One other co-teaching structure is alternative teaching. When a classroom has alternative teaching, “one teacher takes a small group of students and provides instruction that is different than what the large group is receiving” (Ferry). Alternative teaching provides intense instruction for selected students in the classroom. When a classroom has alternative teaching “one teacher will work with the majority of the class, while the other teacher works with the students who need to be taught using different instructional materials” (Friend). This helps the students who struggle with learning in big groups because they can get more one-on-one instruction.
The last structure of co-teaching is team teaching. Team teaching is when “both teachers instruct on the same lesson with all the students present” (Ferry).
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Time has a huge impact on how effective co-teaching can be. Some issues regarding time include: “the amount of time to plan, the time spent developing a school-wide support structure for co-teaching, the time spent to prepare the students, and the time teachers are given to develop a personal as well as professional relationship can greatly impact the co-teaching process” (Dieker). Even though these structures impact co-teaching in a huge way, does not mean that co-teaching has to take more time. The time must be dedicated to create a school and classroom that supports teaching teams as well as including student to make co-teaching effective.
The second issue of co-teaching is grading. To make the classroom effective “the teachers must determine how they are going to grade prior to the start of the year” (Dieker). This allows the students to be able to come to the class with a stable environment. It allows allows the students with diverse learning needs to be able to get the correct grading they need. The students who have IEPs will need to be graded a little different, and the teachers must decide on how they will do
In order for effective cooperative learning to occur five essential elements are needed; positive interdependence, face-to-face interactions, individual accountability, social skills and group processing. (Johnson, 1999, p. 70-71). Social skills being the foundation to achieving all other elements required, without this set of skills the individual learner will find it difficult to cooperate with others. Thompson (1996) “social skills are paramount to applying cooperative learning to academic tasks” (p. 84).
According to Gerlach, "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs."Collaborative learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product. According to Gerlach, "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs." pair share activity , This learning strategy promotes classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response. Additionally, this strategy provides an opportunity for all students to share their thinking with at least one other student which, in turn,
Schools are beginning to adapt more to the variety of students needs in the classroom. Co-teaching is one of the methods schools and teachers are using to reach more students. It got originally noticed in 1960s but didn’t become popular and supported till 1990s (Villa). Co-teaching is when the general education teacher is working along side another professional. They could be a special education teacher, ESL teacher, a reading specialist, or any other professional that could assist in creating a coordinated curriculum for a diverse classroom. Both the general education teacher and the other professional will plan the coordinated curriculum and instructions that will be used in the general education classroom (Vaughn pg. 79).
Wischnowski, M. W., Salmon, S. J., & Eaton, K. (2004). Evaluating co-teaching as a means for
While the activity can be conducted in groups of three-to-five, the pairing strategy used in the activity allows for equal retention as the three-to-five grouping strategy if conducted correctly by finding students who will work well together. In a study conducted by Po-Jen, Ming-Chao, Chu-Sing, and Chun-Wei (2012), “this strategy can also help students to have a better understanding of lessons and improve their learning achievement.” (p236). Students who would feel uncomfortable within a larger group can speak more freely if there is a single partner, even more so if it builds off a relationship that is already present. By utilizing social interactions between students, the teacher can create more effective pairs in the classroom. The previous social interactions will encourage the students to speak more freely with each other about the topic, and in turn, promote retention and understanding of the
As a teacher one of the main strategies that I want to incorporate into my classroom is cooperative learning. Cooperative learning gives the students a chance to get to know each other better, to work together on things, and to depend on one another to get things done. Another reason I prefer this type of learning is that instead of one individual person failing or succeeding, it is the group as a whole (sink or swim together).
