www.youtube.com
Go to You Tube and view two videos in each of the following areas
instructional strategies:
1. Co-teaching
2. Collaborative teaching
3. Parallel Teaching
4. Other (team teaching, alternative teaching)
Compare and contrast each of these. I will be looking at your level of understanding.
I watched several videos on youtube that were examples of the different teaching strategies. Two videos stood out to me:
ReplyDeleteOne of my favorites was the Team Teaching model where the students were writing a research paper. There were 2 teachers and 4 stations. When they did a station change they swapped 2 groups at a time so it wasn't a free for all. I think that this model was very effective because they were older students and they had the right resources.
I also watched a Collaborative Teaching video by Caroline Compton. It was a kindergarder Therapeutic behavior classroom. This model had 6 students and 3 teachers. The teacher interviewed stressed the need for 3 teachers due to the behavior needs. It was important that while one of them teach the other 2 are handling behaviors so that instruction can be ongoing.
Because I teach ED students the kindergarden video most resembles what my classroom is like. Within my classroom we often split into groups (like the parallel teaching video) and work at the same time. My free Para will be a floater to give additional help where needed.
At my high school we do not have Co-teaching or any other of these teaching strategies. I think it would be effective for my students who take general ed math classes together to all take the same one and me collaborately teach with the gen ed teacher. This way my students can get the individualized help they need and not slow the rest of the class down... or create behavior problems. The gen ed teacher could give the lesson and when it came time for independent work I could take a small group, including my kiddos and re-teach or provide help.
I watched several videos where there are two teachers in one classroom. Some were one regular ed teacher and one special ed teacher in a room with both types of students. I like this because a reg ed teacher can have the chance to work with special ed kids and visa-versa. I like the rooms also where I saw two teachers giving one lesson. There are rooms where the two teachers teach different subjects. I like the videos where I saw one teacher teach and one teacher handle behavior and help with attention. I am not sure I would like to teach the same lesson with another teacher. It seems as though it would be confusing to the students. However, if they were used to it, I'm sure it would work. Also if the teachers themselves were highly organized and prepared. The most exciting video I watched was where several teachers in one high school were all teaching to the same subject (in this case it was about the bloodstream) in different classrooms with different styles, such as the art teacher had them do an art project about blood. The science teacher had them scientific assignments, the history had them do assignments about the history of blood borne disease etc. That would be an exciting way to teach. Melanie Slade
ReplyDeleteI watched several examples of co-teaching, parallel teaching, collaborative teaching and "alternative teaching." (I'm still unclear on the last one!) I am very comfortable with the co-teaching model, because it is essentially what I have done pushing into gen ed classes as both an aide and a teacher. Whereas I "pushed in" to a gen ed teacher's classroom, I think this would be beneficial to the students if it were collaborative, like the videos I watched, rather than special ed supporting the regular ed teacher. (I once, upon writing on a student's paper while helping him with a math problem, got the pencil ripped out of my hand by the gen ed Nazi (teacher). "You will never hold a pencil in my class!") However for most of my experiences, the collaboration was welcomed but impromptu. I would collect students who were having a hard time into a small group in the back of the classroom. Students who needed help - both my own sped students and reg ed students alike - came to me voluntarily or at the nudging of a teacher or myself, for small group help. If the teachers could plan together in advance to support the lesson with models or manipulatives, for instance, this would be very powerful teaching.
ReplyDeleteI really liked the station teaching model. The videos I watched were essentially elementary school children, but I'd like to see it developed at a secondary level. I tried this when I taught SDC science in high school, and found that I needed an adult at each station to make it effective with my population. But if multiple teachers were already in the classroom, this would be fantastic! My special ed teens lack the stamina of the reg ed teen to sit and listen for long periods of time. Changing to another station would keep them actively engaged, as long as their group included reg ed students who modeled engagement. It would be the "cool thing" to do.
