17. Outline (rough, topic, or sentence)

Thesis: With increased numbers of learning support students within regular content classrooms, many school districts required teachers to implement co-teaching throughout the schools. Co-teaching is an effective practice which utilized correctly in the classroom

Discuss reason why the idea of co-teaching was introduced
IDEA
NCLB
Number of learning support students that were in regular classes
Learning support teachers specializing in Math, language arts, science
Discuss effective teaching techniques.
Positive outcomes of co-teaching.
Student views on co-teaching and student inclusion.
Barriers that may limit their ability to co-teach effectively
Inadequate training
Limited resources,
Scheduling issues
Lack of joint planning time
Differences in teaching philosophies and or personalities
Lack of administrative support, and unclear roles of co-teachers
Differences between different subjects and the way they co teach
Differences in Co-teaching in the secondary level
-
Evaluation of Co-Teaching in Three High Schools Within One School District: How Do You Know When You Are TRULY Co-Teaching?."

Pasted from

Thoughts and feelings from the Special education teachers
Thoughts and feelings from the regular classroom teacher.
Ways to improve Co-teaching
- Co-teachers as peer coaches with regards to teaching techniques.
§ Source - Providing Immediate Feedback to Co Teachers Through
□ BIE
□ Immediate feedback from fellow teachers.
- Secure common planning time
§ Time must be efficient and use their time efficiently and in order of how they will be teaching the lesson
§ Co-teachers should always have an agenda for their planning sessions
§ Should have specific task prior to and after their meetings
§ General Education teacher suggested roles
□ Focus on mapping out the curriclum content that needed to be covered during the next week
§ Special education teacher suggested roles
□ Should be consistently checking the lessons to anticipate which students may have problems grasping
§ General Ed and Special Education teacher need to decide how they want to teach the lesson using models. Multiple co-teaching models can even be utilized in one lesson.
□ Examples
® Warm up/bell ringer utilizing on teach/one assist
◊ General education teacher could be taking role as special education teacher roams to room to assist.
® Migrate towards parallel teaching where you split up the class in to two heterogeneious groups and discuss the overaching theam of the a novel that you are reading. (With a better teacher to student ratio and a smaller group, students feel more comfortable to share and also ask for assistance more freely)
® Once objectives have been accomplished in smaller groups, bring the class back together utilizing a team teaching model.
® It is important that both teachers roles vary through out a lesson and that students with additional needs be addressed by both the Content teacher and the special education teacher.
® It is important for both the teachers to address how they will assess the students and also address which students that need additional help and how they both think is best to accomplish this, whether this be alternative teaching style or additional instruction.
® It is important for co-teachers to review their teaching styles with one another in a constructive way regarding their working relationship. If there are underlying problems that need to be addressed, it is only fair to bring them up.
- Alternatives to Co-teaching - student collaboration, benefits and drawbacks
Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions