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fundamentals of collaboration.ppt

Collaboration in Co-Teaching

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fundamentals of collaboration.ppt

  1. 1. 0 9 / 0 4 / 2 0 1 2 Fundamentals of Collaboration
  2. 2. Quote of the Day “So I’m co-teaching this year! It’s kind of funny to watch all the different teachers I work with. You know, it’s the beginning of the year. I just stand in the back of the room and watch.” • Clark County Special Education Teacher, September 2011
  3. 3. Definition of Terms  Consult--advise, confer, confab, huddle, parley, counsel, deliberate, consider, examine, review, apply information, take counsel, discuss, seek the opinion of  Consultation--a council, conference, or formal deliberation  Consulting--deliberating together, asking advice or opinion of, conferring  Consultant--one who gives professional advice or services in a field of special knowledge and training
  4. 4. Definition of Terms  Consulting teacher--one with major teaching responsibilities who also works with other school personnel in order to serve the needs of students with disabilities  Client--individual, group, agency, community that benefits from the services of a consultant  Collaborate--labor together or work jointly  Communication--the act of transmitting, giving, or exchanging information  Cooperation--the act of uniting, banding, combining, or working together  Coordination--bringing elements into action  Teamwork/teaming--joining forces or efforts, with each individual contributing a clearly defined portion of the effort
  5. 5. Definition of Terms  School Consultation---an activity in which professional educators and parents collaborate within the school context by communicating, cooperating, and coordinating their efforts as a team to serve the learning and behavioral needs of students with disabilities.
  6. 6. Definition of Terms  A school consultant--a facilitator of communication, cooperation, and coordination who consults, collaborates, and engages in teamwork with other educators to identify learning and behavioral needs of students with disabilities, and plans, implements, and evaluates educational programs to meet those needs.
  7. 7. Definition of Terms  Collaborating---assisting or cooperating with others
  8. 8. Discussion  Please discuss with your neighbor what it means to consult or to be a consultant. How does that differ from collaboration?
  9. 9. Consultation, Collaboration, and Teamwork Students Teachers CONTENT PROCESS CONTEXT
  10. 10. Context  Student  Home  School  Community  Nation  World
  11. 11. Process  Formal--meetings, structured problem solving sessions, training activities, scheduled communications, planned innovations  Informal--conversations, shared responsibilities, idea swapping, spontaneous innovation
  12. 12. Content  Materials--books, worksheets, programmed instruction, kits, study aids, technology, tests  Methods--cooperative learning, peer tutoring, grouping arrangements, direct instruction, independent study, technology  Strategies--test taking, behavior management, reinforcement, pacing  Alternatives--course options, testing alternatives, revisions of requirements, modifications of materials, learning accommodations
  13. 13. Activity  Discuss how the context, process, and content affect learning.  What affect do they have on teachers and students?
  14. 14. Key Elements for Effective School Consultation  Role  Structure  Role Expectations  Role Parity  Role Clarification  Framework  Structure  Resources  Management  Assessment
  15. 15. Key Elements for Effective School Consultation  Preparation  Role Clarification  Teacher Education  In-service and staff development  Pre-service training  Evaluation  Assessment  Involvement  Acceptance  Pre-service training
  16. 16. Continuum of Services Self- contained classroom Team Teaching Supportive Learning Activities Material Modification Instructional Modification Consultation
  17. 17. Principle Components of Consultation (Idol-Maestas, 2006)  Team Ownership  Equality: demonstrated by listening, respecting, and learning from each other  Parity: demonstrated when the general education teacher’s skills and knowledge are blended with the skills and knowledge of the special education consultant's skills and knowledge
  18. 18. Principle Components of Consultation (Idol-Maestas, 2006)  Recognition of Individual Differences  Remember that change can be uncomfortable  Special education consultant must be sensitive to general education teacher’s feelings
  19. 19. Principle Components of Consultation (Idol-Maestas, 2006)  Application of Reinforcement  New behaviors are learned when their occurrence is followed by reinforcement  Consultant must use liberal amounts of reinforcement  Positive reinforcement is the key
  20. 20. Principle Components of Consultation (Idol-Maestas, 2006)  Data-based Evaluation  Measure the extent to which the special educator and general educator learn from each other  Measure the extent to which the student succeeds academically and socially  Lots of data must be collected
  21. 21. Group Time-Discuss the Roles and Responsibilities of Each General Education Teacher Special Education Teacher
  22. 22. Roles and Responsibilities of All Involved in the Collaborative Process  General Education Teachers  View student as a regular member of the class, not as a visitor  Modify teaching techniques, course content, evaluation and grading procedures to accommodate student’s special learning needs  See and use the expertise of others  Incorporate IEP goals in typical classroom activities  Understand that the special education consultant may be responsible for a large number of students in a variety of settings and has a limited amount of time to devote to each student  Realize that it is unlikely a new intervention or strategy will have an immediate effect  Acknowledge that all students differ in the extent of adaptations or modifications they will need
  23. 23. Roles and Responsibilities of All Involved in the Collaborative Process  Special Educators  Provide consultation and collaboration  Suggest and or make adaptations in curriculum, materials, or equipment  Incorporate IEP goals in typical activities  Recognize that the general educator has effective academic and behavioral interventions that will work  Understand that the general educator must respond to many students in a rapid fashion  Acknowledge that placing a student with a disability in the general education classroom does not relieve the teacher of responsibility to the other students  Recognize that some techniques may work in the Resource Room and not in the general education classroom
  24. 24. Stop and Jot  Why is it important to define the roles of general education teacher and special education teacher?  What advice would you give the special education teacher from the quote of the day?  “So I’m co-teaching this year! It’s kind of funny to watch all the different teachers I work with. You know, it’s the beginning of the year. I just stand in the back of the room and watch.”
  25. 25. Three Outcomes in Collaborative Situations  Win / lose  Some group members win, while others feel they have lost  Lose / lose  Both groups are disappointed with the outcome  Win / win  All members are satisfied with the outcome

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