There were a couple videos in small classrooms with multiple teachers teaching the same subject to different groups of students. I cannot see this working for my students. Any slight bit of chaos is what they are drawn to, and I could see them being really distracted by this model. In order for this to work with my students, there would need to be an active part of the lesson, something to keep their attention, as in the station model. Simple book learning would just not suffice.
Upon watching the videos, I was inspired as to the purposes of team teaching as well as the many models that can be implemented. I particularly liked the one with the high school special ed teacher who provided graphic organizers for the history mainstream class. This benefitted not only his particular students in the class, but the class as a whole, as evidenced by their improved scores on their assessments. I also liked the model where stations were in place to teach the same concept with different modalities. In one, the teacher was able to give lots of scaffolding due to the very small group number, while the other teacher taught on a more theoretical level to the rest of the class. Finally, the alternative teaching model helped me look at education from a different paradyme. Should we not be open to charter schools, online education, and alternative theoretical teaching structures, recognizing that we are in a rapidly evolving world, with evolving needs and demands to be met? There are many facets of education, and several intelligences to tap into in our youth. Does one shoe have to be forced onto the feet of all? Or should we embrace varying styles, colors, and sizes for the diversity of the population in education to be served? What all modalities of team teaching shared was well thought out and strategized approaches to best meeting the students needs.
ReplyDeleteCo-Teaching
ReplyDelete1st video: www.youtube.com/watch?v=TCn4qDyuZVE
2nd video: www.youtube.com/watch?v=BObHQ3uiZt4&feature=related
In the first video, there were two teachers who were showing strategies that can be used when co-teaching. You could not tell that one was a special education teacher and one was a general education teacher. Both were doing the same amount of work with every student in the classroom.
In the second video, there were two teachers who were teaching the Wizard of Oz to a very large class. There was a very even sense of distributed leadership. It also seemed very rehearsed. The man and the woman both knew what they were to be doing it and when they were to do it. When one was not in the “spotlight”, the other was either preparing their next part or assisting the other with collections of sorts.
The main difference between the videos was that in the 1st one, there was never a time when one of the teachers were not either giving direct instruction or assisting other students. In the second one, it seems that the teachers were either giving the instruction or assisting the other teacher.
Collaborative Teaching
ReplyDelete1st video: www.youtube.com/watch?v=vrz5kp4vlYY&playnext=1&list=PL680FDD8F99DFABBF
2nd video: www.youtube.com/watch?v=ECXILE-bJkY&feature=related
In the first video, the teacher being interviewed explained that there are three teachers in the classroom and each is responsible for 5-6 students. They use a lot of small group work, at time combining them all and having one teacher take the lead.
In the second video, it is a graduate teacher who utilizes two TAs as collaborative teachers. It gives the teacher two roles, teaching the class and mentoring the two TAs. The students of the class said they liked the model because there was always someone who could answer their questions promptly.
I didn’t see much of a difference between co-teaching and collaborative teaching. It always seems like each teacher know their role for each lesson.
Parallel Teaching
ReplyDelete1st video: www.youtube.com/watch?v=YyxLvaScI0Q
2nd video: www.youtube.com/watch?v=4Zx35NkwCyA
In the first video, the whole class was split down the middle. They physically picked their desks up and turned them around. However, they did not split them front half and back half, they split them left to right. I wouldn’t think that is ideal because there are students who are closer to the other teacher than they are to the one they are supposed to focus on.
In the second video, there were two groups, and the camera angle made it hard to see how close they were in proximity to each other.
In both videos, both groups were working on the same material, in the same order, at the same time. I understand that is the literal meaning of parallel, however, can you truly assess a group’s grasp of a concept if the group right next to them just gave the answer and the teacher said correct and moved on. There are some students who find it much easier to take other students answers than to think for themselves. I think parallel teaching works better if the two groups have the same material but maybe the checking for understanding part is mixed up a bit. A little bit like having multiples forms of the same test.
