Teaching in Tandem

Orange County Co-Teaching Initiative 2012-13 Diane Daly-New

Professional Development Consultant

Bad Co- Teaching

http://youtu.be/EYjUqi5c4-s

http://youtu.be/gY9GeuCwWc4

Good Co-Teaching

http://youtu.be/hadT55umZU0

Models of Co-Teaching

Station Teaching

Involves the use of learning centers Flexible groups: pairs, triads, or small groups Instruction is individualized Effective format for addressing wide range of abilities Standards-based topics with activities at different levels based on student assessments. Possible to arrange one enrichment group, one on-track group, and one review group Allows students to work at their own readiness levels

Perez, Katherine (2012-05-22). The Co-Teaching Book of Lists (J-B Ed: Book of Lists) (Kindle Location 908). John Wiley and Sons. Kindle Edition.

Word to the Wise

Specific students should not begin to feel isolated or embarrassed by being pulled to the station. Older students may even refuse to go to the station. Students are not receiving two perspectives, two sets of experiences, two voices instead they are receiving only one. Homogeneous groups can result in students not being exposed to the breadth and depth of discussion, modeling, and insight that comes from a heterogeneous experience.

Parallel Teaching

Class should be divided in two groups Both teachers teach the same content to smaller group Teachers should plan together for consistency Student learning is facilitated though closer supervision by the teacher and more opportunities to respond Students may be grouped heterogeneously or according to readiness levels Possible to have all students reading about the same topic, but at different levels of difficulty

Perez, Katherine (2012-05-22). The Co-Teaching Book of Lists (J-B Ed: Book of Lists) (Kindle Locations 925-926). John Wiley and Sons. Kindle Edition

Word to the Wise

Paramount

to the success of this model is the need for both teachers to be comfortable with a moderate level of classroom noise. For some teachers, two simultaneous activities will be too great a distraction for them. They will find it hard to concentrate on their own teaching objectives while something else is going on in the room.

Alternate Teaching

Usually has one large group and one smaller group. Instructors may teach the same or different content Each teacher teaches his or her content, then they switch The instructional sequence for the individual student or small group usually involves pre-teaching, re-teaching, supplemental instruction, or enrichment. The process is usually short-term, often for a single class period or a portion of a class period Co-teachers can thus capitalize on their teaching strengths and preferences; for example, one teacher may prefer teaching organizational skills in writing, while the other teacher prefers to discuss getting ideas for writing. Students benefit from having multiple teaching styles in the classroom.

Perez, Katherine (2012-05-22). The Co-Teaching Book of Lists (J-B Ed: Book of Lists) (Kindle Locations 946948). John Wiley and Sons. Kindle Edition.

Word to the Wise

Groups

may remain static

Students

with additional learning needs are always with the specialist

Specialist

is given the plan with little input for making modifications to the instruction.

One Teach One Assist

One teacher takes the lead for instruction in this model while the other teacher supports and enhances the instruction. The support teacher can provide assistance to individual students, use position control to manage behavior, consider ways to reinforce the current lesson later, put additional teaching notes on the board, and ask questions for the students that they might not ask on their own. The specialist helps to implement the general education teacher's curriculum
Perez, Katherine (2012-05-22). The Co-Teaching Book of Lists (J-B Ed: Book of Lists) (Kindle Locations 858-861). John Wiley and Sons. Kindle Edition.

Word to the Wise

The

Specialist is not involved in the up-front planning for the year, differentiated instruction may be less comprehensive than desired.

Word to the Wise

Hard to find a con except 1 big one

TIME

Time for planning Time for teaching Time for follow-up

Talk Time
What

model most closely resembles your coteaching classroom? Review you observation checklist with each other. What evidence tells you this? Is this model achieving better student engagement and learning? What evidence support this?

# 1 Tip

Communicate with Gracious Professionalism

Be

positive! Understand that people value being heard. Practice active listening strategies Instead of focusing on what's wrong with your teaming situation, look for what is working between you. Do unexpected nice things for each other, Seek to understand before trying to be understood focus on your partner's needs.

Tips and Tricks

Determine the best way to communicate Honor planning time above all others!!!! Be prepared for planning meetings. Design the sequence of the unit in advance and place the benchmark lessons on a calendar. Develop an instructional routine. Vary your co-teaching approaches by the needs of your students and the content to be taught. Use the curriculum content as the guiding force that determines what co-teaching approaches will maximize the learning for the lesson. Reflect on the effectiveness of your lessons and provide feedback to each other.

Use the appropriate your team checklist to discuss the teaming the two of you want to grow towards.

What are you already doing?

What will you need to work on?

Capture your images of exemplary co-teaching by creating a collaborative image, pictures, or symbols, words of what co-teaching means to both of you.

What does co-teaching look like at its best? What specific talents do you bring to this co-teaching partnership? What values do you both embrace? What are your hopes for this co-teaching process? For your students? For yourselves?

Combining our strengths will enable us to

Gallery

Walk

Team Time
Read Education Leadership article On Differentiation
Baby Steps: A Beginners Guide