Co-Teach Part 3 Using Technology to Build Collaboration
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CO-TEACH PA
RT 3
USING TECHNOLO
GY TO BUILD
COLLABORATI
ON
L A UR A F I S H
E R
L F I S HE R @
S P E E D8 0 2 . O
R G
AGENDAPart 1 Teaching StylesPart 2 LogisticsGetting started with TechnologyChoosing a technology resourceGoogle docsWiki space
CO-TEACH ISSUES FOR DISCUSSION AND PLANNINGCo-Teaching Check list for Issues and Discussion
Experiences
• What is the current experience?
Improvements
• What would be ideal?
Barriers
• What are the barriers to achieving the ideal?
Overcoming Barriers
• What must be in place in the system to allow us to go forward?
Pay OFF
• What is the benefit for moving forward?
4
HONORING DIVERSE TEACHING STYLES
Edward Pajak, PhDGraduate Division of
EducationJohns Hopkins University
epajak@jhu.edu
COLLABORATIVE SCHEDULING
Collaborative Scheduling A
Collaborative Scheduling B
Collaborative Scheduling C
Walsh & Jones, 2004
PHYSICAL ARRANGEMENT
PHYSICAL ARRANGEMENT: BEGINNING STAGE
Impression of separatenessStudents with disabilities vs. general education students
Little ownership of materials or space by special educator
Delegated spaces which are rarely abandoned
Gately & Gately, 2001
PHYSICAL ARRANGEMENT:BEGINNING STAGE (CONT.)
Invisible wallsA classroom within classroom
Gately & Gately, 2001
PHYSICAL ARRANGEMENT:COMPROMISING STAGE
More movement and shared spaceSharing of materialsTerritoriality becomes less evident.Special educator moves more freely around
the classroom but rarely takes center stage.
Gately & Gately, 2001
PHYSICAL ARRANGEMENT:COLLABORATION STAGE
Seating arrangements are intentionally interspersed.
All students participate in cooperative grouping assignments.
Teachers are more fluid in an unplanned and natural way.
Gately & Gately, 2001
PHYSICAL ARRANGEMENT:COLLABORATION STAGE (CONT.)
Both teachers control space: Like an effective doubles team in tennis, the classroom is always “covered.”
Space is truly jointly owned. Gately & Gately, 2001
FAMILIARITY WITH THE CURRICULUM
FAMILIARITY WITH THE CURRICULUM: BEGINNING STAGE
Special educator may be unfamiliar with content or methodology used by the general educator.
General educator may have limited understanding of modifying the curriculum and making appropriate accommodations.
Unfamiliarity creates a lack of confidence in both teachers.
Gately & Gately, 2001
FAMILIARITY WITH THE CURRICULUM: COMPROMISINGCOLLABORATIVE STAGES
Special educator acquires a knowledge of the scope and sequence and develops a solid understanding of the content of the curriculum.
Special educator gains confidence to make suggestions for modifications and accommodations.
Gately & Gately, 2001
FAMILIARITY WITH THE CURRICULUM: COMPROMISINGCOLLABORATIVE STAGES (CONT.)
General educator becomes more willing to modify the curriculum, and there is increased sharing in planning and teaching.
Both teachers appreciate the specific curriculum competencies that they bring to the content area.
Gately & Gately, 2001
CURRICULUM GOALS AND MODIFICATIONS
CURRICULUM GOALS AND MODIFICATIONS: BEGINNING STAGE
Programs are driven by textbooks and standards, and goals tend to be “test-driven.”
Modifications and accommodations are generally restricted to those identified in the IEP; little interaction regarding modifications to the curriculum.
Special educator’s role is seen as “helper.”
Gately & Gately, 2001
CURRICULUM GOALS AND MODIFICATIONS: COMPROMISING STAGE
General educator may view modifications as “giving up” or “watering down” the curriculum.
Gately & Gately, 2001
CURRICULUM GOALS ANDMODIFICATIONS: COLLABORATIVE STAGE
Both teachers begin to differentiate concepts that all students must know from concepts that most students should know.
Modifications of content, activities, homework assignments, and tests become the norm for students who require them.
Gately & Gately, 2001
INSTRUCTIONAL PRESENTATION
INSTRUCTIONAL PRESENTATION:BEGINNING STAGE
Teachers often present separate lessons.
One teacher is “boss”; one is “helper.”
Gately & Gately, 2001
INSTRUCTIONAL PRESENTATION:COMPROMISING STAGE
Both teachers direct some of the activities in the classroom.
Special educator offers mini-lessons or clarifies strategies that students may use.
Gately & Gately, 2001
INSTRUCTIONAL PRESENTATION:COLLABORATIVE STAGE
Both teachers participate in the presentation of the lesson, provide instruction, and structure the learning activities.
The “chalk” passes freely.Students address
questions and discuss concerns with both teachers.
Gately & Gately, 2001
CLASSROOM MANAGEMENT
CLASSROOM MANAGEMENT:BEGINNING STAGE
Special educator tends to assume the role of “behavior manager.”
