What CoTeaching is Not per Richard Villa

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What Co-Teaching is Notper Richard Villa

• Is not one person teaching while the other
  prepares materials, makes copies
• Is not when one person teaches while the other
  sits and observes
• Is not when the ideas of one person prevail over
  what is to be taught or how it is to be taught
• Is not where one person serves as a tutor

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What Co-Teaching isper Richard Villa

• Co-Teaching is two or more people sharing
  responsibility for teaching some or all of the
  students in a classroom. It involves the sharing
  of planning, instruction, and evaluation of
  students.
• Co-Teaching is a way for students to learn from
  two or more people who may have different ways of
  thinking or teaching.
• Co-Teaching is a creative way to connect with and
  support others to help all children learn.

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Elements of Co-Teachingper Richard Villa

• Coordination of work to achieve common goal
• Share a belief system that each co-teacher has a
  unique and needed expertise
• Demonstrate parity by alternately engaging in
  role swaps
• Distribution of tasks
• Cooperative process that includes face to face
  interaction, interpersonal skills,
  accountability, and reflection.

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Models of Co-Teachingper Richard Villa

• Supportive Teaching- is when one teacher takes
  the lead instructional role and the others rotate
  among students to provide support.
• Parallel Teaching- is when teachers work with
  different groups of students in different
  sections of the classroom and then also rotate
  through for support.
• Complementary Teaching- is when co-teachers do
  something to enhance the instruction provide by
  the other co-teachers. (provide skill instruction
  or rephrase concepts)
• Team Teaching- shared traditional teaching

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How Co-Teaching Fits Inclusion in the Secondary
Classroom

• Supportive Teaching / Complementary Teaching
  expert content teacher delivers primary
  instruction, while the other teacher delivers
  supplementary instruction, best suited for
  Secondary where students change teachers
  throughout the day.

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Role ofInclusion General Ed Teacher

• Collaborate with and utilize the
  Supportive/Complimentary SPED teacher and SST
  (IAT) Team as a resource for instructional ideas,
  strategies, accommodations, modifications, and
  knowledge of disabilities.
• Plan Instruction to reach multiple learning
  styles and abilities.
• - (a Universal Classroom that utilizes
• Differentiated Instruction)
• Provide instruction plans, assignments, and
  assessments to (S/C) SPED teacher in adequate
  time to allow for their planning.
• Work with (S/C) SPED teacher to develop a Layered
  Curriculum and Alternate Grading Structure that
  will work for your classroom.

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Role of Inclusion Supportive/Complimentary
SPED Teacher

• Be accessible to the General Ed teacher for
  collaboration on instruction.
• Use General Ed teachers instruction plans to
  Front Load instruction based on students needs.
• Assist in providing and monitoring accommodations
  in the classroom and modifications to assignments
  and assessments. Assist in grading modified
  assignments.
• Participate in teacher lectures to insure
  students understanding
• Circulate through the classroom to assist all
  students on learning tasks.
• Contribute to Parent Conferences
• Obligations to IEP Case Load

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Key Inclusion Terms

• Universal Design- a classroom where instruction
  considers both diverse learning styles and
  ability levels.
• Differentiated Instruction- is providing
  instruction in different ways such as through
  movement, song, hands-on activities, visuals,
  etc.
• Front-Loading- is providing background knowledge
  where prior learning is missing or deficient
  prior to the General Ed teachers lesson.

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What is Layered Curriculum?per Kathie Nunley

• The idea is to allow choice and a building of the
  curriculum which takes into consideration
  individual learning styles and abilities.
• Layer C - The Bottom Layer
• Students collect factual information
• in a learning style, reading level,
• and language that is most
• appropriate to them.
• (Ex. Vocabulary)
• Layer B - The Middle Layer
• Students apply, manipulate,
• and play with new information
• learned in Layer C.
• (Ex. Draw and Color a Diagram)
• Layer A - The Top Layer
• Students use critical thinking in
• relation to the topic.
• (Ex. Compare and Contrast Similar Concepts)

A Layer Critical Thinking
B Layer Application/Manipulation
C Layer Basic Knowledge
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References

• Carolyn Chapman
• Richard Villa
• Margaret Searle
• Kathie Nunley
• Donna Tileston
• David Sousa
• Marcia Tate
• William Bender