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Product Details
| ISBN-13: | 9781930583597 |
|---|---|
| Publisher: | CAST, Inc. |
| Publication date: | 09/01/2016 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| Pages: | 224 |
| File size: | 8 MB |
About the Author
Read an Excerpt
Elevating Co-Teaching Through UDL
By Elizabeth Stein
CAST, Inc.
Copyright © 2016 CAST, Inc.All rights reserved.
ISBN: 978-1-930583-59-7
CHAPTER 1
Transform Co-teaching Approaches with Universal Design for Learning
LET'S STEP BACK IN TIME FOR A MOMENT. It will just take a second for us to go back to my first experience working as a co-teacher — here's how it began ...
I entered the classroom to meet my co-teacher. She was busy filing some papers and organizing some books on a shelf. As I walked in and introduced myself (all smiles, extended hand), she looked up from her books, tilted her head to allow herself to glance at me from the tips of her glasses, and said, "Hi, it's nice to meet you."
She shook my hand in an obligatory fashion — with less than two seconds of eye contact and a loose grip — then went back to filing and shelving. She responded to comments and questions I posed, and she asked me a few questions as a gesture to get to know me as well — yet I couldn't help but feel like I was in the way. I was invading her space. Her tone, her body language, and her complete indifference was felt and seen. Without speaking, she made it clear she had greater things to do — more important people to speak with — and I knew she wanted to be anywhere but there, with me.
When the air became too thick for either one of us to chisel through, I said, "Well, it was very nice to meet you, and I am looking forward to working with you this year." I wasn't lying — I meant every word. But I was a bit deflated. My vision of collaboration and co-teaching were not following the smooth pathway I envisioned. As I was walking out, she called me back into the room.
Here's what she said: "I'm sorry if I do not seem as enthusiastic as you do — this is my third year co-teaching, and the first two years left me feeling very discouraged. I worked with the same co-teacher the last two years, and it didn't work out. It wasn't her fault — or my fault — the system got in the way. She was often pulled for meetings and we never had any time to plan together. It was so overwhelming to guide struggling learners through grade-level expectations. It's just heartbreaking. Maybe you're right that this will be a good year for us — but I wouldn't count on it if I were you."
My view of co-teaching broadened tremendously in those moments. I interpreted her ability to disclose her thoughts and experiences to me as a positive sign that we would work very well together. After all, my hope for open and ongoing communication had already begun — and it was only the first day!
COMMON CHALLENGES IN CO-TEACHING
Co-teaching has been practiced for many, many decades. Yet the same problems persist: nonexistent communication routines, a lack of common planning time, differences in teaching styles and knowledge, scheduling glitches, and difficulties meeting the needs of diverse learners. So why do some co-teaching pairs work successfully? Many argue that co-teachers must stay together over time to make it work. But I argue that our students don't have time for that. We must make it work now. This year. For this group of students. It is also unrealistic to think that co-teacher dyads can be scheduled together each year. We must turn our minds to seeking solutions. What can we do now? We must identify a way to make co-teaching — any co-teaching pairing — work, no matter what.
As we begin to identify surefire ways to make co-teaching work, let's visit two classrooms.
Enter co-taught classroom #1. Any grade — any subject — anywhere. Focus Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. This class of 25 students is sitting in rows listening to one of the teachers read aloud from a chapter book. The teacher walks up and down the rows as she dramatically reads and makes eye contact with each student. She uses her voice to guide students to visualize character traits and story elements. She pauses every so often to remind students to close their eyes and visualize. There are no external visuals. There are no additional materials. Just one teacher, rows of desks, and students sitting at their desks encouraged to use their imaginations. The students are visibly attentive as they watch the teacher read with some dramatic displays of expression and voice. A few chuckles can be heard around the room as she reads.
The second co-teacher at the back of the room follows along in her copy of the book, ready to take over the reading as the first teacher nods and smiles her way. Before this second teacher reads, she asks the students a few guided questions to make sure they are following along and understand what's happening in the text so far. These questions are orally presented to the entire class. There are no visuals and no additional materials.
The students are still sitting in their seats. This teacher also walks around the room, so all of the students are once again seemingly attentive. A few students eagerly raise their hands. Some quickly look down at their shoes as the teacher walks past their desk. One or two students are called on, the answers to the comprehension questions are revealed, and the teacher succinctly sums up what has happened in the reading so far. She is ready to continue reading. Students once again follow the teacher's movements and smile as she, too, reads with dramatic expression. At the end of the reading, the first teacher says, "Great class today! Be ready for a quiz on this chapter at the beginning of our next class." The teacher quickly directs the class to transition to the next subject.
