Consultation/Collaboration
Model
As used in Cecil County Public Schools
Based on work by Dr. Mary Landrum
Description of the Model
Collaboration between the classroom
teacher and the specialist (Challenge
teacher in CCPS) is a means to assist
teachers in meeting the needs of students
with diverse abilities in the general
education classroom.
Description of the Model
Consultation allows two or more
teachers to work together to solve
problems. The Challenge teacher brings a
special expertise to the general education
classroom, and the teachers can combine
their strengths to meet the needs of all
students for whom they are responsible.
If This Seems Familiar...
The Consultation/Collaboration Model
used in the Challenge Program is similar
to the model used by Special Educators.
The process of defining needs,
implementing a possible solution, studying
the effects of the solution, and revising, as
needed, are the same steps used in PDSA
(Plan, Do, Study, Act) from Baldrige.
Role of the
Challenge Resource Teacher
•
The Challenge Resource Teachers act as
consultants and collaborators, helping
classroom teachers plan and teach lessons
that will challenge all students appropriately
through differentiation of the curricula.
•
Particular attention is paid to extending the
depth and complexity of the learning
outcomes in developing and adapting units
and lessons.
Role of the Challenge Resource
Teacher continued
•
As an advocate for meeting the academic
and affective needs of the gifted and talented
students, the Challenge teacher coordinates
and monitors the services provided for each
student in the Challenge Program by
communicating with students, teachers,
guidance counselors, administrators, and
parents.
Role of the Classroom Teacher
Classroom teachers collaborate with the
Challenge teacher to plan and teach
lessons that will challenge all students
appropriately through differentiation of the
curricula. Particular attention is paid to
developing and adapting units and
lessons so that the work assigned to
gifted and talented and highly able
students is not more work, but different
work.
Challenge Teachers Provide
Collaboration and Support
Collaborate with classroom teachers by
• Planning
• Co-teaching
• Providing resources
This collaboration helps to support,
Robust Differentiation by considering the six
variables of:
• Content
• Student Readiness
• Process
• Student Interest
• Product
• Student Learning Style
Types of Services
There are two types of services
associated with the
Consultation/Collaboration Model.
•
•
Indirect Services
Direct Services
Indirect Services
Based on collaborative planning, the Challenge
teacher helps to develop lessons and/or
materials and provides them to the classroom
teacher, for use with gifted learners. The
Challenge teacher is thus providing services to
these students indirectly.
Direct Services
Direct services occur when the Challenge
teacher works directly with the identified
gifted learners. Both the classroom
teacher and the Challenge teacher work
within the classroom to offer differentiated
services, based on student need.
There are several types of collaborative
teaching that enable this to occur.
Collaborative Planning
According to Mary Landrum, “The most
essential and fundamental element of the
consultative/collaborative program is coplanning.” This is the foundation for delivering
differentiated curriculum for gifted learners.
Collaborative planning can take place during
team meetings, with informal conversations “on
the fly,” or at other mutually convenient times.
Collaborative Planning (continued)
Planning should reflect the lesson indicators
(VSC) for all students, as well as the
extensions, assessments, and co-teaching
duties.
Remember that lessons should be concept
based and tiered to meet the needs of all
students.
Collaborative Planning (continued)
When planning collaboratively for differentiation,
teachers should begin with the on-grade-level
lesson and determine how the lesson will
address the needs of advanced learners, as
well as those needing other specialized
instruction. This is the basis for a tiered
lesson. Lessons can be “simple” tiers or more
complex tiers involving more in depth planning.
Collaborative Planning Tools
•An example of a two-page planbook form for
use by both the classroom teacher and the
Challenge teacher follows and can be accessed
under the Resource tab in the ELC.
•A sample
planning form for a complex tiered
lesson follows and can be accessed in pdf form
or as a document under the Resource tab in the
ELC.
Collaborative Teaching
Types of Collaborative Teaching
Shared Teaching
Team Teaching
Complementary Teaching
Shadow Teaching
Combined or Successive Teaching
Supportive Learning Activities
Station Teaching
Demonstration Teaching
Supportive Teaching
Cooperative Teaching
Team Teaching involves the shared development
of curricula or monitoring of student progress.
-Sharing --equal responsibility for the instruction
of shared students among instructors
-Shadowing -- introduction of Challenge teacher
in general education classroom
-Combined or successive teaching -- involves
the implementation of successive lessons by
general and Challenge teachers
Cooperative Teaching (continued)
Complementary Teaching involves the
separate but integrated teaching of
instructors from the general and
Challenge staffs.
Demonstration Teaching involves the
presentation of student lessons
demonstrative of differentiated education
for gifted learners in the general
education classroom.
Cooperative Teaching (continued)
•
Supportive Learning Activities
Parallel (class divided)
•
•
•
student grouping
supplemental learning activities
Station Teaching
•
•
•
interest centers
enrichment centers
individualized learning
Follow-Up
•
•
Student Assessment
Assessment of the Process
Student Assessment
Student progress should be assessed on a
continual basis, both formally and
informally. Results of each assessment can
be used as the basis for making
instructional follow-up decisions.
Assessment of the Process
An important aspect of follow-up is to reflect on the lesson,
so that elements that were successful are repeated and
those that were less successful can be modified. Think
about the following elements:
•
•
•
•
Roles of the teachers involved.
Classroom management.
Differentiation strategies used.
Materials/resources used.
Ideally, this reflection process should be done
collaboratively with all of the teachers involved.
A sample form for this process follows and can be found
under the Resources tab in the ELC.
Working together is the key
to providing services to gifted
and talented students in the
classroom.