CO-TEACH ING : ICS TEACHING MODELS ROB ERT MATT HIUS BEE RS ST.SC HOOL COV E ROAD SCHOO L GRA DE 5- LAL
CO-TEACHIN
G: ICS
TEACHIN
G MODELS
RO
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T TH
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BE
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E 5
- LA
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ACTION RESEARCH QUESTION
Which ICS model would work best for a fifth grade LAL inclusion class?
• Complementary Teaching
• Station Teaching
• Parallel Teaching
• Alternative Teaching
• Shared Teaching
COMPLEM
ENTARY
TEA
CHING
“One
teac
h, one
assi
st”
Lead
teac
her m
odel
s or
ganiz
atio
n, iden
tifies
skill
s an
d str
ateg
ies
Support t
each
er a
ssis
ts
Lead
teac
h con
ducts
form
al te
achin
g
Support p
rovi
des c
onte
nt suppor
t appro
ach
COMPLEMENTARY TEACHING BENEFITS
Having two teachers allows for individualized instruction after the lesson is presented
Lowers student to teacher ratio
Allows support teacher to assess skills of students during the lesson
Allows support teacher to teach component of lesson with small group of students
COMPLEMENTARY TEACHING
Mrs. Fisher and I began with this model
Allowed for a “break-in” period between our two styles
Found it to be very beneficial in beginning of the year
Gave us immediate feedback about the students
PARALLEL TEACHING
Lead and support teacher collaborate to organize and plan lesson content
Lead and support teacher jointly decide how to divide students into two groups
Lead and support teacher jointly identify and evaluate strategies for each group
Lead and support teacher each teach same lesson to their own group simultaneously
PARALLEL TEACHING RESULTS
We hoped to increase level of participation and sharing by students
Our students found it to be too disruptive
Students weren’t able to focus on their own group
Noise level rose as lesson progressed
One teacher always seemed to finish before the other
STATION TEACHING
Lead and support teacher plan to divide the lesson into various stations
Each teacher is responsible for a number of stations
Each teacher responsible to plan activities for their stations
Lead and support teacher pre-assess the students to form groups
Facilitates small group learning through differentiated mini-lessons
STATION TEACHING RESULTS
We tried having three stations, two were teacher led, and one was independent
Split the class into three groups for 20 minute rotations
Two groups were able to rotate and work independently
Third group wasn’t able to work independently
Distraction created by third group’s behavior minimized effect of grouping
STATION TEACHING RESULTS (CONT.)
Student Teacher joined our class in Jan.
We were able to revisit this model with better results
We were able to eliminate independent station and replace it with one “manned” by student teacher
Students responded to smaller group setting in this model
ALTERNATIVE TEACHING
Lead and support teacher plan lesson
Lead teacher and support teacher pre-assess students for alternative lessons
Lead teacher and support teacher assess students during the formal lesson to identify students who would benefit from alternative lessons
Can extend or re-teach lesson using more visual, auditory, tactile, and kinesthetic approach
ALTERNATIVE TEACHING RESULTS
Allowed for the opportunity to re-teach and extend the lesson in smaller group setting
Allowed for the opportunity for multiple means of delivery (i.e. smart board, Elmo)
Worked well with students who were struggling. Made them feel they were “not alone”
Test grades showed marked improvement
SHARED TEACHING
Lead and support teacher both pre-assess the students
Lead and support both plan lesson and delivery
Both lead and support teacher jointly deliver the lesson. Students should not “know” who lead teacher is
SHARED TEACHING RESULTS
Most effective model used
Students were actively engaged when two teachers were “teaching”
Both teachers could deal with discipline and other issues
“Tag Team” style enabled us to build a good teacher to teacher relationship
Comprehension scores, class participation improved
THANKS TO ROOM 11 - AFTERNOON CLASS
SURVEY RESULTS
• “Having two teachers was great, it helped me learn”
• “It made class fun”
• “I was always able to get the extra help when I needed it”
• “Why does my friend’s class only have one teacher”
• “Mr. Matthius is awesome”
REFERENCES
Cook, L. H., & Friend, M. (1995). Co-teaching guidelines for creating effective practices, Focus on Exceptional Children, 28(2),1-12
Cook, L. H., & Friend, M. (2003). Interactions: Collaboration skills for school professionals (4th ed.). Boston: Allyn and Bacon
Gately, S.E. (2005). Two are better than one. Principal Leadership, 5(9), 36-41
Gately, S.E., & Gately, F.J.(2001). Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40-47