Now let's enter co-taught classroom #2 to see the same lesson. The class of 25 students is sitting in groups of five. Students' desks are facing one another. The first teacher is up at the SMART Board reviewing some active reading strategies. She opens a discussion on how to annotate the text to deepen the readers' comprehension. The second co-teacher takes the lead and tells the class they will be practicing this annotation skill during the reading of a short paragraph, as she models her thinking and annotating.
The first co-teacher asks each group to discuss what they noticed about the teacher's think-aloud and how it connected to their own thinking. Students are given a few minutes to discuss. Following a quick debriefing, the first co-teacher introduces the text they were about to read. She offers students a choice. They can read the text while following along with text-to-speech software, they can engage in a shared reading with one of the teachers reading aloud, they can use iPads to read the text electronically (and benefit from dictionary apps), they can partner-read with a peer, or they can choose to go solo and read silently. This may sound like a lot of choices, but these students are used to making decisions about how they will learn best. Their opinions, feelings, moods, and voice are valued each day.
The classroom is set up for the ease of arranging desks and students have the flexibility to choose the process for engaging in the learning experience. As the students move seamlessly around the room, they are ready to begin the reading task within a few minutes. Assigning student groups is not necessary. Thirteen students choose to go solo and complete the reading assignment successfully on their own, while using the iPads occasionally to support their vocabulary knowledge. Five students sit in a group, with one of the co-teachers reading as they follow along. Two students choose to partner-read, whereas five students choose to go to the computer lab, where the librarian has set them up to read along using Google text-to-speech supports. The second co-teacher is monitoring the engagement of all students and implementing supports, as needed. She notices that all students are engaged and taking charge of their own learning.
There you have it: two co-taught classrooms implementing the same lesson in two completely different styles. These two classrooms unveil many challenges experienced in any co-taught classroom. And they also reveal many possible solutions.
What is your first impression? Are both classrooms applying effective instruction? Why do you think the way you do? Are you able to identify the co-teaching models of instruction in each classroom? Are you able to identify the UDL components?
Regardless of where you are in your understanding of UDL and coteaching, jot down your initial thoughts here:
First Impressions
Evidence of effective instruction in both classrooms:
________________________________________________________
________________________________________________________
Evidence of co-teaching models:
________________________________________________________
________________________________________________________
Evidence of UDL components:
________________________________________________________
________________________________________________________
We will return to this reflective discussion in Chapter 6, "Empowering Students as UDL Partners," but don't look ahead — that will just ruin all the fun! As you read through the pages of this book, you will gain a deeper perspective into ways to describe what is happening in each classroom. Allow yourself to visualize and to connect to classrooms you know. And equally as important, allow the text to spark ideas for creating inclusive co-taught classrooms that work — no matter what.
It's not a secret — some co-teachers get along beautifully, while often, far too many do not. The roadblocks to effective co-teaching experiences can fall into these two categories:
1. Instruction
• Dealing with differences in content knowledge and teaching styles
• Meeting the needs of diverse learners
2. Communication
• Identifying ongoing communication methods
• Creating a realistic common planning routine
Co-teachers often do not agree on instructional and classroom management approaches. Each teacher brings a level of knowledge and expertise that may not be valued by the other teacher, which often results in one teacher dominating the instructional scene. The general education teacher is often viewed as the content area specialist, which leaves the special education teacher worrying about stepping out of bounds.
The solutions to these roadblocks can become clear, and they expand possibilities for all learners. The possibilities extend so far and wide that the results can have a powerful ripple effect into the present and future success for all individuals in the classroom. It is not too good to be true. It is simply applying learning with integrity. The solutions to any co-teaching challenge can be found within these three perspectives and actions:
1. Embracing various co-teaching models
2. Embedding Universal Design for Learning (UDL)
3. Implementing deeper scaffolds through explicit instruction and specially designed instruction (SDI)
ELEMENTS OF CO-TEACHING
Before we begin to discuss what instruction looks like, it's necessary to review a few basics. Too often inclusion and co-teaching are used synonymously. We hear statements such as, "I'm an inclusion teacher;" "My child is in the inclusion class;" "These are inclusion students." This is just plain wrong. There is no such thing as an inclusion class, inclusion students, or an inclusion teacher. Inclusion is not a place or a program. It is not a way to describe students, a teacher, or a class. Inclusion is an idea and a philosophy. It is a belief system that embraces the reality that diverse individuals are included within a positive learning environment. Co-teaching, on the other hand, is a service delivery as a means to provide students with additional scaffolds, supports, and specialized instruction within the general education setting (Friend, 2014). Inclusive settings embrace the variable needs of learners, and students' needs are met within the delivery of a co-teaching model.