Station Teaching
ReplyDelete1st video: www.youtube.com/watch?v=VAYHGh4vIwA
2nd video: www.youtube.com/watch?v=IYQZJjGlt8A
In the first video, there were technically 2 groups of students but then each one was broken into 2 groups within themselves. They were working on organizing and researching a research paper. So there were 4 stations, two which the teachers were at, at all times.
In the second video, there were two groups working on different subjects completely. Each group had their own teacher.
In both videos, the teachers adjusted their voice so they were not competing with their partner for sound space. The groups were smaller so there was more one-on-one attention for each student. All four of the teachers had good classroom management because the students were all on task, something that can go south very quickly with stations. I love station teaching, so these were my favorite two to watch.
I LOVE our RTI model!!
ReplyDeleteHere are the steps!
Safety net meeting: This is the first step of the SST process. The teachers of the student get together and discuss the concerns and begin to brainstorm in-class ideas such as Barton reading with parent volunteers, allowing for extra time and the teacher begins doing some in-class assessments and charting growth and progress or lack thereof.
SST #1: This is done about 6-8 weeks from safety net meeting. It is done with the entire team (teachers, administration, parents and anyone else involved) and now the options for math specialists, reading specialists and possible RTI services with the SPED team.
SST #2: This step is about 6-8 weeks from safety net meeting. It is done with the entire team and the Special Education staff member will be at attendance if the team feels it is appropriate at that time. This could be when testing is recommended, or another 6-8 weeks of intervention could be required.
**All meetings are documented and student’s strengths, areas of need, interests and the team’s plan are all written down.
These were two of the better videos I saw:
ReplyDelete1st video
http://www.youtube.com/watch?v=TCn4qDyuZVE
The teachers are just demonstrating what co-teaching looks like in their classroom. They teach different subjects, but interject when needed. As one teaches the other goes around the room observing student work and seeing if they understand what is being taught.
2nd video
http://www.youtube.com/watch?v=l2ZRFJDIxWE&feature=related
This video was about how co-teaching can be successful. Professor Daigle feels there are several essentials that a good co-teaching class must have. Common vision, incentives (teachers must believe that co-teaching will be successful) , skills (teachers must have an adequate skill set to bring to the table), resources (adequate resources to provide for the class), plan (teachers know what and how they are going to teach), result(is the teaching benefiting the students?).
After seeing the videos it seems like co-teaching is a lot like having a good special education class. If you have an awesome aide they can help teach and observe what is effective with the students. The only type of co-teaching that I didn't like was the parallel teaching. It seemed distracting to me and if I was one of the students I would have a hard time concentrating.
Co-teaching
ReplyDelete1st video http://www.youtube.com/watch?v=VrGCf9zqTKg&feature=related
2nd video http://www.youtube.com/watch?v=K0DPfbgQhuE&feature=related
In both of theses videos the teachers were interacting with the students at the same with the same objective. The 2nd video was very serious and fast paced but I don't feel that they were using both bodies very effectively by having the non speaker at the front of the class with the speaker. The 1st video felt more playful. I know it was probably difficult having one of the teachers recording the video but I felt that their interactions with each other were much more natural and I liked that they were both in different parts of the room.
Collaborative teaching
1st video http://www.youtube.com/watch?v=xEDTRymt5ZI
2nd video http://www.youtube.com/watch?v=TCn4qDyuZVE
In the first video the teacher shares how she feels the students benefit because they are able to see the two teachers banter back and forth with different ideas and it helps to expand perspective. This class is interesting because students from all different academic backgrounds and having two teachers they are able to work together to figure out new ways to reach the students. The 2nd video demonstrates co teaching as instruction that is handed off between two teachers.
Parallel Teaching
ReplyDelete1st video http://www.youtube.com/watch?v=YyxLvaScI0Q
In the 1st video the students are being taught two different lessons side by side. With each group facing opposite directions. I didn't like this because I felt like there was a lot of noise going on at once. If I was a student I would probably have difficulty concentrating on just one teacher and zoning out the other group. I was unable to locate an additional video with parallel teaching taking place.
