Inclusion and Teaching in Chicago

I'm continuing with Julia's Rocking Co-Teaching Series . Click below to read more about the other models already discussed in this series! Team Teaching Parallel Instruction  Model: Station Teaching Definition: "Students are rotated between three or more stations, also known as centers, which are either manned by a teacher or assistant or are independent stations. Teachers repeat instruction to each group that comes through the station, though content or delivery can vary based on differentiated needs" ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski ). What does it look like? Check out my example of math rotations here Check out how to organize stations for older kids right here    Students working in a small group throughout the classroom Three or more stations around the room Two or more teachers in charge of a small group This video shows how young students use station teaching in a room with many adults. This i...

I'm continuing with Julia's Rocking Co-Teaching Series . Click here to read more about team teaching. Okay, onto the next model! Model: Parallel Instruction Definition: "Teachers break the class into two heterogeneous groups and each instructs half of the class" ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski ). What does it look like? Groups facing away from one another and teachers facing one another to limit distractions and noise Two teachers teach the same content in the same way OR  Two teachers teach the same content in a different way ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski )  Notice how the two teachers are facing each other and the groups of students are facing away from one another. Both teachers are teaching the same content in the same way. Notice in this video the quick transition from full class to parallel instruction. The teachers are teaching the same content in a different ...

This year, many of the amazing teachers at my school have asked me how to best co-teach. The models are unfamiliar to many new co-teachers and they want to know how to most successfully use the two professionals that now share a room.  I have a complicated relationship with the co-teaching models. I feel that oftentimes the models are misunderstood. Let's break it down, eh? Myth: Team Teaching is the best co-teaching model. Truth: No one co-teaching model is better than the other. The goal of co-teaching is to provide access to the general education curriculum and appropriately challenge all students. The trick is to vary the model used and not get stuck with just one. The type of model used depends on many things including lesson type, classroom dynamics, space, and teacher preference. Myth: Co-teaching is only beneficial for students with disabilities. Truth: Co-teaching is beneficial for all. Research shows that students with and without disabilities benefi...

Question:  As an Inclusion Facilitator, I am often asked about modifying and accommodating work to meet individual student needs. Whenever this happens, I immediately ask for samples of student work. Modifying and accommodating for students is so individualized in nature that the A/M section on the student's IEP isn't enough information to tell me what the student needs. The reality is that what works for one student in one class with one set of co-teachers (or one teacher) might not work for another student in the same grade in a different classroom. The IEP is the most individualized document in town and we need to remember the specific student every step of the way.  I look at the following: Student IEP goals Student IEP modifications and accommodations Student strengths General education teacher and learning specialist personalities and teaching style Lesson and unit plans Specific activities Student work Resource: Jenn Kurth's unit based approach to...

Question:  What do I do if I can't be in the room?" Typically, what the teacher is really asking me is what does a child with an IEP do if there isn't a second teacher providing instruction and interventions. My answer is simple: provide supports anyway. In many schools, co-teaching in one room all day is just not a reality. Most learning specialists have students on their case load that stretch across several classrooms and grades. My first year as a learning specialist, I taught in first through fourth grade in no less than six classrooms. It was a busy year! Let's break down how to support students when you are not in the room. 1. Plan ahead of time. My mentor, Sheila Danaher likes to say, "You are only as good as your co-plan." Below are five lesson planning templates that I like (four of which are FREE): Differentiating Instruction  by Jacqueline Thousand, Richard Villa, and Ann Nevin . Their lesson planning templates and resources are incred...