+ The Models of Co-Teaching Monitoring & Parallel Stations Differentiated Active Split Partnership Kim Trendel & Michelle Koenig Franklin Public Schools + Kim Trendel Nationally Specialist In Board Certified- Exceptional Needs my 13th year of teaching at FPMS Cross-categorical Teach Base 6th teacher self-contained math, Math Lab and Home year co-teaching in regular education math classrooms + Michelle Koenig Nationally Board Certified-EA Math 12th year of teaching FHS & FPMS Currently teaching 8th grade math & algebra, Core Plus, and Home Base 6th year team teaching + Feedback Evaluations/ Please Feedback forms provide specific comments: What did you learn? How will you implement what you learned today? Any suggestions for improvement + Questions Your questions are important to us, but we also want to make sure we get to cover all of our material. As we present, please fill out the question sheet. We will answer questions at the end of the presentation. If we run out of time, we will use your contact info (as given to us on the sheet) to get an answer to you. + Forest Park in Franklin Middle class suburban district 600 students in our school (about 300 per grade level) Grades 7 & 8 (ran out of room for grade 6) Organized Specialist in House system is assigned to each House (CWD or ELL) + Population of our Team-Teaching Hour Students Math labeled with a disability (SLD, EBD, or OHI) Lab students Students that are basic or minimal on WKCE Students that struggle in math Students that “hate” math + Our Definition Equal partnership in planning and implementing curriculum and assessing student work to best meet the needs of all students in the same classroom. There are different models to reach this goal based on instructional and student need. K. Trendel & M. Koenig 2010 Co-Teaching + Are all models of co-teaching the same? We think that there is a difference between team teaching and co-teaching. You will probably start team teaching, but our goal is to get you to the co-teaching level… this is where students will be taken to the next level. + What’s the Difference? Team Teaching: Co-Teaching: Share in planning Plan Share instruction load Share lessons together instruction load Share Create Provide Both in creation of assessments accommodations and modifications and grade assessments together actively assess student work *Embed specialized instruction* + Models Team-Teaching Co-Teaching Monitoring Station Teaching Parallel Differentiated Teaching Split Class Active Partnership + Monitoring + Monitoring Teacher This situation occurs when one teacher assumes the responsibility for instructing the entire class, while the other teacher circulates the room and monitors student understanding and behavior Roles should shift between teachers during the class period or week + Monitoring: What it is Lead teacher: takes responsibility in the delivery of instruction, planning, and leading the classroom Support teacher: takes responsibility for classroom management, paperwork, adaptations, and support as needed, should have the same authority as the lead teacher, can quickly and quietly remove students as to not disrupt classroom learning environment, this role is an active role to improve the quality of learning. + Monitoring: What it is Both teachers should share in the role of assessment Teachers should check-in and make any necessary changes to lesson or management Students These This remain in whole class instruction roles should change on a regular basis- PARITY! model should be used in conjunction with other co-teaching models + Monitoring: What it is NOT One teach, one grade One teach, one make copies One teach, one check email One teach, one get caught up on paperwork Every day regular ed teacher teach, special ed teacher support + Monitoring There is no student benefit to using this model if the special education teacher has no role in lesson planning. This strategy should be used only about 15 – 20% of time. + Pros of using Monitoring Similar to traditional teaching Comfortable teachers Little for to no prep time Classroom management Can increase instructional time Struggling students can be identified Both teachers can lead Ensures that accommodations and modifications will be in place + Cons of using Monitoring Does not work for all students No real “pay-off” if one teacher is always in the support role Can lack collaboration Teachers might feel that when they are not lead teacher they can do other work instead of working with students May not have similar philosophies and styles for management, assessment, classroom expectations, rules Spec ed teacher often becomes an assistant If spec ed teacher only works with spec ed students a stigma can be created Can turn into a reactive approach rather than a proactive approach (instead of planning individual needs into the lesson the spec ed teacher must rely on triage, preteaching or re-teaching) + Monitoring If co-teachers are merely taking turns delivering instruction, it begs the question: “What is substantively different about this class as compared to that of a traditionally solo taught class?” + EXAMPLES of Monitoring Correcting homework Giving directions Lesson recap + Parallel Instruction + Parallel Instruction In this setting the class is divided into 2 large groups/smaller groups/partners and both teachers circulate and provide individualized support + Parallel Instruction: What it is Both teachers are responsible for planning and delivering instruction, management, and assessment while students are working in small groups or pairs. Dual partnership Allows small group activities for students while getting individualized help from 2 different instructors Students doing the same activity + Parallel Instruction What it is NOT Regular ed teacher works with regular ed students and special ed teacher works with special ed students One teacher doing classroom management One teacher leading and one teacher MIA + Pros of using Parallel Instruction Students are more likely to ask questions and participate Students Peer partner work is an authentic way to integrate social and behavior goals for special ed students are active in learning Good integration of special ed students with their peers Both teachers know the instructional goal Students complete the same activity while assignments can be tiered for differentiation Get absent students caught up + Cons of using Parallel Instruction Both teachers have to know and be comfortable with the material Noisy and distracting classroom environment Transitions can be noisy and time consuming + EXAMPLES of Parallel Instruction Group/ partner work + KEYS in Co-Teaching: 1. Always demonstrate parity (teachers and students) Use plural language Both should have adult furniture Spec ed students see the spec ed teacher is their “leader” Both should have a place for supplies Sharing grading responsibility Both names should be on classroom materials Send home a classroom letter Communicate with parents as a team (conferences, email, phone calls) Both give input at CST meetings + KEYS in Co-Teaching: 2. Vary instructional models Look through content to take advantage of all the models to ensure an increase in achievement + Station Teaching + Station