Lecture
Instruction:
Circle “yes” if the component was completed as described for the entire interval. Circle “no” if the component was not completed as described for the entire interval. Materials
PowerPoint slides printouts Yes No
Lecture Section
Co-teaching definition Yes No
Review of 6 co-teaching model Yes No
Parallel teaching Yes No
Station teaching Yes No
1 teach 1 assist Yes No
I teach 1 observe Yes No
Teaming Yes No
Alternate teaching Yes No
Review of lecture content Yes No
Conclusion
Review of the lecture content Yes No
Post-Survey Reminder
Co-Teaching Training Implementation Integrity Checklist
Training Sections
Instruction:
Circle “yes” if the component was completed as described for the entire interval. Circle “no” if the component was not completed as described for the entire interval. Materials
Materials for modeling Yes No
Materials stations for student presentation Yes No
Post-it presentation pads Yes No
Pre-surveys Yes No
Post-surveys Yes No
Student presentation planning
Instruction provided Yes No
Students signed up for role-play Yes No
Time for planning provided Yes No
Student co-teaching presentation
Presentation Yes No
Co-teaching model identification by peers Yes No
Co-teaching model choice justification by presenters Yes No
Feedback provided Yes No
Summary
Review of the training Yes No
Post-Survey Reminder
Appendix C: Interview Protocol Introduction
Thank you for your participation in this interview. The interview will take about 30 minutes to less than 60 minutes. Please note that you can stop at any time and skip any questions that you do not feel comfortable answering. Do you have any questions? To protect your privacy and confidentiality, could you please come up with a pseudonym to replace your name? A pseudonym is a fake name. You can use any name you like. When you are ready, I will start the digital audio recorder and the interview will start. Interview questions
1. Please describe your experience during the lecture session where co-teach is viewed with you by the power point.
(How do you like it? Boring, informative, ok…)
2. How would you describe the effectiveness of the teaching approach used in the lecture session?
3. Please describe your experience during the training session – the one where you had to do a co-teaching presentation.
4. How would you describe the effectiveness of the teaching approach used in the training session?
5. Which one do you like better? Why?
6. What do you think is/are the most effective way(s) to help you learn co-teaching? Why?
7. What do you think is/are the least effective way(s) to help you learn co-teaching? Why?
8. What are some of the concerns about the implementation of co-teaching? (Before and after the training, how did the training help you with the concerns?)
9. What are some of the concerns you can think of about co-teaching that you
anticipate you will encounter in the future when actually implementing co-teaching?
10. What suggestions do you have that might improve the training in order to help you learn more about co-teaching?
11. Would you prefer to teach in a co-teaching or traditional classroom (one teacher in the classroom)? Why, why not?
12. Did the training change your view, why/why not?
Closure
Thank you for your time. You gave us very helpful information in understanding the effectiveness of this training and how to better teach co-teaching to undergraduate students.
Here is the contact information of the research team. If you have any questions, please feel free to contact me at [email protected] or Dr. Brown at [email protected].
Appendix D: Training Plan
Control condition – Lecture Total time needed: 40 minutes (out of a 170-minute class period)
Time line Activity
5 min Restating the purpose of the study and the voluntary participation of the surveys
30 min Co-teaching Lecture, Please see presentation slides above 5 min Conclusion & Reminder of post-survey
1%
Pik Wah Lam, M.Ed., M.A.
Co-trainer: Laura Blakeslee, M.Ed. PI: Dr. Donna Brown Reference:
Friend, M. P., & Cook, L. (2013). Interactions: collaboration skills for school professionals (7th ed.). Boston: Pearson.
!
" Two or more professionals with different primary areas of expertise
" Joint delivery of instruction " Diverse group of students " Shared classroom space
2
Defining Characteristics
!
" One Teaching, One Observing " Station Teaching" Parallel Teaching " Alternative Teaching " Teaming
" One Teaching, One Assisting
3
Co-Teaching Approaches
!
" Overview
! One person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed
+ Less co-plan time
- Teacher in assisting role perceived as assistant - Risk of student being dependent " When to use
! When the lesson lends itself to delivery by one teacher ! When one teacher has particular expertise for the lesson ! In new co-teaching situations--to get to know each other ! In lessons stressing a process in which student work
needs close monitoring ! Provide purposeful academic feedback
! should not be used exclusively 4
One Teaching, One Assisting
!
" Overview
! One teacher is on his/her feet (a visible presence to students), actively observing the student behaviors in the learning environment
+ Detail observation of student(s) + Allow data collection - Unclear teacher authority - Should not be used exclusively " When to use
! When questions arise about students (observer can collect data) ! Sets the scene so roles can be
reversed later 5
One Teaching, One Observing
!
" Overview
! Teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third "station" could give students an opportunity to work independently or with the Clinical Instructor
+ Actively involves both teachers + Lower student-teacher ratio - Noise level is a concern
- Not appropriate for sequential materials
" When to Use
! When content is complex but not sequential ! In lessons in which part of planned
instruction is review
! When several topics comprise instruction
6
1%
!
" Overview
! the teachers are both teaching the same information, but they divide the class group and do so simultaneously.
+ Lower student-teacher ratio + Good for practice, reviews, discussion - Could be very noisy
" When to use
" When a lower teacher-student ratio is needed to improve instructional efficiency
! To foster student participation in discussions
! For activities such as drill and
practice, re-teaching, and test review 7
Parallel Teaching
!
" Overview
! one teacher takes responsibility for the large group while the other works with a smaller group for a short period of time.
+ Extra support + Flexible - Stigma " When to use
! In situations where students’ mastery of concepts taught or about to be taught varies tremendously
! When enrichment is desired ! When remedial support is needed
! for a small group of student 8
Alternative Teaching
!
" Overview
! Both teacher deliver instruction as the same time
! No obvious grouping of students ! No clearly defined “lead” in the lesson –
fully collaborative
+ Most effective + Flexible between teachers - Possible longer planning time - Require clear communication between
teachers " When to use
! When experience is comparable or complementary
! Should be used most frequently 9
Teaming