Workshop+Proposal

Breaking it Down: Co-Teaching   Group 2: LaToya Triplett and Melissa Reid

Understanding the Rationale for Co-Teaching

**//Why Co-teach? //**
 * A better education for **//all //**students


 * Consistency in delivery of service K-12


 * Less program fragmentation


 * Less stigma for students


 * Support and professional development for teachers


 * Scheduling allows for co-planning


 * Supports //differentiated instruction// to better meet the needs of all learning styles and abilities


 * Co-teaching supports federal and state initiatives: NCLB


 *  IDEA - Adopted co-teaching in 2008 in special education continuum of services


 *  AYP - (Annual Yearly Progress for SWD)

~ Both teachers agree to share all responsibilities. ~ Both teachers plan together. ~ Conferences are needed to see what each partner needs help with. ~ Either maintain one co-teaching approach or vary it based on student needs. ~ Both teachers must be willing to give and take to improve as educators and provide the best learning environment for their students. || ~ Teachers can encourage other educators to begin co-teaching by telling of all the positive aspects from the experience and by answering questions about it. || ** Approach: ** [|Station Teaching Video]
 * Critical components: **
 * **Before Co-teaching** ||
 * Personality ||||  The personalities of both teachers need to be compatible so that the classroom can flow smoothly. If one teacher is overly assertive, the other teacher does not need to be shy. Extreme differences such as this will create unnecessary obstacles throughout the experience. ||
 * Determination |||| Both teachers need to have the determination to succeed. Co-teaching presents new challenges that solitary teachers do not deal with, so when they are placed in a room with another teacher, they should want to make the situation work. Determination will propel teachers forward while a lack of it will hold them back. ||
 * Expectations |||| Expectations of each teacher in the co-teaching classroom should be fully addressed and discussed. There are numerous questions that need answering from both sides of education. If the expectations of the two teachers are never brought to light, problems that could have been easily avoided blow up into bigger issues. Both teachers need to know up front what each expects to give and receive during the co-teaching period. ||
 * Support |||| Support is also critical when co-teaching because teachers need to know what they are doing is important and making a difference. Teachers who co-teach could face opposition from everywhere because not everyone endorses the practice. Support is needed from the administration because without it, teachers would feel like they were fighting a losing battle. Support is needed from peers because without it, teachers would feel alienated. Support is needed from parents because without it, teachers would feel like they were going in circles. Both school and home must work together for a child to value education. And finally, support is needed from students because without it, inclusion students might not feel a part of the learning environment. It takes everyone supporting co-teaching to make the proper impact. ||
 * **During Co-teaching** ||
 * Topics to address || ~ Both teachers need to be on the same page.
 * **After Co-teaching** ||
 * Suggestions for the future || ~ Teachers must provide constructive criticism for one another so that improvments can be made within the program.

Station Teaching

 Station teaching is when each teacher teaches part of the lesson to part of the class, and then the student groups switch and each teacher teaches that next group. Station teaching can be used for all ages. Students can tire easily when they are expected to remain seated and quiet such as in a regular classroom setting. By using stations for instruction, students can move around the room at set times. This frequent movement feeds their need to squirm, so students are able to concentrate on the task at hand. Also station teaching provides more individualized instruction since the educator only has a section of the class at a time. Lessons can be presented at the appropriate level for each student rather than the material being presented to the whole class at an average level while the teachers later go back to students and check their understanding one-on-one.


 * Lesson topic:** Pronouns
 * Grade level:** 4th
 * Standards:**
 * L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Ensure that pronouns are in the proper case (subjective, objective, possessive).
 * Use intensive pronouns (e.g., //myself, ourselves//).


 * Objective:** TSWBAT identify reflexive, demonstrative, and object pronouns and be able to use them properly.


 * Instruction/Teaching**
 * Anticipatory Set:** The special educator will show a PowerPoint on the three types of pronouns and ask questions to tap into prior knowledge.

The special educator will take the special education students and conduct their 15 minute mini lesson according to their IEPs.
 * Whole Group Introduction:** The general educator will conduct a 15 minute mini lesson on the three types of pronouns.


 * Guided Practice Center (Small Group General Educator):** The teacher will guide the students through 15 problems (5 from each type of pronoun).


 * Independent Practice Center (Special Educator):** The students will work 15 problems (5 from each type of pronoun) on their own. The special educator will provide assistance as needed to struggling students.


 * Skills Activity Center:** The students will be given a passage to read and identify all of the reflexive, demonstrative, and object pronouns.


 * Whole Group Close:** The general educator will review all objectives taught and review the Skills Activity Center work.


 * Differentiated Instruction:** The independent practice will be on various levels depending on the special education students' needs. The advanced students will be advised to brainstorm as many reflexive, demonstrative, and object pronouns as they can think of.


 * Evaluation:** The independent practice will be graded and the data will be used to drive instruction.