Escolar Documentos
Profissional Documentos
Cultura Documentos
the CCSS
Utilizing small, flexible groups
to meet the needs of all learners
Co-taught classes
At Troy 30-C, our goal for co-taught classes is to limit whole group instruction to
mini-lessons. This allows the majority of class time to be spent in teacher led
small, flexible groups, structured cooperative learning groups, and independent
work activities.
Hattie, J. (2009). Influences and effect size related to student achievement. Visible Learning Diagram. Retrieved from http:
//visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/.
What is co-teaching?
Perez, K. (2012). The co-teaching book of lists. San Francisco, CA: Jossey-Bass.
Co-Teaching is NOT...
Perez, K. (2012).
Perez, K. (2012).
Perez, K. (2012).
Increased engagement
Less time off task
Less fragmented learning
Shorter wait time for assistance
Exposure to different teaching styles
Positive social outcomes for all students
High behavioral and academic expectations for all students
Perez, K. (2012).
Perez, K. (2012).
Perez, K. (2012).
Perez, K. (2012).
Station Teaching
Parallel Teaching
Skills Groups/Supplemental Teaching
Differentiated Teaching Groups
Station Teaching
Kagan, M., Kagan, S. (2009). Kagan cooperative learning. San Clemente, CA:
Kagan Publishing.
Perez, K. (2012).
Parallel Teaching
Perez, K. (2012).
Teachers divide students into flexible, homogeneous ability groups and provide
leveled instruction.
Students are shared by both teachers.
Rather than, your kids, and my kids, they are all our kids.
Perez, K. (2012).
Perez, K. (2012).
http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer
Using Groups
Homogeneous vs. Heterogeneous groups?
Based on activity
Based on data
Based on student preference/choice
Heterogeneous Groups
Homogeneous Groups
Co-Teaching Requirements
Perez, K. (2012).
Perez, K. (2012).
Perez, K. (2012).
2.
3.
4.
5.
Mindset shift - help all educators see co-teaching as best practice through
professional development on co-teaching, small group instruction, and
differentiated instruction.
Build in time for co-planning into teachers schedules.
Consider teacher choice in establishing co-teaching pairs. If this is not possible,
carefully consider personalities when pairing teachers.
Observe co-teaching teams multiple times and more frequently to complete both
teachers evaluations at once.
Maintain a school culture that values co-teaching, with continual efforts for
improvement and increased implementation
References
CAST (2011). Universal design for learning guidelines version 2.0. Wakeeld, MA.
Hattie, J. (2009). Influences and effect size related to student achievement. Visible Learning Diagram.
Retrieved from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/.
Heacox, D. (2002) Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit
Publishing Inc.
Kagan, M., Kagan, S. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing.
Kagan, L., Kagan, M., & Kagan, S. (2016). 59 kagan structures. San Clemente, CA: Kagan Publishing.
References, continued
Marston, N. 6 steps to successful co-teaching. Retrieved from http://www.nea.org/tools/6-steps-to-successfulco-teaching.html
Mastropieri, M. & Scruggs, T. (2007) Co-teaching in inclusive classrooms: a metasynthesis of qualitative
research. Exceptional Children, 73(4), 392-416.
Murawski, W. & Bernhardt, P. (2015/2016) An administrators guide to co-teaching. Educational Leadership,
73(4), 30-34.
Perez, K. (2012). The co-teaching book of lists. San Francisco, CA: Jossey-Bass.
Schullery, N. & Schullery, N. (2006). Are heterogeneous or homogeneous groups more beneficial to students?
Journal of Management Education 30: 542-556.