Originally a guest post at EDView 360 http://soprislearning.wordpress.com/
February 21, 2012By Anne M. Beninghof
Coteaching (or collaborative teaching) is defined as a coordinated instructional practice in which two or more educators simultaneously work with a heterogeneous group of students in a general education classroom. A key word in this definition is coordinated. Coteaching partners spend time planning together, smoothly share instructional responsibilities, and collaboratively reflect on their practices. Effective coteaching can be compared to synchronized swimming: teammates must carefully coordinate, not only to win, but to avoid drowning!
Coteaching can look many different ways to the casual observer. Within one period, we may see both teachers take a lead in lecturing, giving directions, monitoring student behavior, or taking responsibility for a small group. We may see one teacher quietly collecting observational data while the other facilitates whole-group instruction, or one teacher problem solving with an individual student while the other continues the lesson. No matter what it looks like, effective coteaching always requires the active engagement of both educators for the entire period.
I have the opportunity to visit many schools around the country that wish to implement effective coteaching. As I observe in classrooms that are labeled “cotaught,” I see a wide range of implementation. In many cases I observe two educators fully engaged during the lesson, contributing their unique expertise to meet the needs of the students. But just as often I see one educator, usually the specialist, greatly underutilized. Evidence of this may include:
For example, a short brainstorming session with coteachers yielded 30 different tasks that Teacher A could be doing while Teacher B is lecturing, including:
When both parties are willing and committed to effective coteaching, these conversations can be dynamic springboards for excellent instruction. When one party is less willing, these conversations can be difficult and uncomfortable. For the sake of our students, teachers need to have these conversations, no matter how uncomfortable. Luckily, resources are abundant! Checklists, discussion guides, and problem-solving processes can help partners clarify their roles and responsibilities so that both sets of skills and expertise are fully utilized. These tools and additional ideas can be found at www.ideasforeducators.com.
February 21, 2012By Anne M. Beninghof
Coteaching (or collaborative teaching) is defined as a coordinated instructional practice in which two or more educators simultaneously work with a heterogeneous group of students in a general education classroom. A key word in this definition is coordinated. Coteaching partners spend time planning together, smoothly share instructional responsibilities, and collaboratively reflect on their practices. Effective coteaching can be compared to synchronized swimming: teammates must carefully coordinate, not only to win, but to avoid drowning!
Coteaching can look many different ways to the casual observer. Within one period, we may see both teachers take a lead in lecturing, giving directions, monitoring student behavior, or taking responsibility for a small group. We may see one teacher quietly collecting observational data while the other facilitates whole-group instruction, or one teacher problem solving with an individual student while the other continues the lesson. No matter what it looks like, effective coteaching always requires the active engagement of both educators for the entire period.
I have the opportunity to visit many schools around the country that wish to implement effective coteaching. As I observe in classrooms that are labeled “cotaught,” I see a wide range of implementation. In many cases I observe two educators fully engaged during the lesson, contributing their unique expertise to meet the needs of the students. But just as often I see one educator, usually the specialist, greatly underutilized. Evidence of this may include:
- Hearing the specialist’s voice rarely or not at all
- Seeing the specialist leaning against a wall for a significant portion of time, waiting for the general education teacher to finish lecturing
- Watching the specialist wander the aisles, offering minimal cues or supports to individual students who may be struggling
- Failing to note anything that could be called “specially designed instruction”
- Observing little or no interaction between teachers
For example, a short brainstorming session with coteachers yielded 30 different tasks that Teacher A could be doing while Teacher B is lecturing, including:
- Writing color-coded notes on the board or laptop
- Echoing key words from Teacher B
- Pulling up an online site (thesaurus, encyclopedia, media) to support instruction
- Providing kinesthetic tools, manipulatives, aids, and props
- Counting down, giving time clues, or managing a visual timer
- Prompting engagement with directions such as: “Stand up if you …, Turn and talk about …, Stomp your feet if …”
- Going on-the-spot to websites to show visual images
When both parties are willing and committed to effective coteaching, these conversations can be dynamic springboards for excellent instruction. When one party is less willing, these conversations can be difficult and uncomfortable. For the sake of our students, teachers need to have these conversations, no matter how uncomfortable. Luckily, resources are abundant! Checklists, discussion guides, and problem-solving processes can help partners clarify their roles and responsibilities so that both sets of skills and expertise are fully utilized. These tools and additional ideas can be found at www.ideasforeducators.com.
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