Traditional Traditional Classroom Classroom AlternativesAlternatives

Paula Meyers and Linda WolfED 5104 Realities of Education

Team PresentationMarch 16, 2004

What are some alternatives?

Looping

Team Teaching

Definition of Looping A multiyear placement for

the students and the teacher Groups of students stay

together for two or more years with the same teacher

Also known as… Continuous learning Multi-year grouping Teacher/Student progression The 20-month classroom Teacher rotation Multiyear placement Continuous progress

History of Looping Italy

Used in preschools 3 years

Germany Typically 4 to 6 years

Waldorf Schools Grades 1 through 8

Becoming more common in…

Other European countries Japan Israel Montessori Schools United States??

?“Shall teachers in graded city schools beadvanced from grade to grade with their

pupilsthrough a series of two, three, four, or moreyears, so that they may come to know thechildren they teach and be able to build thework of the later years on that of the earlieryears…?”

In a memo from the U.S. Department of Education in 1913

Research Not much quantitative research exists

on the benefits Qualitative research supports the

process Qualitative research indicates

advantages for both students and teachers

Advantages Beginning of year less stress and anxiety Attendance improves Fewer discipline problems Provides a “family feeling” Teacher is a third parent Development of a sense of community in the

classroom Increased sense of stability and consistency for

students Paired with an effective summer school program,

offers benefits similar to year-round school

Benefits for Students Familiarity with teacher and routines Increased learning time Increased time on task Increased self-confidence Increased motivation Increased risk-taking Better cooperation skills Long term relationships grow Social skills improve

Benefits for Teachers Increased teaching time during

second year Opportunities to better individualize

curriculum and instruction Time saved in skill assessments Allows for more in-depth knowledge

about students and their needs Long term teacher/student

relationships improve job satisfaction

Disadvantages Student/teacher personality conflicts Possibility of being “stuck” with a weak

teacher Teachers reluctant to switch grade level

and/or content area Students moving out New students joining the classroom mid-loop Too many special needs students in the class Different teaching and learning styles

Project F.A.S.T. Families Are Students and Teachers Implemented in East Cleveland, Ohio Substantially higher reading and math

achievement scores on standardized tests Increased sense of ownership in student

outcomes Heightened sense of efficacy Increased decision-making autonomy for

students

Project F.A.S.T. Parents - Feel more respected by teachers Have more confidence in teachers and

administrators More likely to seek the school‘s

assistance Stronger sense of community between

parents, teachers, and students

3 Year Student-Teacher Relationship

Teachers – 70% reported more positive approaches to

classroom management 92% said they knew more about their students 66% described students as more willing to

participate 85% reported students feeling pride in

themselves, the group, the school 84% reported more positive relationships with

parents 75% experienced increased empathy with

collegues

3 Year Student-Teacher Relationship

Students – Reactions were equally favorable Favorable reactions grow more positive

with each successive grade level

Parents – 99% requested that their child loop the

next year

Team Teaching

Definition of Team Teaching

Two full-time teachers assigned to one classroom of students for one year

Also known as… Co-teaching Collaborative Teaching Paired-teaching Inclusion Teaching Cooperative Teaching Complimentary Teaching

History of Team Teaching

IDEA – Individual Disabilities Education Act of 1997

“Requires that at least one regular education teacher participates in meetings that determine the IEP for each child with a disability”

Thomas Hehir, Director of the Office of Special Education Program at the U.S. Department of Education

Becoming more common in…School districts – Trying to meet needs of more students IDEA – Individuals with Disabilities Act Encouraging teachers to work together Tighter budgets Trying to access more professional

knowledge

Variations of Team Teaching Two certified regular education

teachers with one group of students

Two certified teachers – one regular education teacher and one special education teacher with one group of students

Research Focus on process rather than

achievement A way to implement inclusion No evidence that it promotes

satisfactory student achievement Supports individualized student

services

Advantages Instruction for special education students

Specific Directed Individualized Intensive Remedial

Mixes special education and regular education students

Substituting Different teaching styles

Benefits for Students Receive the ideas and talents of more

than one teacher Are exposed to more learning and

teaching styles Supported by more than one teacher More individual instruction time Gain the attention of a second

teacher

Benefits for Teachers Share with other teachers

Strengths Skills Experiences

Share responsibilities with other teachers Planning Instructing Drilling Testing Reviewing assignments

Disadvantages Joint planning time Substituting Too many IEP students in the class Teacher personality conflicts Different teaching philosophies Different teaching styles Different classroom management

styles Size of classroom space

“Collaboration is fast becomingone of the most popular servicedelivery models.”

Peggy T. Reeve and Daniel P. Hallahan, 1994

Discussion What are the advantages and

disadvantages of looping and team teaching?

Do the benefits outweigh the disadvantages?

Do either looping or team teaching fit your teaching style? School environment?

What aspects could you implement in a traditional classroom setting?