Co-teaching

//** Co-Teaching Workshop **// __**Critical Components**__:
 * Group #3: Kimberly Chapman & Jennifer Thornton**
 * **‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Rationale ‍‍‍‍‍‍‍‍‍‍‍‍‍‍ ‍‍‍‍‍‍‍‍‍‍‍‍‍‍:** "The Power of Two"  //The purpose of this workshop is to provide effective strategies for co-teaching and collaboration. Recent legislation mandated that schools must provide students with disabilities the chance at placement in a normal classroom. This mandate indicated that all children despite their disability are entitled by law to be given an appropriate education in a least restrictive environment. It’s important that educators provide students with an environment that’s conducive to learning. The environment should be responsive for each child. Educators should maintain a positive attitude and impose flexibility to the diversity of student’s feelings and needs through a suitable co-teaching program. Inclusion has undergone drastic changes over the years. The term inclusion is now being viewed as **co-teaching/collaboration**. The regular and special education teacher play a major role within a co-taught environment that’s foreseen as a **“marriage”**. The **power of two teachers** can provide students with more options for learning and extra help provided there is **joint effort and equality**. They must act in a collaborative practice in teaching, managing behavior, planning, and assessing to meet the diverse needs of students.// ||

ü **Relationship**-The Co-Teaching relationship should remain positive and flexible at all times. Teachers should be able to adapt to any necessary change to ensure the success of the students involved. ü **Planning**- Planning time should be shared by both teachers so that both individuals can share their ideas, concerns, and expertise in the daily classroom routine. ü **Models of Co-teaching**-The specific model of Co-Teaching chosen by Co-Teachers varies from classroom to classroom. The model selected should be agreed upon by both teachers, and chosen due to extensive planning and research by both educators. ü **Instruction**-The level and area of instruction should be determined by the Co-Teachers. The teachers should design their curriculum according to their own individual strengths and weaknesses in the subject area taught. ü **Adaptations & Modification**-Students placed in a Co-Teaching classroom should be provided with the necessary accodmodations and modifications during instructional time. Co-Teachers should also determine collectively what learning strategies and daily activities that could be used to benefit all students. ü **Behavior Management-** As Co-Teachers, classroom responsibilites including behavior management should be done collectively. With participation from both teachers involved, discipline problems should be reduced tremendously. ü **Assessment**-Assessments should be created by both teachers with accomodations and modifications implemented for special education students.


 * ** Activity ** ** Case Scenario: Who’s Job **

Ms. Martin is a 4th grade teacher, but this year seemed pretty tough so far. With six students on Individualized Education Plans (IEPs) whose reading levels are below third grade, Martin felt overwhelmed with the lack of time the special educator spent in the room. Martin is tired of the one teach and one assist approach. Martin discussed her feelings with a colleague, Kim, after school one day. "My fourth grade students are struggling. The special education teacher is with the fifth grade inclusion class during our Reading/Language Arts period in the morning and returns after lunch for Math and Social Studies. This means I have to make modifications and accommodation that each of my students with an IEP requires. It all seems like so much!" "I know what you mean," Kim replied, "but there have been some great researched based studies on effective team collaboration and instructional practices." "Really?" Martin asked. "Tell me more!" **2. Which daily challenge causes you the most stress or fear of failure? ** **3 ****.What are some ways to help alleviate Martin’s stress based on team collaboration and co-teaching instructional practices? ** ||
 * Reflections: Read-Think-Pair-Share Time! **
 * 1. ****What kinds of learners do you have, have you had, and/or do you anticipate having in your classroom? **

media type="youtube" key="Q-xEPmd72RI" height="360" width="480" ||
 * **__ Approach: Alternative Teaching __** This type approach deals with one teacher working with a **small group** of students to **pre-teach, re-teach, supplement, or enrich instruction**, while the **other teacher instructs the large group**. In this type of co-teaching, more planning time is needed to ensure that the planning and implementation of pre-teaching or re-teaching can be completed; also, the teachers must have similar content knowledge for one teacher to take a group and re-teach or pre-teach.

**__//Lesson Plan//__**
 * //Approach://** Alternative Teaching
 * //Subject://** //Language Arts//
 * //Grade://** 4th
 * //Skill://** Punctuation
 * //Attach here:[[file:document 6.doc]]//**