Teaching Students are divided into groups and rotate through organized stations. Both teachers are teaching at their own station. Two ways to accomplish this task: 1) Same material is taught but teacher stations address different learning styles or 2) different material related to the same concept is taught in both teacher stations. + Station Teaching: What it is Both teachers plan a lesson in which students rotate through stations that are lead by a teacher or independent work stations. There can be between 2 and 4 (or more stations) occupied by students at any given time. Stations are created to “chunk” information. Teachers will need to plan for which students start in particular stations and how the stations will be rotated + Station Teaching: What it is Students should rotate through all stations Both teachers create student groups and determine how to rotate them Students will need to be taught how to rotate between stations and how to behave in independent work stations Both teachers lead stations and/or monitor independent stations Station groups should change occasionally + Station Teaching: What it is NOT For lessons that are linear in which one skill depends on a previous skill Should not be used to divide students only on ability Tracking groups + Pros of using Station Teaching Smaller student-teacher ratios Smaller groups provide for safer environment for students to ask questions or participate Allows for movement breaks Helps students focus on one task Share materials- especially useful if a whole-class set isn’t available Allows teachers to teach the topic they feel most comfortable Allows teachers to become an expert at their station because teachers will teach it several times Can be a time to provide intensive interventions + Cons of using Station Teaching Teachers might be tempted to always group by ability Can be noisy, transitions can be difficult Students may have a difficult time putting together the “chunks” or making connections Teachers may need to manage more than one station + Activities Direct EXAMPLES of Station Teaching instruction Independent work Multi-media- video clips Reading textbooks, articles, newspaper Cooperative learning activity Project work- group or independent + Differentiated Split + Differentiated Split Class This type of teaching involves dividing the class into smaller groups according to learning needs. Each educator provides the respective group with the instruction required to meet their learning needs. This could be remedial or enrichment instruction. + Differentiated Split: What it is Both teachers share in lesson planning and instruction by breaking the class into groups and instructs their group with the added benefit of smaller student-teacher ratio. Both teachers need to feel comfortable with the material for this model to be successful. + Differentiated Split: What it is There are 3 different ways to use this model Teach the same material in the same way Teach the same material in a different way Take into account students likes/dislikes, learning styles, readiness levels, differentiate material and tier assignments Teach different material Students won’t switch groups and repeat instruction + Differentiated Split: What it is Teachers face each other, students face away from each other to help minimize noise and help keep students focused on their lesson Both teachers make modifications and accommodations as necessary. + Differentiated Split: What it is NOT “Separate Yours but equal” approach and mine Special ed students always in the same group Tracking Pull-out program + Pros of using Differentiated Split Both teachers are actively involved in the lesson Both teachers are lead teachers Encourages teachers to be more creative and teach to different learning styles Allows teachers to “chunk” information in to smaller manageable pieces Teachers can plan their own group which is less time than planning with coteacher Smaller student-teacher ratio Flexibility in that students may work with one teacher or both teachers Teachers can be creative when grouping students + Cons of using Differentiated Split Teachers may feel the need to do their own thing rather than collaborating with coteacher Teachers may feel uncomfortable with the material Room space, noise and board-space can be an issue All activities must be the same amount of time Not all topics can be divided into differentiated split groups Some may be encouraged/inclined to always group the special ed students together in the same group The assumption is that the special ed teacher always works with remedial group and/or special ed students + EXAMPLES of Differentiated Split Flexible grouping Fractions Graphing linear equations with tables + Active Partnership + Active Partnership: The teachers actively share the instruction of content and skills to all students Examples: One teaches while one constructs concept map Dialog between teachers is exchanging and discussing ideas in front of learners + Active Partnership: What it is Teachers share in the lesson planning to deliver to a whole class as teachers work as a team to deliver instruction, work on building skills, clarify information, and facilitate learning and classroom management Teachers much trust and respect each other so they can share the stage + Active Partnership: What it is Teachers much be able to go back and forth as each are teaching, sharing information, asking questions, clarifying for each other, take notes, model, role play, and/or debate. Allows for students to see different view points or strategies and for students to realize there is many different ways to get the correct answer Both teachers can share their strengths and learning styles with students It is worthwhile discussion that adds to instruction + Active Partnership: What it is NOT For teachers that haven’t developed trust and respect for each other For teachers that don’t feel comfortable sharing more than one “right” way to complete something For teachers who don’t feel comfortable “jumping in” on a lesson For teachers that don’t feel confident with the material + Pros of using Active Partnership Helps to demonstrate parity among teachers Both teachers have ownership because they are integral to this approach Takes full use of two teachers with strategies that cannot be done with one teacher alone Students get multiple paths to information and can choose which works best for them Students see teachers cooperate and work together + Cons of using Active Partnership Multiple strategies for everything could confuse students and slow down instructional pace Can be difficult if trust and respect hasn’t been established Will take planning time, co-teachers have to give up a little control Teachers need to be open minded + EXAMPLES of Active Partnership Drawing 3-D models Calculating surface area and volume Exponents + Contact Information Kim Trendel, Special Education Teacher Kimberly.Trendel@franklin.k12.wi.us Michelle Koenig, Regular Education Math Teacher Michelle.Koenig@franklin.k12.wi.us + Thank you for your feedback! Evaluations/ Please Feedback forms provide specific comments: What did you learn? How will you implement what you learned today? Any suggestions for improvement