Station Teaching
1st video http://www.youtube.com/watch?v=VAYHGh4vIwA
2nd video http://www.youtube.com/watch?v=TCn4qDyuZVE
In the 1st video the students had 4 different locations where they were working on various activities to assist them in writing a research paper. I liked that the teachers stayed at the same two stations the whole time so that half of the entire "station time" you had instructions and independent work. It was nice that when the stations were switched and the students came to a new teacher that they took the time to ask about what they just did at the previous station. So things flowed nicely. The 2nd video was nice because during the station time each location had a teacher and it gave everyone a chance to have instruction in small groups.
Comparing Strategies
There are many ways that you can collaborate with one or more teachers to deliver a lesson. Co teach means that there are one or more teachers in the room and they are alternating delivering the direct instruction of the lesson. Often co-teaching and collaboration teaching look very similar. The method of collaboration teaching usually refers more to the idea that one or more teachers are working together to plan a lesson so that all the students can be reached and that the school population receives similar lessons. Parallel teaching means that there are two lessons being delivered at the same time in the same room. Station teaching is when students alternate to different activities to work on specific skills in small groups.
www.youtube.com/watch?v=VAYHGh4vIwA
ReplyDeleteI liked the way the groups were divided among themselves. I think, especially if you have an aid, you could really utilize the specialized instruction methods and give very individualized attention.
I would like to use something like this within a learning center to allow groups to move more fluidly ana allow the students that individualized assistance.
www.youtube.com/watch?v=IYQZJjGlt8A
I dont know how I would incorporate this type of teaching... I dont think I could focus on what I was doing with a completely different subject going on behind or near me. I love the way the teachers worked together and organized this, but I am really loud when I teach and I just dont know if I could accomplish this.
I watched several videos regarding the first topic, co-teaching and was surprised to find a major discrepancy regarding basic principles and practices.
ReplyDeleteThe first model (video) was derived because of the implementation of the No Child Left Behind Act. The video and excerpts were published from the New Mexico Public Education Department. Their rational was that since NCLB has caused an increased pressure for educators and school reformers, higher standards must be implemented. Teachers must be held accountable and are responsible for ensuring that students meet federal standards. They felt the fastest most productive method to implement or meet the NCLB standards would be cooperative teaching. They also emphasized that the conceptual and collaborative skills of co-teaching would expedite delivery and would help co-teachers succeed in teaching. In essence, a cooperative learning from seasoned teachers to newer teachers and a cross merging of skills.
The next model (video) I observed seemed based less on a reaction due to a cause, but showed a structured model implemented for special and general educators to work together to educate students with disabilities in the general education classroom. They felt that special education students, according to special education law (PL 94-142), deserved to be placed in the “least restrictive environment.” A trend due to financial difficulties that many districts are forced to start, allowing students with disabilities to be educated alongside their non-disabled peers (Inclusion). The inclusion trend is seemingly here to stay. Unfortunately, most regular education teachers feel that this is unfair and will not side with the federal law. Is the burden too much even with an agreed, joint collaboration both in general education and in special education? The video and accompanying documentation feels not. They claim that statistically co-teaching has one of the most noticeable increases when advancing driven curriculum (both for special education and mainstream students).
So it seems many models of co-teaching are amongst the educational system, but are they being implemented due to fear, laws or data driven.
http://www.youtube.com/watch?v=TCn4qDyuZVE
ReplyDeleteCo-teaching model is interesting model. I love how the class is able to have to credential teachers who can interact with the instruction and support student needs. This model is great because the student then can have more scaffold instruction while direct instruction is being given or just given so student can have clarification on issues that they need help with.
http://www.youtube.com/watch?v=8oXskcnb4RA
Reciprocal teaching strategy is a great strategy that my site uses for comprehension. It has helped students understand information and engage in the text. In a co-teaching model, reciprocal teaching is very successful because there are some many opportunities to practice reading, engage with text, understanding the material, using small group understanding, and support for non-fiction reading. I love it! I has changed my instructional career for content specific areas.