacher 2 -color coding steps to ease understanding

-lead instruction through modeling and verbal instruction -moving around room to facilitate on task behaviors -informally observing student understanding of concept

Considerations: -small groups determined based on results from quick quiz -manipulatives needed to reinforce concepts -calculators -highlighters -accommodations: simplified problems

-use manipulatives to re-teach & practice concepts

-move around room to facilitate independent work -work through additional problems on board/support as needed

Teacher 1

Team Teaching:

Teacher 2 Teacher 1 Teacher 2

Parallel Teaching:

Lesson: 5th grade Language Arts co-taught lesson

- Whole group vocabulary introduction with picture cards.

- Students discuss with their table groups & complete discussion questions with table group…

- Both teachers rotate around room, providing support as needed.

- Each group share out their findings.

Considerations: - Heterogeneous groups - Additional opportunities for

students to read aloud - Additional opportunities to

participate - Behavior is easier to manage - Easier to keep students with

attention challenges focused

Considerations: - Be sure there is parity between

teachers. - Teachers rotate between calling

on students and giving positive feedback in leading discussion.

- Popcorn read aloud of story

- Answer guiding comprehension questions.

- Popcorn read aloud of story

- Answer guiding comprehension questions.

-reading story independently or reading story aloud to student with significant needs.

Para/Independent Teacher 1

Teacher 2

StationTeaching: Other Considerations

(i.e. space, materials, supports, etc.):

-story read aloud: --read story --ask guiding comprehension questions

Homogenous grouping: -Tier 1/2 students start at Teacher 1 -Tier 2/3 students start at Teacher 2 -High Achieving & students with more significant needs

-pre-teaching needed vocabulary: --mini-lesson & discussion with picture cards/definition

-anthology books -modified book -vocabulary picture cards -vocabulary activity worksheet -accommodated vocabulary worksheet -story extension activity **make sure there is enough space for all students to navigate & not distracting one another….if so, take a group outside.**

Lesson: 5th grade Language Arts co-taught lesson

DIS provider/other:

-complete creative vocabulary activity based on familiar vocab -web based activity reinforcing concepts of I.B.D.

Teacher 1: Para/Independent:

StationTeaching: Other Considerations

(i.e. space, materials, supports, etc.):

-reviewing/re-teaching math concepts of day

Heterogeneous grouping: -students will have listened to book by now, so specific starting points are not a challenge.

-reviewing comprehension questions/restating question in answer -posing questions to students to promote extension of discussion

-math books -enough whiteboards & whiteboard markers for each student -IBD books in discussion center for students to refer to if needed **make sure there is enough space for all students to navigate & not distracting one another….if so, take a group outside.**

Lesson: 4th grade Language Arts co-taught lesson

∗ Now that you have seen our examples, get into your groups to create your own co-taught lesson plan!

∗ We will be circulating around to help facilitate this step!

∗ Please use the co-teaching template as a guide.

Break Out Session:

Word to the Wise About Co-teaching & Collaboration:

• Share responsibility for a single group of students …these are OUR children.

• Try starting out with roles and responsibilities so everyone on the TEAM feels important and a part of the process.

• Keep communication amongst all team members open and clear.

• Be clear when delegating responsibilities amongst team members and confirm.

• Commitment to this process may at first seem challenging, however as you grow as a team, it will produce a solid foundation with endless rewards.

∗ Establish rapport, get to know the Gen Ed teacher. ∗ Fill out co-teaching survey and share with each

other. ∗ Offer to prep lessons (e.g. make copies, correct tests, etc.). ∗ Fill out an interest survey ∗ Know each others’ teaching styles and level of

comfort. ∗ Ask them out for happy hour…not a drinker?

Appetizers are half off, too!

Relationships:

Now that we have reviewed the 5

co-teaching models, let’s get

down to the nitty gritty!!

∗ Trust ∗ Support

Challenges/Issues?

∗Grading ∗Knowing content knowledge from both

sides (curriculum, accommodations, adaptations and modifications)

Challenges/Issues?

∗ Feeling disrespected – parity

Challenges/Issues?

∗ Communication ∗ Shared Responsibility

Challenges/Issues?

∗ To have effective co-teaching, remember the 3 F’s: ∗ Fluid ∗ Flexible ∗ Frequent

….but if you take nothing else…

Consistency – there can be unforeseen occurrences that may unexpectedly happen which then re-prioritizes co-teacher’s schedule

Caseload management – many different needs in different

grades/classrooms Time – not enough time in the day…

many responsibilities.

Reflections:

Break into collaborative groups to discuss challenges we face and possible solutions!

∗ Cristi Green - cgreen@smmusd.org

∗ Natalie Melanson – natalie.melanson@chimeinstitute.org

∗ Katherine Smith – katherine.smith@chimeinstitute.org

If you have any questions or want to brainstorm and collaborate; email us!

References: Cook, L. (2004). Co-teaching: principles, practices, and pragmatics. New Mexico Public Education Department, Retrieved July 20, 2011, from:

http://www.ped.state.nm.us/seo/library/qrtrly.0404. coteaching.lcook.pdf

Murawski, W. (2005). Co-teaching In The Inclusive Classroom: Working Together To Help All Your

Students Find Success.