Ellerbee, M.Ed, Silas H. Christian, Ph. D (2011), says that cooperation is the manner by which individuals cooperate, not what they do. Coordinated effort can be found in many structures, from a group meeting to sharing educating duties. Friend and Bursuck (1999/1996) as cited in Carolyn H. Wilson, Ed. D.; Keisha L. Ellerbee, M.Ed, Silas H. Christian, Ph. D (2011), view the attributes of joint effort as: Voluntary Parity in relationships Share a goal Shared responsibility in decision making Shared accountability for outcomes Shared resources Growing trust and respect Criterias of effective inclusive practices for children with special needs. Teacher coordinated effort: is vital in comprehensive settings to include communication inside educators for arranging the classroom guideline and conveying. This present educator's collaboration elevates better learning condition to the understudies with unique needs. Instructor and Students coordinated effort: Interaction of educators with understudies makes inspiration inside the understudies to learn better. This collaboration encourages the understudies to turn out with their qualities and
I believe that collaboration is extremely beneficial for the educational growth of our students. On Wednesday, January 24th I had the opportunity to attend a coaching workshop on Flipped Lessons. I was amazed with the the collaboration that went on in the room. We learned skills that we will be able to utilize with our students. This evidence supports element 6-4. I have also learned a lot about collaboration from my site mentor, my team members, and the grade level teachers at my site . A perfect example is the suggestion my site mentor did when I was teaching the number line. She suggested I use a whiteboard so that the students were able to interact when learning the new technique. I tried it and definitely made an improvement. My group
Co-teaching is the collaboration of two or more credentialed teaching professionals, most typically a general education teacher and a special education teacher. To truly qualify as a co-teaching model, each teacher must be actively involved in the teaching of the lessons. Each teacher contributes their own unique expertise to the planning, instruction, and managing of all students in the classroom. If executed in this way, co-teaching can enhance the learning environment and involve and engage all students in the classroom. All students, from the academically gifted to the academically challenged, can benefit from the increased engaged time and more diverse instruction which the co-teaching model offers.
The results are confusing. All but one principal expects ESL pull-out classes, however 75% of the principals expect coteaching. This will be a difficult task with only 4.4 teachers for 13 schools. To continue 67% expect ESL teachers to lead teacher workshops and plan with the classroom teachers. “It should be an extension of teaching, not a separate curriculum.” Another wrote “it needs to be vocabulary development.” At least in their ideal situation there is more than one principal who mentions a full-time ESL teacher on staff. Another surprise is the number of principals who want coteaching. “Planning time is vital to the success of co-teaching on many levels” (Nierengarten & Hughes, 2010, p. 14). However this same article states how important it is to have administrative support to succeed in coteaching, and it was actually easier teaching as a team.
The application of collaborative learning strategies is a process in which two or more students work together. Collaborative strategies will be used in planning, translating and reviewing the education process to form student learning through group-oriented activities. This source will also be useful in lesson planning to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction; how positive interdependence of collaborative learning leads to common responsibility; how collaborative learning builds students’ self-esteem, and confidence in students. This application recommends that collaborative learning strategies can be implemented with Jig-saw technique as well as in learning technology which can be accessible to all participants working in cooperative groups (Iqbal, Kousar, and Ajmal, 2011).
Collaboration is an important aspect of teaching, as a teacher, you will be collaborating with others. When it comes to collaboration the goal is for students succeed. In the textbook, it states that teachers must voluntarily want to collaborate with others. If someone was assigned to work with me because I was the “expert” I would treat them as an equal, you could also learn something from the teacher you are working with. If both teachers are not treated as equals the collaboration will not be as successful.
In Teachers Working Together: How to Communicate, Collaborate, and Facilitate Positive Behavior in Inclusive Classroom written byChan Evan and Stacy L. Weiss; they discusses different challenges educators face while trying to collaborate with their special education or general education counterpart; while at the same time offering suggestions for how teacher can work together more effectively. The key to a successful classroom is collaboration and communication. However this is not always the easiest thing to do. With the expectations and routines being difficult for some students to grasp, individualized interventions being difficult to follow through with, and a massive lack of time in the typical school day finding time to communicate
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
...I believe through the use of critical thinking, communication with students and parents and showing the creative side of learning the collaboration within colleague would be enhanced. I know from my prior experience within the classroom as a substitute that without some collaboration the students are at a disadvantage. One memory stands out the most when collaboration is mention is when I was subbing for a ECE Teacher in a regular learning classroom, while the teacher was giving the rest of the students their assignments I was working one on one with a ECE student that needed the extra help in order to fulfill their task. The teacher and I collaborated on the questions that the student had left to complete before moving on to their homework. Through the use of collaboration the student was able to complete their task and be on the same task as the rest of the class.