Not Just Gifted on Thursdays: Increasing Differentiation through Collaborative Co-Teaching
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This document provides information about co-teaching strategies that can be used to increase differentiation in the classroom. It defines co-teaching as two or more teachers sharing responsibility for planning, instruction, and assessment. The document outlines seven co-teaching strategies (one teach/one observe, one teach/one assist, station teaching, parallel teaching, supplemental teaching, alternative teaching, and team teaching) and provides examples and advantages of each. It also discusses benefits of co-teaching for students including increased engagement and individual attention.
Not Just Gifted on Thursdays: Increasing Differentiation through Collaborative Co-Teaching
- 1. Not Just Gifted on Thursdays: Increasing Differentiation through Collaborative Co- Teaching Presentation for the 2015 NAGC Conference Dr. Liz Fogarty lizfogarty.weebly.com fogartye@ecu.edu
- 2. 2 To DO List : • Defining: Co-Teaching • Justification for Co-Teaching • Integrating the 7 Strategies • Importance of Co-planning
- 3. A Working Relationship Teacher of the Gifted Regular Ed Teacher
- 4. Text LIZFOGARTY751 to 37607 once to join, then text your message
- 5. What is Co-Teaching? Co-teaching is defined as two or more teachers working together with groups of students. They share responsibility for planning, delivery, and assessment of instruction, as well as the organization of the physical space.
- 6. Building better relationships Communication/Collaboration Co-Teaching/Co-Planning Use expertise of clinical teacher Best way to meet student needs Active vs. Passive Attitude At the Heart of Co-Teaching…
- 7. A Short Video on Co-Teaching YouTube Video Created by: Paulina Genovese, Graduate Student East Carolina University http://www.youtube.com/watch?v=qq5v MsA2_Kw
- 9. Co-Teaching Strategies One Teach, One Observe One Teach, One Assist Station Teaching Parallel Teaching Supplemental Teaching Alternative or Differentiated Teaching Team Teaching
- 10. Short History of Co-Teaching PL94-142 (Now IDEA) – Least Restrictive Environment SPED and General ED teacher needed to work together 1995 – Cook and Friend – models of co-teaching Kansas State (1999) Virginia Consortium (2002) St. Cloud State University (2003 – 2010) East Carolina University (2011 – 2015)
- 11. Benefits to K-12 Students Focus Groups (N=546) Increased student engaged time Able to work in smaller groups Receive more individual attention Get questions answered faster Get papers and grades back faster Students behave better Fewer class disruptions (for passing out papers, having projects checked, other housekeeping tasks) Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
- 12. Working with New Teachers or Being New Yourself Three developmental levels of teacher concerns: 1. Survival 2. Task 3. Impact Frances Fuller (1969)
- 13. Survival Stage The New Teacher Focus on Self Asking questions like… • How am I doing? • Will the students like me? • Can I handle discipline problems? • Will I make it? • Do others approve of my performance? New Teacher Concerns… Concerns with Survival include… • classroom management • mastery of content • supervisor evaluations • demands and limitations of teaching • learning to transfer their own learning to a classroom teaching situation • not knowing how to respond to students’ needs Stress level is high
- 14. Survival Stage
- 15. Task Stage The New Teacher Focus on performance Asking questions like… • Am I prepared for the lesson? • Have I chosen the right strategy? • Is there a better way? • Will I get finished? • Will I have time left over? • How can I improve this? Coaching Example questions to ask … • What did you notice about how the students responded to the lesson? • What do the students need to know next? • What assessment method will you use to determine the effectiveness of the lesson? The Clinical Teacher Coaching Strategies • Assist by organizing materials and providing planning ideas • Ask questions to help the intern move to the next stage •Provide time management suggestions Keep encouraging them
- 16. Task Stage
- 17. Impact Stage The New Teacher Change in focus… As confidence in teaching grows, the intern moves from a strong focus on themselves and their teaching to a focus on instructional decisions and student learning. The Clinical Teacher Coaching Strategies • Use reflective questioning • Peer dialogue The New Tacher Asking questions like… • Are students learning? • Are the students bored? • Are the students motivated? • Am I reaching everyone? • Is the content appropriate for the students? • How can I raise achievement levels?
- 18. Impact Stage
- 19. 1-6 Reading Gains • Woodcock Johnson III – Research Edition • Individually administered • Pre/Post test • Statistically significant gains in all four years Woodcock Johnson III Research Edition W Score Gains Co-Taught Not Co-Taught p 2004-2005 15.7 N=221 9.9 N=99 .001 2005-2006 24.4 N=225 18.7 N=124 .024 2006-2007 14.8 N=322 11.8 N=172 .010 2007-2008 19.6 N=245 14.8 N=182 .001 Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
- 20. Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant Woodcock Johnson III – Research Edition Individually administered, pre/post test Statistically significant gains in 2 of 4 years; positive trend in each year 1-6 Math Gains Woodcock Johnson III Research Edition W Score Gains Co-Taught Not Co-Taught p 2004-2005 17.2 N=221 13.9 N=99 .039 2005-2006 20.3 N=206 17.4 N=143 .075 2006-2007 14.3 N=313 12.1 N=182 .045 2007-2008 17.9 N=250 16.0 N=177 .089
- 21. Co-Teaching is an attitude of sharing the classroom and the students! Co-Teachers must always be thinking… WE’RE BOTH TEACHING!!
