1 Melissa A. Hughes, Ph.D. Paul A. Alberto, Ph.D. Rebecca M. Wilson, Ph.D. Rebecca E. Waugh, M.Ed. The Center for Collaborative Education Georgia State University Effective Co-Teaching: Co-Planning for the Co-Taught Classroom Tina Anderson, Ph.D. Holly Ward, Ph.D. Anderson and Ward Educational Services Lynne Morris, Ph.D. LRE Project
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1 Melissa A. Hughes, Ph.D. Paul A. Alberto, Ph.D. Rebecca M. Wilson, Ph.D. Rebecca E. Waugh, M.Ed. The Center for Collaborative Education Georgia State.
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Melissa A. Hughes, Ph.D.Paul A. Alberto, Ph.D.
Rebecca M. Wilson, Ph.D.Rebecca E. Waugh, M.Ed.
The Center for Collaborative EducationGeorgia State University
How to plan effectively in the co-taught classroom.
Level I: Planning Prior to Beginning Co-Teaching
• To build a foundation for collaboration, co-teaching, and supportive instruction, teachers, paraprofessionals, interpreters and other providers begin with “must-have” conversations.
• As the relationships build, “must-have” conversations can be used to sustain the team.
How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Parity/Equality: How will you introduce yourselves on the first day? What about “Open House” and “Back to School Night”? Both teachers must be on time and stay for the entire teaching period. Both teachers review IEPs together. Both teachers lead the class and work with all students.
Space: Where do I put my things? Furniture, closet space, bookshelf Both teachers need to know where the supplies are kept.
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How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Professional Behavior
On time Eating/drinking in class Cell phone use Personal business Out of class Lack of preparation Inappropriate behavior with students
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How to plan effectively in the co-taught classroom
Level 1:
“Must-have” Conversations
Instructional Routines Warm up activities
Vocabulary development
Lecture/discussions
Hands-on lab activities
Writing activities
Textbook reading
Review lessons
Testing
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How to plan effectively in the co-taught classroom
Level II: Unit PlanningBased on GPS Units using Understanding by Design
What the general education teacher
brings to the planning table
Curriculum Map
Unit Essential Questions
Unit Understanding
Unit Knowledge
Unit Skills
Instructional Activities
Class-wide Behavior Management
Co-teaching Team
What the special education teacher
brings to the planning table
IEPs
Accommodations
Modifications
Learning Profile
Specialized Instruction
Individual Behavior Plans
Data Collection
Differentiate Content
Differentiate Assessment
Differentiate Instruction, Materials, and Learning Activities
Determine Grouping and Co-Teaching Approaches to be used
Determine Roles and Responsibilities of Co-Teachers
Unit Assessments
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Revise lesson plans
Reflect on what worked and what did not!!
Monitor behavior plans/ IEP Goals and Objectives
Check on “who’s getting it” and what do we need to do differently
How to plan effectively in the co-taught classroom
Level III:
Weekly “Touch Base” Planning
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ReferencesFriend, M. (2005). Successful co-teaching strategies: Increasing the
effectiveness of your inclusive program (grades 1-12). Bureau of Education
and Research. Bellevue, WA. www.ber.org
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Ward, H., & Anderson, T. (2006). How to differentiate instruction in the co-
taught classroom. Student Achievement in the Least Restrictive
Environment (SA/LRE) Project. Georgia Department of Education.
Thompson, M. Learning Focused School. www.learningfocused.com
Wiggins, G. P., & McTighe, J. (2005). Understanding by Design (2nd Edition) Association for Supervision and Curriculum.
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Acknowledgment:The authors wish to acknowledge the support of the following: