Verbally reinforce key concepts. Visually designate key points on the board or using technology at hand. Utilize modeling where needed. Ask clarifying questions on behalf of the students who may be intimidated or confused. Provide kinesthetic manipulatives, aids, props, etc. to encourage the use of multiple instructional modalities (see examples in Section IX). Pre-determine shared approach to homework, classroom procedures, and rules. Share the responsibility for student evaluation procedures and the assignment of grades, including programs/requirements such as Roster Verification, the West Virginia Early Warning System (BrightBytes), etc. Determine who will state the purpose at the beginning of each lesson. Determine who will introduce/review relevant vocabulary for each lesson. Pre-determine instructional modalities used for individuals/groups for each lesson. Pre-determine individual responsibilities within each lesson. WHAT CO-TEACHING IS, WHAT IT IS NOT OPTIONAL CO-TEACHING ENHANCEMENT IDEAS Illustrate or create a mind map. Flip-flop reading aloud (teachers take turns reading material). Go to appropriate websites to support instruction and to provide visual images (see examples in Section IX). Create a Wordle (www.wordle.com) of the conversation/vocabulary. Write color coded notes on the board/white board. ANN BENINGHOF CO-TEACHING MODELS Co-Teaching Description Pros Cons Model Lead and General education teacher does up Both teachers involved in Less input in planning for front planning. Support most phases of instruction differentiation Special education teacher is fully involved in daily planning, implementation, and assessment. Duet Model Both teachers share the entire Most integrated for Most time intensive instructional process students, fully utilizes all expertise and Add/ One teacher leads, the other teacher No co-planning time, Can step on toes, Chart adds visually or verbally almost anyone can do this doesn’t fully utilize expertise Learning Style Teachers plan lesson and divide Addresses learning style Assumes that teacher responsibilities by learning styles of the struggling will tolerate activity in the ‘typical’ student, clear lesson responsibilities Adapting Model One teacher while the second Very little co-planning time, Less fundamental impact teacher wanders the room, providing focused expertise on student learning on-the-spot adaptations
Verbally reinforce key concepts. Visually designate key points on the board or using technology at hand. Utilize modeling where needed. Ask clarifying questions on behalf of the students who may be intimidated or confused. Provide kinesthetic manipulatives, aids, props, etc. to encourage the use of multiple instructional modalities (see examples in Section IX). Pre-determine shared approach to homework, classroom procedures, and rules. Share the responsibility for student evaluation procedures and the assignment of grades, including programs/requirements such as Roster Verification, the West Virginia Early Warning System (BrightBytes), etc. Determine who will state the purpose at the beginning of each lesson. Determine who will introduce/review relevant vocabulary for each lesson. Pre-determine instructional modalities used for individuals/groups for each lesson. Pre-determine individual responsibilities within each lesson. WHAT CO-TEACHING IS, WHAT IT IS NOT OPTIONAL CO-TEACHING ENHANCEMENT IDEAS Illustrate or create a mind map. Flip-flop reading aloud (teachers take turns reading material). Go to appropriate websites to support instruction and to provide visual images (see examples in Section IX). Create a Wordle (www.wordle.com) of the conversation/vocabulary. Write color coded notes on the board/white board. ANN BENINGHOF CO-TEACHING MODELS Co-Teaching Model Description Pros Cons Lead and Support General education teacher does up front planning. Special education teacher is fully involved in daily planning, implementation, and assessment. Both teachers involved in most phases of instruction Less input in planning for differentiation Duet Model Both teachers share the entire instructional process Most integrated for students, fully utilizes all expertise Most time intensive and Add/ Chart One teacher leads, the other teacher adds visually or verbally No co-planning time, almost anyone can do this Can step on toes, doesn’t fully utilize expertise Learning Style Teachers plan lesson and divide responsibilities by learning styles Addresses learning style of the ‘typical’ struggling student, clear responsibilities Assumes that teacher will tolerate activity in the lesson Adapting Model One teacher while the second teacher wanders the room, providing on-the-spot adaptations Very little co-planning time, focused expertise Less fundamental impact on student learning
Co-Teaching%20Foundations%20Manual%20Revised%20August%202017.docx