SPD-310 Collaborating with Colleagues

SPD-310 Collaborating with Colleagues
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  • Hey everyone! Lets discuss how different coteaching models are beneficial and the strategies for successful coteaching!
  • Hello, I am Mrs. Nelson the 4th grade teacher and this is Mr. Jones the special education teacher. We are coteaching this year.
  • Hi everyone!
  • First, Mr. Nelson and I must collaborate to communicate instructional knowledge, goals and responsibilities, planning, management, and our roles in the classroom.
  • There are six coteaching approaches, which do you think would work best for us?
  • Co teaching is a form of collaboration where special education service is delivered to students with disabilities by blending professional expertise in the general education classroom (Lindeman & Magiera, 2014)
  • Lets explore our options!
  • Coteaching shows increased teacher attention to students, shared expertise and responsibility, opportunity to differentiate, social integration, and most importantly, improved student achievement (VA DOE, 2014)
  • I will deliver the instruction to the class.
  • I will observe and collect data!
  • At the beginning of a coteaching relationship the partners must discuss views on classroom setup, instructional styles,  and classroom management to develop common goals and delegate responsibility to establish coteaching roles (VA DOE, 2014).
  • I will instruct and deliver the lesson.
  • I will support your instruction by walking around the room and assisting students.
  • There are a number of factors coteachers must consider when choosing the appropriate approach. These factors include student needs, class ecology, curriculum demands, their comfort level and skills for teaching, and the amount of time available for coteaching (Friend & Cook, 2013).
  • One teach and one observe means Mrs. Nelson will deliver the instruction and can focus attention on students and how to better provide important supports for student success while Mr. Nelson observes the group to learn more about student response to instruction and gauge behavioral problems. Both teachers can benefit from this approach by gaining a shared understanding of students while learning about each others teaching styles (Friend & Cook, 2013).
  • One teach, one assist means one teacher manages the classroom and leads instruction while the one assisting walks throughout the classroom assisting students who need redirection or support. The goal of this approach is to ensure all students including those with disabilities are accurately solving the problems and clear confusion students may have immediately after instruction. The use of this approach should be limited and only used when it will not distract students from learning (Friend & Cook, 2013).  
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