1. Co Teaching Pilot for Third Grade Math with Special
Education and General Education Teachers Patricia Holliday EDL
660
2. August 21, 2014 8:00-8:45-breakfast, sign in, meet and
greet, purpose of this pilot 8:45-9:15-Norms for the day and other
meetings put in place 9:15 -9:50-meet with principals to discuss
scheduling the forty-five minute block of time required for
co-teaching, received class schedule, make a decisions if the EC
students will be placed in one class or spread out and pulled into
this forty-five minute block of time (Some schools will have more
classes and EC students than others, this is necessary because
other third grade teachers not involved in the pilot will have to
make their schedules around this forty-five minute of time).
9:50-10:00-Break 10:00-11:00-What is Co-Teaching and what is not
Co-Teaching? Introduce the six models of Co-Teaching and what it
might look like using two video clips (give handouts of the models
after watching the videos) 11:00-12:30-Lunch
3. Setting Norms What will work and what wont Breaks Lunches
will be an hour and a half End of todays session at 3:00-not every
session will last until 3:00 some shorter, some longer
4. Overview of the Co Teaching Models LOOK AT THE DIFFERENT
MODELS http://www.youtube.com/watc h?v=6llQCG8QhBE What model (or
models) do you like and not like? What do you think will work for
you and you partner- remember you can change models based on what
works for you. Share your thoughts with the rest of the team. Watch
this short clip about what co-teaching might look like
http://www.authorstream.com/Presentation/aSGuest36339-
309396-Co-teaching-inclusion-classroom-in-Education-ppt-
powerpoint/
5. August 21, 2014 12:35-1:00-EC and General Education teachers
will be engaged in a Math Activity: given the handout Mathematical
Tasks as a Framework for Reflection you will read pages 268-275.
1:00-1:45-teachers will be given a set of sixteen elementary math
problems to discuss and asked to sort those tasks into two
categories-low and high level cognitive thinking demands.
1:45-2:00-Break 2:00-2:30-feed back on the math problems
2:30-3:00-closure-questions, anticipations, anything you want to
say, settling of nerves and establish PLC schedules for each
school, receive Putting the Practices Into Action: Implementing the
Common Core Standards for Mathematical Practice K-8 as the read for
the book study tentative agenda for the October meeting
6. Focusing on Math Tasks Teachers will read Mathematical Tasks
As A Framework for Reflection: From Research to Practice (NCTM)
very easy read Each team, EC and General Ed teacher will work
together to sort the following mathematical tasks to determine the
level of complexity (lower-level demand or higher-level demand)
elementary task activity cards
http://www.mnstateassessments.org/wp-
content/uploads/2013/08/C11-Handout-Cognitive- Demand-Task-Sort.pdf
Share how you sorted the tasks with the whole group
7. Sample Class Schedule for a Team Teaching Model (with a 55
minute block) 5 minutes-review of prior lesson, Either teacher 15
minutes-introduce new content General Ed Teacher 10 minutes- guided
practice EC Teacher 20 minutes independent practice Both 5 minutes-
closure Either
8. Closure What are your thoughts, takeaways, anxs about today?
Dont hesitate to get in touch with your CS or EC Director-we are
here for you- Our next meeting is set for Oct We thank-you for
volunteering for this adventure.
9. References Co-Teaching in an Inclusive Classroom PPT
Retrieved from
http://www.authorstream.com/Presentation/aSGuest36339-309396-Co-teaching-inclusion-classroom-
in-Education-ppt-powerpoint/ Desimone, L. (2001). What Makes
Professional Development Effective? Results from a National Sample
of Teachers. American Educational Research Journal 38(4) 915-945
Retrieved from http://www.jstor.org/stable/320507 OConnell, S.
& SanGiovanni, J. (2013) Putting the Practices Into Action:
Implementing the Common Core Standards for Mathematical Practice
K-8. Portsmouth, NH: Heinemann Some Approaches of Co-Teaching
(2010-11) Liberty University Student Teaching Handbook. Retrieved
from http://www.liberty.edu/academics/education/teacher/?PID=15896
PC Exceptional Children Department Co-Teaching Reference Guide
Stein, M.K. & Smith, M.S. (1998) Mathematical Tasks as a
Framework for Reflection: From Research to Practice. Mathematics
Teaching in the Middle School 3(4), 268-275. Steiner, L. (2004).
Designing Effective Professional Development Experiences: What Do
We Know? Nashville, Ill: Learning Point Associates Retrieved from
http://www.gtlcenter.org/sites/default/files/docs/pa/4_PDResearchPolicyAction/DesigningEffectivePD.
pdf