Gately & Gately, 2001
CLASSROOM MANAGEMENT:COMPROMISING STAGE
More communication and mutual development of rules
Some discussion for individual behavior management plans
Gately & Gately, 2001
CLASSROOM MANAGEMENT:COLLABORATIVE STAGE
Both teachers are involved in developing a classroom management system that benefits all students.
Common to observe individual behavior plans, use of contracts, tangible rewards, and reinforcers
Development of community-building and relationship-building activities as a way to enhance classroom management
Gately & Gately, 2001
COLLABORATION
EFFECTIVE CO-PLANNING
PRE-PLANNING
Co-teaching requires thoughtful planning time.Administrative support is essential.Here is where the alignment of special and general education
occursMake this time as focused as possibleTake turns taking the lead in planning and facilitating
Murawski & Dieker, 2004; Dieker, 2002
PROVIDE WEEKLY SCHEDULING CO-PLANNING TIME
Co-teaching teams should have a minimum of one scheduling/planning period (45–60 minutes) per week.
Experienced teams should spend10 minutes to plan each lesson.
Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996
EFFECTIVE CLASSROOM-LEVEL PLANNING Co-teachers should show a shared
commitment and enthusiasm.Both teachers’ names should be posted
on the door and in the classroom.All meetings and correspondence with
families should reflect participation from both co-teachers.
Skilled planners trust the professional skills of their partners.
Walther-Thomas, Bryant, & Land, 1996
EFFECTIVE CLASSROOM-LEVEL PLANNING (CONT.)
Effective planners design learning environments for their students and for themselves that demand active involvement.
Effective co-planners create learning and teaching environments in which each person’s contributions are valued.
Effective planners develop effective routines to facilitate their planning.
Planning skills improve over time.
Walther-Thomas, Bryant, & Land, 1996
TWO STAGES OF CLASSROOMCO-PLANNING
1. Getting to know each other2. Weekly co-planning
Walther-Thomas, Bryant, & Land, 1996
GETTING TO KNOW EACH OTHER
Ease into working with one anotherDeal with the “little” things firstThese typically become the
deal-breakers down the road, and preventing these road blocks earlycan make life easier.
Walther-Thomas, Bryant, & Land, 1996
GETTING TO KNOW EACH OTHER (CONT.)
Important to spend time talking and getting better acquainted with eachother’s skills, interests, and educational philosophies
Having a semi-structured preliminary discussion can facilitate this process.
Discuss current classroom routinesand rules
Walther-Thomas, Bryant, & Land, 1996
GETTING TO KNOW EACH OTHER (CONT.)
Consider a “pilot test”It may be necessary to plan together during the
summer (i.e., prior to development days involving all staff).
Walther-Thomas, Bryant, & Land, 1996
GETTING TO KNOW EACH OTHER (CONT.)
Consider completing a teaching style inventory
Compare how each of you prefers to structure assignments, lessons,classroom schedule, etc.
Exampleshttp://fcrcweb.ftr.indstate.educationu/tstyles3.html
http://www.longleaf.net/teachingstyle.html
WEEKLY CO-PLANNING
Effective weeklyco-planning is based on regularly scheduled meetings,rather than “fittingit in.”
Important to stay focusedReview content in advance of meeting
Walther-Thomas, Bryant, & Land, 1996
WEEKLY CO-PLANNING (CONT.)
Guide the session with the following fundamental issues: What are the content goals? Who are the learners? How can we teach most effectively?
Walther-Thomas, Bryant, & Land, 1996
WEEKLY CO-PLANNING (CONT.)
Shape instructional plansEstablish timelines and prioritiesAssign preparation tasks
Walther-Thomas, Bryant, & Land, 1996
STRATEGIES FOR FINDING TIMEBorrowed Time-Common Plan TimeTiered TimeRescheduled TimeRelease TimeFreed-up TimePurchasedFound TimeNew TimeTechnology
WIKI COLLABORATION IN 3 STEPS
Wiki-Foundation
Build Your Wiki-Space
Customize Your Space
WIKI-FOUNDATION
Wiki-Terms- User Account, Space, Page, Public, Protected, Private
Registering & Creating Your Space-Teachers get Plus account for free ($50/yr value)
Wiki-Help- http://www.wikispaces.com/content/private-label-tour
www.wikispaces.com/site/for/teachers
BUILDING YOUR CLASSROOM WIKI-SPACE(S)
After You Name Your Wiki Home you must Sign in
Add,Edit, Save & Preview Pages
Navigation MenuDiscussion BoardMaintenance
After You Name Your Wiki Home you must Sign in
Add,Edit, Save & Preview Pages
Navigation MenuDiscussion Board
Maintenance
WIKI-CONCLUSIONWikispaces Tips & Tricks- www.wikispaces.com/wikitipsWikispaces Help- www.wikispaces.com/help+indexWikispaces Tours- www.wikispaces.com/site/tourCreating Educational Wikis- www.wikispaces.com/site/for/teacherWidgets for Your Wiki- www.snipurl.com/wikiwidgets
LET’S CREATE YOUR WIKI ACCOUNTStep by Step Directions……
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