IDEA Workshop 4: Collaborative Teaching Learning Team E: Yeida Chavez Shemiah Owens Melissa VandenBussche SPE/513 23 May 2016 Claustina Mahon Reynolds
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
IDEA Workshop 4:Collaborative Teaching
Learning Team E:Yeida Chavez
Shemiah OwensMelissa VandenBussche
SPE/51323 May 2016
Claustina Mahon Reynolds
IntroductionIn this week’s workshop series we will cover:O How co-teaching helps facilitate access to the general
education curriculum for exceptional learners.O Through understanding models of collaborative
teaching that provide appropriate levels of support students increase their achievement through more individualization.
O Examples of collaborative teachingO Building respect and rapport with students and other
professionals.O The benefits of co-teaching to students.O The benefits of co-teaching to educators.
Building respect and rapport with students and other professionals
MultidisciplinaryOA group of professionals from different
disciplines who function as a team but perform their roles independent of one another.
O Individuals contribute according to their own specialty area with little regard for the actions of other professionals.
OThere is a high degree of professional autonomy and minimal integration.
InterdisciplinaryO A group of professionals from different disciplines
who function as a team but work independently; recommendations, however, are the result of sharing information and joint planning.
O In this model of teaming, team members perform their evaluations independently, but program development and instructional recommendations are the result of information sharing and joint planning.
O Significant cooperation among the team members leads to an integrated plan of services and holistic view of the student’s strengths and needs.
TransdisciplinaryO A group of professionals from different
disciplines who function as a team but work independently; however, they share roles, and a peer is identified as the primary interventionist
O Distinguished by two additional and related features; role sharing and a primary therapist
O Team leader assigned
Benefits to Students
Benefits to StudentsA. There is a growing recognition of the importance of professionals working together regardless of the different disciplines they may representO Professionals are increasingly working togetherO Professional cooperation and partnership are the key to
delivering services in an efficient and integrated manner.
B. Collaboration is beneficialO Incorrect placement recommendations are likely to be
reduced.O There is a greater likelihood that assessments will be
nondiscriminatory.O More appropriate educational plans and goals are likely
to result from professional teaming.
Collaborative Team Teaching Models
Collaborative Team Teaching Models
O One Teach/One Observe- One teacher is the primary instructor, while the other observes learning behavior.
O One Teach/One Assist- A teacher instructs and the other teacher helps individual students who may need assistance.
O Station Teaching- Allows both teachers to assist individual groups of students.
O Parallel Teaching- Both teachers are teaching the exact same content but with different groups of students.
O Alternative or Differentiated Lesson- One of the teachers teaches the main lesson, while the other teacher works with individual groups who may need help with more challenging material.
O Teaming- Both teachers are working together to deliver instruction to the same group of students at the same time.
Benefits to Educators
Benefits to EducatorsA. Students benefit from different teaching styles and strategies
1. Student’s become active learners.2. Students are more accepting of their peers.
3. Individualization is targeted with multiple views of each student.4. Students learn collaboration through observation
of co-teachers.5. More immediate and accurate diagnosis of
student need. B. Classroom management strategies are more consistent with feedback
1. Shared resources create cohesion.2. Less wait time increases feedback for students.3. Decreased referrals in co-taught classes.
ConclusionO Successful co-teaching requires facilitating a
collaborative culture in the classroom.O Co-teaching helps facilitate access to the general
education curriculum for exceptional learners.O Through understanding models of collaborative
teaching that provide appropriate levels of support, students increase their achievement through more individualization.
O Co-teaching builds respect and rapport with students and other professionals.
O Co-teaching benefits educators and students.
References: Hallahan, D. P., Kauffman, J. M., & Pullen, P. C.
(2015). EXCEPTIONAL LEARNERS: An Introduction to Special Education (13th ed.). Retrieved
from The University of Phoenix ebook collection
database.Gargiulo, R. (2015). Special Education in Contemporary
Society: An Introduction to Exceptionality, 5th
Edition. Thousand Oaks, California: SAGE.
Related Documents
