Carrie and I instructed another math co-teaching team in our building. These teachers co-teach Algebra I. This is their first term co-teaching together. We started by showing them student samples for our own implementation. We also went through the all of the steps in the handbook. From there, we decided what topic would be best to use when introducing this to the students. We ultimately decided on graphing linear inequalities. From there, we assisted them with creating a key to use as a guide.
We did not use a power point to guide them, instead we used the books and went through each step, showing them our own examples (keys and student samples). Carrie and I also modeled for them the process (us acting as the teachers and they the students). We made our books available for them to use during practice and implementation.
Successes - both teachers were very open to using this in their classroom and felt it was a useful tool
Challenges - deciding which topic to use, especially since we are halfway though the term. It would have been easier to introduce this earlier in the term.
Problem Solving - this will naturally resolve itself as these two teachers can use this from the beginning of the term next time
Adjustments - no adjustments were made, it was more of an observation that students would be more receptive and benefit more when introduced earlier.
As far as the differences in the roles of the special education and general education teacher - we showed this team to teach teach it just as we did. While one teacher played the lead role, the other walked around and assisted students with filling in their diagram. The teachers took turns and switched roles between each step while the general education took the lead in both planning and instruction for the content knowledge and the special education teacher took the lead in both planning and instruction for the SDI's. However, as a general rule at our school, both teachers share in these roles, meaning even though the general education teacher took the lead with the content, the special education teacher also contributed with the roles reversed for the SDI piece.
https://drive.google.com/drive/folders/0ByuRSmdpETYKa2FHZ0hBNl9aWlU?usp=sharing
We did not use a power point to guide them, instead we used the books and went through each step, showing them our own examples (keys and student samples). Carrie and I also modeled for them the process (us acting as the teachers and they the students). We made our books available for them to use during practice and implementation.
Successes - both teachers were very open to using this in their classroom and felt it was a useful tool
Challenges - deciding which topic to use, especially since we are halfway though the term. It would have been easier to introduce this earlier in the term.
Problem Solving - this will naturally resolve itself as these two teachers can use this from the beginning of the term next time
Adjustments - no adjustments were made, it was more of an observation that students would be more receptive and benefit more when introduced earlier.
As far as the differences in the roles of the special education and general education teacher - we showed this team to teach teach it just as we did. While one teacher played the lead role, the other walked around and assisted students with filling in their diagram. The teachers took turns and switched roles between each step while the general education took the lead in both planning and instruction for the content knowledge and the special education teacher took the lead in both planning and instruction for the SDI's. However, as a general rule at our school, both teachers share in these roles, meaning even though the general education teacher took the lead with the content, the special education teacher also contributed with the roles reversed for the SDI piece.
https://drive.google.com/drive/folders/0ByuRSmdpETYKa2FHZ0hBNl9aWlU?usp=sharing