- 22. Implementing Co-Teaching One Teach, One Assist Team Teaching Station Teaching Parallel Teaching
- 23. One Teach, One Observe One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher.
- 24. One Teach, One Observe Examples Non-examples One teaches, one observes students for understanding of directions. One teaches, one tracks behavior of specific student. One teaches, one watches the lesson. One teaches, one cuts out pictures for the bulletin board. Advantages Provides observation or data collection Provides additional disciplinarian when needed
- 25. One Teach, One Assist One teacher has primary instructional responsibility while the other assists students’ with their work, monitors behaviors, or corrects assignments.
- 26. One Teach, One Assist Examples Non-examples One teaches, one becomes the “voice” for students who are having difficulty understanding. One teaches, one drifts among students checking student work. One teaches, one puts up the bulletin board while watching the lesson and students. One teaches, one pulls two students to the side for remedial work. Advantages Provides assistance to students needing additional information or clarification Provides feedback to students on their work Provides additional disciplinarian when needed
- 27. Station Teaching Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station. The co-teaching pair divide the instructional content into parts.
- 28. Station Teaching Examples Non-examples One station allows students to play a money math game, another is a mock store where students purchase items and make change. Both teachers are teaching the same concept/skill in the same way with two small groups. One teacher works with class, another tutors two students. Advantages Provides active learning format Increases response rate Encourages cooperation and independence Increases small-group attention Allows strategic grouping
- 29. Parallel Teaching In this approach, each teacher instructs half the students. The two teachers are addressing the same instructional material using the same teaching strategies.
- 30. Parallel Teaching Examples Non-examples Students are divided into mixed ability groups, both teachers lead a question/answer discussion on a specific current event and the impact it has on the economy. Students are divided into two groups, teaching responsibilities and tasks are divided between two teachers. Students are divided by ability, both teachers teach a concept or skill using different teaching strategies. Advantages Provides effective review format Encourages student responses Reduces pupil-teacher ratio for group instruction/review
- 31. Supplemental Teaching This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials extended or remediated.
- 32. Supplemental Teaching Examples Non-examples One works with most of the students on proofreading their stories, the other pulls five students for a remedial lesson on punctuation. One teaches a lesson on the Sit-Ins, the other pulls a group of three to help research on the computer the men involved in the Greensboro Sit- In and then report to the whole class. One teaches a small group a remedial lesson on fractions, while the other brings the rest of the class outside for recess. One’s person’s ideas prevail regarding what will be taught and how it will be taught. Advantages Provides additional support for struggling students Facilitates enrichment opportunities Offers absent students “catch up” time Offers time to develop missing skills Keeps individuals and the class on pace
- 33. Alternative or Differentiated Teaching Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different.
- 34. Alternative or Differentiated Teaching Examples Non-examples One leads a group in predicting prior to reading by doing a picture walk, the other has the same outcome with her group, where students predict by connecting items pulled from a bag with the story. One teaches fractions by dividing chocolate bars, the other has students using M&Ms to calculate their fractions. Both teachers use the same strategy with two groups of students Advantages Offers more individualized learning Different learning styles can be considered in planning of activities Provides possibility for more hands-on activities
- 35. Team Teaching Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader, as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.
- 36. Team Teaching Examples Non-examples Both teachers share the reading of a story or poem so students hear two voices. Both teachers conduct a demonstration in science, modeling proper use of materials and how to follow directions. Both teachers facilitate a review game where one reads all of the questions and the other monitors student behavior. One teacher teaches one subject followed by another who teaches a different subject. Advantages Promotes role and content sharing Facilitates appropriate academic, social, and help-seeking behaviors Teaches question asking Provides clarification (concepts, rules, vocabulary, etc.)
- 37. Physical Arrangements for Co- Teaching
- 38. Co-Planning During Co-Planning Teachers will Work Together to Determine: • What content to teach • What co-teaching strategies to use and when • Who will lead different parts of the lesson • How to assess student learning • The materials and resources needed for the lesson
- 39. WHY CO-TEACHING? Co-teaching provides an excellent experience for both teachers and p-12 students. Clinical Teachers • Time to provide consistent mentoring of interns • Host interns without giving up their classroom • Able to reach more students through small group work • Better relationship with their intern Students • Enhanced quality of learning for P- 12 students • Receive more individual attention through work in smaller groups • Get questions answered faster and work back sooner • Better behavior/fewer disruptions
- 40. Creating an Environment for Co-Teaching
- 41. Sharing Planning The Gifted Teacher and Regular Teacher will share: What content to teach What co-teaching strategies to use Who will lead different parts of the lesson How to assess student learning Materials and resources
- 42. Sharing Instruction While Co-Teaching, the Regular Ed Teacher and the Gifted Teacher will: Share leadership in the classroom Work with all students Use a variety of co-teaching strategies Be seen as equal partners Manage the classroom together Make changes as needed during a lesson
- 43. Sharing Assessment While Co-Assessing, the Intern, and Clinical Teacher will: Both participate in the assessment of students Share the workload of daily grading Provide formative and summative assessment for students Jointly determine grades
- 44. Dr. Liz Fogarty fogartye@ecu.edu Questions?
Editor's Notes
- #2: Introductions - quick