A couple of key components are always visible in the most successful co-taught inclusive settings:
A shared vision exists. Each teacher is connected with his or her personal philosophy and beliefs about what is right for students. With this solid, personal understanding, each teacher must be open to the perspective of the other teacher. When philosophies are in sync and naturally aligned, life is beautiful and a smooth road to co-teaching is clearly paved. However, co-teachers who have different beliefs can also share a vision and focus by communicating their personal beliefs and discussing ways to create a clear path. Active listening, communication, and compromise are essential for a successful learning environment. (See the Co-teaching Shared Vision Planning Page in this book's appendix.
Active expertise from both teachers is evident. General education and special education teachers have shared, as well as unique qualities that must be nurtured and present throughout the school year. Figure 1-1 depicts the uniqueness and the overlap of the areas of expertise.
As we think about current trends as well as the future of education, it is not too difficult to see that the distinguishing line between general education and special education begins to blur. All teachers need to align the deep learning through a rigorous and exciting curriculum and ensure that we are guiding and supporting our students for a successful future.
General education teachers need to have some of the qualities that a special education teacher possesses. For example, general education teachers must become savvy, with a repertoire of strategies that can meet the needs of diverse learners. In addition, they must have the understanding, tools, and ability to apply progress monitoring techniques to guide meaningful learning for all students. Special education teachers must have the content knowledge to be able to implement high-quality instruction within the framework of initiatives such as Common Core, as well as the ability to apply effective classroom management skills within the co-taught classroom. And so, it is no secret — we need one another. Collaboration, respect, and ongoing communication are necessary to ensure that each teacher is committed to the learning journey in the classroom.
SIX CO-TEACHING MODELS
A classroom has the potential to ignite the learning for everyone — including the teachers. There is a balance of teacher-directed and student-directed learning that flows within the structure of six specific co-teaching approaches (Friend & Cook, 2007). Within the framework of learning, the student is at the center of it all. Teachers decide which model will best meet the academic, social, and emotional needs of students within the context of a specific lesson. Co-teachers should keep in mind the value of considering the need to vary small groups and whole-class learning. This flowing movement of the models has great potential to keep students engaged and connected to the learning moments.
One Teaches, One Observes
One teacher manages the instruction, while the other teacher organizes and implements specific assessment tools to gather data on students' performance. This model should be used occasionally as the need arises.
Example
During a seventh-grade social studies class, Nick intermittently shuts down. He puts his head on the desk and often speaks in a low voice: "I just can't do this." The general education teacher handles this by ignoring him or asking him to sit up. The special education teacher does not want to draw negative attention to the student's behaviors and often just speaks with him one on one during and after class to get him back on track.
Benefits
As one teacher instructs the whole class, the other teacher could complete an ABC analysis to identify the antecedents, behaviors, the consequences. In time, the teachers may analyze the data to identify patterns in activities or student behaviors as a means of effectively addressing and redirecting students within the moments of class time. For example, they may notice that Nick shuts down anytime there is going to be group work or a writing task. With this evidence, the teachers will be able to proactively plan and effectively reduce Nick's disengaged and disruptive behaviors and redirect toward successful social and academic learning behaviors. This model should be used occasionally while both teachers remain mindful that they are active participants with expertise that must be valued.
Station Teaching
This model has great potential because both teachers share their expertise and teaching responsibilities. It also allows both teachers to plan for the learner variability that exists in every classroom. The benefits of station teaching include the ability to:
• Apply flexible grouping depending on the content and activities
• Create groups that focus on reteaching or preteaching
• Plan for groups based on students' skill level or interests
• Facilitate learning for one group, while another group works independently
(Continues...)
Excerpted from Elevating Co-Teaching Through UDL by Elizabeth Stein. Copyright © 2016 CAST, Inc.. Excerpted by permission of CAST, Inc..
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.
Table of Contents
Contents
Introduction: Embracing the Co-teaching Experience,Part 1: Understanding Co-teaching through the Lens of Universal Design for Learning (UDL),
Chapter 1: Transform Co-teaching Approaches with Universal Design for Learning,
Chapter 2: Embrace Learner Variability the UDL Way,
Chapter 3: Instructional Design: Making the UDL Mind-set Shift,
Part 2: Teacher Workshop: Elevating Co-teaching by Applying UDL,
Chapter 4: Planning Powerful Instruction,
Chapter 5: UDL in Action,
Chapter 6: Empowering Students as UDL Partners,
Chapter 7: More Strategies and Structures to Promote Learner Expertise,
Appendix,
References,
Acknowledgements,
Index,