Power Point

Develop a 12-15 slide presentation to be utilized in a professional development session for general education teachers. Your presentation should:

1. Include a minimum of three co-teaching models.

2. Address strategies that are unique to each model.

3. Demonstrate how strategies are applicable across grade levels.

4. Demonstrate how strategies are applicable across topics of study.

5. Define the advantages and disadvantages of each model.

Be sure to cite a minimum of three scholarly references within your presentation.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Some important points taken from the text: PLEASE REWRITE

“Co-teaching allows teachers the opportunity to share expertise with general educators

having knowledge of the curriculum content and special educators knowing the

instructional strategies most appropriate for students who learn differently. These potential

benefits also create new challenges for planning lessons in general classrooms. Without coplanning,

co-teaching often involves a special educator helping the classroom teacher, or

the classroom teacher helping the special educator, or “turn-taking” at best. This arrangement

brings little satisfaction to either teacher, nor is it likely to result in the high-quality

student outcomes that educators and parents desire. Some describe co-teaching as a professional

marriage (Scruggs, Mastropieri, & McDuffie, 2007), but one could argue that it is

often an “arranged marriage” rather than one of choice. Regrettably, co-teachers too often

are placed together as a matter of convenience and miss out on the development stages we

all know are critical in a lasting relationship. This can lead to communication problems and

misunderstandings, and in some cases, an end to the relationship while declaring that coteaching

was a tried-and-failed attempt at inclusion (Sileo, 2011).”

Three co-teaching models from textbook: PLEASE REWRITE

1. Teach and Monitor One of the most common approaches is for both teachers to be in

the classroom during instruction, but one takes primary responsibility for lecturing or presenting

the lesson. The other teacher helps monitor performance of students and provides

additional assistance to the students who need it. This approach does not require as much

advanced planning as other approaches and is simple to implement. However, the teacher

who circulates around the room could easily begin to feel like a “teacher’s aide.” One parent

recently reported that her child came home from school saying they had a new “student

teacher” in her room. In reality, the “student teacher” was the special education teacher

who was co-teaching in the classroom. This observation is not provided to minimize the

role of student teachers, but to illustrate the point that both teachers might not be recognized

as co-equals by the students and as such may not be equally effective in providing

direct instruction. So in order to minimize potential limitations of the Teach and Monitor

approach to co-teaching, the teachers should alternate roles regularly.

Variations of this approach are Speak and Chart and Speak and Add. With Speak

and Chart, one teacher lectures while the other writes the outline or notes on the chalkboard.

With Speak and Add, one teacher lectures and the other occasionally jumps in to

add or clarify points from time to time. Duet is a planned variation of Speak and Add in

which each teacher takes turns presenting portions of the material in a coordinated fashion.

These co-teaching structures often become blended, as the example of Lori and Mark’s coteaching

experience later in this chapter’s case study will illustrate.

2. Parallel Teaching A second form of co-teaching is Parallel Teaching. Both teachers

plan a lesson, but they split the class and each delivers the lesson to a smaller group at the

same time. Parallel Teaching might also utilize a parallel curriculum, that is, both teachers

teach a similar topic but one teacher teaches it at a more advanced level than the other. For

example, after having read a story to the entire class, one teacher takes the highest achievers

to create a new ending for the story, while the other teacher works with the other students

on vocabulary meaning and retelling the story sequence.

3. Station Teaching A third method of co-teaching is Station Teaching. This approach

occurs when teachers co-plan instructional activities that are presented in “stations” or

learning centers. Each station presents a different aspect of the lesson and allows teachers

to work with small groups of students. This way each teacher works with all students in the

class as they rotate through the stations.

Please address all 4 concerns for each model:

1. Address strategies that are unique to each model.

2. Demonstrate how strategies are applicable across grade levels.

3. Demonstrate how strategies are applicable across topics of study.

4. Define the advantages and disadvantages of each model.

References

Knackendoffel, A., Knackendoffel, A., Dettmer, P., & Thurston, L. P. (2018). Collaboration, consultation, and teamwork for students with special needs. New York, NY: Pearson

Chang, S. H. (2018). Co-Teaching in Student Teaching of an Elementary Education Program. Teacher Educators' Journal, 11105-113.

Hurd, E., & Weilbacher, G. (2017). "You Want Me to Do What?" The Benefits of Co-Teaching in the Middle Level. Middle Grades Review, 3(1),