Slide 1: CO-TEACHING “WHEN ONE TEACHES TWO LEARN.”
Slide 3: WHAT IS CO-TEACHING “when two or more professionals jointly deliver substantive instruction to a diverse, or blended group of students in a single physical space” (Cook and Friend, 1995).
Slide 5: THE CO-TEACHING DYNAMIC TEACHER IME / SPACE KNOWLEDGE
Slide 6: http://www.specialconnections.ku.edu/cgi-
Slide 7: The Types of Co-teaching Curriculum Knowledge Planning Time Allocation Level of Trust Philosophical Agreement Team Teaching Alternative Teaching Parallel Teaching Station Teaching Lead and Support Friend, M., Reising, M., & Cook, L. (1993). Co-teaching: An overview of the past, a glimpse at the present, and considerations for the future. Preventing School Failure, 37(4), 6-10.
Slide 8: STYLES OF CO-TEACHING Bauwens and Hourcade (1991) 3. One teach, one support --One person assumes primary instructional responsibility while the other adult assists students with work, monitors behavior, and corrects assignments. (This approach is most successful when it is used on an occasional basis in conjunction with the other approaches.)
Slide 9: 2. Station teaching --Curricular content is divided into two parts. One person teaches the first part to half the students and the other professional presents the second part to the other half. The two student groups then switch.
Slide 10: 3. Parallel teaching --Students are divided into heterogeneous groups in which each student has more opportunity to participate in discussions. Different types of presentations are structured to accommodate the various student learning styles.
Slide 11: 4. Alternative teaching --Students are divided into two groups, and one person instructs one group while the other person pre-teaches the other group for the lesson to follow or re-teaches material using alternative methods.
Slide 12: 5. Team teaching-- Both professionals share leadership and are equally engaged in instructional activities. They might role play, stage debates, or model note-taking strategies. (Friend & Bursuck, 1999, pp. 82-85)
Slide 13: The Components of Co-teaching INTERPERSONAL COMMUNICATION CURRICULUM GOALS PHYSICAL ENVIRONMENT TEACHING PHILOSOPHY BELIEFS CO-TEACHING COMPONENTS FAMILIARITY WITH THE CURRICULUM ASSESSMENT INSTRUCTION INSTRUCTIONAL PLANNING Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children, 2 (3) 41-47
Slide 14: The Stages of the Co-teaching Process Open communication / changing roles / use of humour / mutual respect / “flexible equality” COLLABORATING STAGE COMPROMISE STAGE Give and take communication / more active role of “special” educator / increased level of trust and social relationship Careful Communication / Boundaries developing / Feelings of Intrusion / Very defined roles *Teachers may get stuck at this level. Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children, 2 (3) 41-47 BEGINNING STAGE
Slide 15: COMPLEMENTING EACH OTHERS STRENGTHS
Slide 16: “I have a good friend (co-teacher) and we share all the time. She rocks at assessment I rock at presentation. We meld our lessons and constantly trade information and lesson plans. What comes out in the end is great lessons and great assessment.”
Slide 17: The Benefits of Co-teaching  better student to teacher ratio and more individual attention (especially helpful to lower level students.).  a wider use of instructional techniques, to better student learning  more and better critical, planning and reflective practices by teachers  social skills improvement / better classroom management.  a more “community” oriented classroom  increased score results.
Slide 18: TEACHER BENEFITS  Teacher training in-house. The Korean English Teacher betters their own language skills while teaching.  Both teachers develop new instructional techniques while teaching and sharing.  New teachers can be given guidance and mentoring.  Effective modeling for students.  NESTs > less cultural adaptation.
Slide 19: 3 Main Misperceptions 1. The foreign expert. Foreign teachers are viewed as “all knowing”. This creates an imbalance in the classroom and eventually resentment. There must be a shared power in the classroom. There is no expert or rather, a Native expert and a Foreign expert. Each have their particular skills and experience and relevance. Sturman, P., (1992), Team Teaching: A case study from Japan, Collaborative Language Learning and Teaching, Cambridge University Press, Nunan, D., 149-150
Slide 20: 2. The “walking tape recorder”. In this case, the Korean teacher feels that the foreign teacher lacks instructional skills and uses the NEST as a kind of puppet, only good for pronunciation and laughter, cultural communication.
Slide 21: 3. The “token foreigner”. Here, the NEST is only there to give the school pride as being progressive. They aren’t used as teachers. They are just a symbol of being “international” and progressive.
Slide 22: RECOMMENDATIONS SUGGESTIONS • Promote and educate teachers and schools about the value and benefits of co-teaching. Teachers must know WHY they are coteaching. Hold mandatory workshops for coteachers. Especially prior to the school year. Also social outings to foster their relationship. •
Slide 23: • Have all co-teachers complete a questionnaire and discuss fully prior to teaching together. Also, give adequate scheduling and planning time for weekly co-teaching meetings. • Educate teachers about the coteaching options they have. There are many different kinds of co-teaching. • Korean co-teachers MUST be in the classrooms with NESTs during lessons.
Slide 24: • Allow for no more than 3 co-teachers / NEST. Preferably schools should provide an English only classroom and teachers shouldn’t have to travel to other classrooms. • Create a process to chose the appropriate people/teachers to be coteachers.
Slide 25: • Set up a dispute resolving mechanism so that when a co-teacher has a complaint, they have somewhere to go. • Schedule so that co-teachers will be with each other for the full contracted year. Make it mandatory that coteachers hold weekly planning meetings.
