To determine if co-teaching is effective or not we need to first establish what the definition of co-teaching is. Co-teaching is a service delivery option meaning that students receive specialized instruction or related services in a general education classroom to help the student reach his/her independent education plan.
“General educators maintain primary responsibility for the content of the instruction; special educators hold primary responsibility for facilitating the learning process.”
Factors that influence the effectiveness of co-teaching: • Ages or grades • Content • Instructional strategies • Teachers’ knowledge and skills • Teachers’ commitment to co-teaching and “chemistry” as a partnership • Amount of shared teaching • Length of time the partnership has existed • Students schedule • Administrative support
I think that even though it takes effort to co-teach effectively, that it is very important for teachers to build a positive relationship with one another so that they can be effective and the students can benefit from both teachers. Below is another article that gives the views from those that have learned
The basic philosophy steps are: o Know your student o Classroom climate o Differentiated instruction o Student success
Lessons from the Trenches
Elizabeth Iljkoski, secondary biology teacher “It is important to recognize that special education students can perform comparably to general education students in class. In fact, on four of the chapter tests in my co-taught biology classroom, the special education students outperformed the general education students.”
“It is important to collect data to measure student performance, not just for your own individual knowledge, but also for support in professional, parent, or administrative meetings. There may be times when others will want to see data about the effectiveness of the co-teaching process in your classroom. Data that compares and contrasts special education students with their general education peers is valuable to professionals at many levels.”
Strategies for Teachers
o What is the current environment? o What is the current attitude about co-teaching? o How involved is the administration? o Does the district address LRE mandates? o Is there support provided across all content areas? o How fast or slow do we move? o What do I know about my partner? o What strengths or weaknesses do we bring to the table? o How will we both endure equal activity in the classroom? o What feedback structure can we create to assist our communication? o How do we create a workable schedule? o What schedule best meets the needs of the students and the instructors? o Where do I find more resources about co-teaching?
Is Co- Teaching Effective?
ReplyDeleteTo determine if co-teaching is effective or not we need to first establish what the definition of co-teaching is. Co-teaching is a service delivery option meaning that students receive specialized instruction or related services in a general education classroom to help the student reach his/her independent education plan.
“General educators maintain primary responsibility for the content of the instruction; special educators hold primary responsibility for facilitating the learning process.”
Factors that influence the effectiveness of co-teaching:
• Ages or grades
• Content
• Instructional strategies
• Teachers’ knowledge and skills
• Teachers’ commitment to co-teaching and “chemistry” as a partnership
• Amount of shared teaching
• Length of time the partnership has existed
• Students schedule
• Administrative support
I think that even though it takes effort to co-teach effectively, that it is very important for teachers to build a positive relationship with one another so that they can be effective and the students can benefit from both teachers. Below is another article that gives the views from those that have learned
http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=7504
Co-Teaching 101: Lessons from the Trenches
ReplyDeleteThe basic philosophy steps are:
o Know your student
o Classroom climate
o Differentiated instruction
o Student success
Lessons from the Trenches
Elizabeth Iljkoski, secondary biology teacher
“It is important to recognize that special education students can perform comparably to general education students in class. In fact, on four of the chapter tests in my co-taught biology classroom, the special education students outperformed the general education students.”
“It is important to collect data to measure student performance, not just for your own individual knowledge, but also for support in professional, parent, or administrative meetings. There may be times when others will want to see data about the effectiveness of the co-teaching process in your classroom. Data that compares and contrasts special education students with their general education peers is valuable to professionals at many levels.”
Strategies for Teachers
o What is the current environment?
o What is the current attitude about co-teaching?
o How involved is the administration?
o Does the district address LRE mandates?
o Is there support provided across all content areas?
o How fast or slow do we move?
o What do I know about my partner?
o What strengths or weaknesses do we bring to the table?
o How will we both endure equal activity in the classroom?
o What feedback structure can we create to assist our communication?
o How do we create a workable schedule?
o What schedule best meets the needs of the students and the instructors?
o Where do I find more resources about co-teaching?
http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=11473