Slide 26: Co-teaching survey: Seoul Metropolitan Office of Education Native Speaking English Teachers
Slide 27: CHECK THE CORRECT ANSWER 1. I can easily read the nonverbal cues of my co-teaching partner. RARELY SOMETIMES USUALLY ALWAYS 2. I feel comfortable moving freely about the space in the co-taught classroom. RARELY SOMETIMES USUALLY ALWAYS
Slide 28: 3. I understand the curriculum standards with respect to the content area in the classroom. RARELY SOMETIMES USUALLY ALWAYS 4. Both teachers in the classroom agree on the goals of the classroom RARELY SOMETIMES USUALLY ALWAYS
Slide 29: 5. Planning can be spontaneous, with changes occurring during the instructional lesson RARELY SOMETIMES USUALLY ALWAYS 6.I often present lessons in the co-taught Class RARELY SOMETIMES USUALLY ALWAYS
Slide 30: 7.Classroom rules and routines have been jointly developed. RARELY SOMETIMES USUALLY ALWAYS 8. Many measures are used for grading students. RARELY SOMETIMES USUALLY ALWAYS
Slide 31: 9.Humor is often used in the classroom. RARELY SOMETIMES USUALLY ALWAYS 10. All materials are shared in the classroom. RARELY SOMETIMES USUALLY ALWAYS
Slide 32: 11. I am familiar with the methods and materials needed to teach the curriculum. RARELY SOMETIMES USUALLY ALWAYS 12. Modifications of goals for different level students are incorporated into this class. RARELY SOMETIMES USUALLY ALWAYS
Slide 33: 13. Planning for classes is the shared responsibility of both teachers. RARELY SOMETIMES USUALLY ALWAYS 14. The "chalk" passes freely between the two teachers. RARELY SOMETIMES USUALLY ALWAYS
Slide 34: 15. A variety of classroom management techniquesis used to enhance the learning of all students. RARELY SOMETIMES USUALLY ALWAYS 16.Communication is open and honest. RARELY SOMETIMES USUALLY ALWAYS
Slide 35: 17. There is fluid (changing) positioning of teachers in the classroom RARELY SOMETIMES USUALLY ALWAYS 18. I feel confident in my knowledge of the curriculum content RARELY SOMETIMES USUALLY ALWAYS
Slide 36: 19. The administration encourages and supports both teachers and co-teaching. RARELY SOMETIMES USUALLY ALWAYS 20. Both teachers share curriculum resources; audio-video, books, tests, blackline masters RARELY SOMETIMES USUALLY ALWAYS
Slide 37: 21. Students accept both teachers as equal partners in the learning process RARELY SOMETIMES USUALLY ALWAYS 22. Time is allotted (or found) for common planning. RARELY SOMETIMES USUALLY ALWAYS
Slide 38: 23. Behavior management is the shared responsibility of both teachers. RARELY SOMETIMES USUALLY ALWAYS 24 I feel happy about my relationship with my coteacher. RARELY SOMETIMES USUALLY ALWAYS
Slide 39: 25. We hold meetings and give honest feedback about lessons RARELY SOMETIMES USUALLY ALWAYS
Slide 40: GET YOUR SCORE! RARELY = 1 SOMETIMES = 2 USUALLY = 3 ALWAYS= 4 TOTAL = ?
Slide 41: HOW GOOD IS YOUR CO-TEACHING RELATIONSHIP? < 50 = a poor co-teaching relationship 50 – 75 = a satisfactory (but in need of improvement) co-teaching relationship 76 – 100 = a very healthy co-teaching relationship
Slide 42: Discuss afterwards with your coteaching partner. What differences did you see? How can you improve those parts of your relationship?
Slide 43: Sharing Hopes, Attitudes, Responsibilities, and { SHARE } Expectations Directions: Take a few minutes to individually complete this worksheet. Be honest in your responses. After completing it individually, share the responses with your co-teaching partner by taking turns reading the responses. Do not use this time to comment on your partner's responses—merely read. After reading through the responses, take a moment or two to jot down any thoughts you have regarding what your partner has said. Then, come back together and begin to share reactions to the responses. Your goal is to (a) Agree, (b) Compromise, or (c) Agree to Disagree.
Slide 44: 1. Right now, the main hope I have regarding this co-teaching situation is: _______________. 2. My attitude/philosophy of teaching students with disabilities in a general education classroom is: _______________________.
Slide 45: 3. I would like to have the following responsibilities in a co-taught classroom: ________________________. 4. I would like my co-teacher to have the following responsibilities: ________________________.
Slide 46: 5. The biggest problem I expect to have in coteaching is: ___________________. 5a. I think we can overcome this obstacle by: ______________________.
Slide 47: 6. I have the following expectations regarding _______in the classroom: (a) discipline __________________________ ________________________ (b) class work __________________________ ________________________
Slide 48: (a)Materials ____________________. • homework __________________________ __________________________ __. • planning __________________________ __________________________ ___.
Slide 49: (f) modifications for individual students_________________ _________________. (g) grading ________________________ ________________________. (h) noise level ________________________ ________________________ _.
Slide 50: (i) cooperative learning _______________________ (j) giving/receiving feedback ________________________ _____________________. (k) parental contact ________________________ ________________________.
Slide 51: (l) classroom appearance/seating ________________________ __________________. (m) other important expectations I have ________________________ ____________.
Slide 52: Note: Modified from Co-Teaching in the Inclusive Classroom: Working Together to Help All Your Students Find Success (Grades 6-12; p.36-37, by W. W. Murawski, 2003, Medina, WA: Institute for Educational Development.
Slide 54: ddeubel@gmail.com www.ddd.batcave.net “one teaches, two learn.”