Competency 6
Effective practices for planning and designing co-teaching and collaboration with peers.
Artifact: Co-Teaching Article
Supplemental Artifact:
Reflection: For this competency, I independently researched and created an article which briefly introduces co-teaching and then gives five tips for successful co-teaching in planning and practice. This competency was definitely the newest for me. I have never co-taught before. In my observation of a Spanish high school classroom, I was told that co-teaching in the foreign language department is extremely rare--in fact so rare, they just never see it happen. They simply aren't assigned co-teachers as would be found in other "core classes" or at lower grade levels. Before doing this research, I primarily pictured co-teaching and collaboration with peers as something that happened generally in the primary grades and not so much in high school. I have now realized that although it may be less common in high school, it is certainly not the case that it is non-existent. I think the creation of this article demonstrates my knowledge of this competency because I completed outside research to further my understanding of co-teaching, which I then summarized in article format with what I felt were the five most important strategies for success with co-teaching and collaboration with peers. When thinking about my future as a high school Spanish teacher, I definitely want to be open to the possibility of co-teaching and especially collaboration with peers, both disciplinary and interdisciplinary. In the period of this online course, I did my disAbiLITY presentation which is an example of peer collaboration, which can be found in Competency 1. I personally found so many benefits to working with a peer- which goes with the old adage, "two heads are better than one." Peer collaboration can increase the amount of resources you have available to you, push your lessons to be more effective, and the combined expertise can definitely be a plus. When done properly, it can even be a time saver. From my peer experience this summer, I would say that the biggest challenge is coordination and planning. Of course, this was an online course, which is a little different than how coordinating would be in person in the school setting. But, I do think this challenge could certainly be reflected in peer collaboration at school. For this reason, I take the tips that I learned and wrote about in my article artifact to heart.
Additional artifacts that I have included is a link to a list of co-teaching strategies followed by their definition and examples, as well as a visual diagram representation of what a co-teaching strategy might look like an in inclusive classroom with a general education and special education teacher.
Artifact: Co-Teaching ArticleSupplemental Artifact:
- Co-Teaching Strategies and Examples: This link takes you to a table with seven different types of co-teaching strategies with their definition and examples.
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| Visual representation of Co-Teaching Strategies in an Inclusive Classroom |
Reflection: For this competency, I independently researched and created an article which briefly introduces co-teaching and then gives five tips for successful co-teaching in planning and practice. This competency was definitely the newest for me. I have never co-taught before. In my observation of a Spanish high school classroom, I was told that co-teaching in the foreign language department is extremely rare--in fact so rare, they just never see it happen. They simply aren't assigned co-teachers as would be found in other "core classes" or at lower grade levels. Before doing this research, I primarily pictured co-teaching and collaboration with peers as something that happened generally in the primary grades and not so much in high school. I have now realized that although it may be less common in high school, it is certainly not the case that it is non-existent. I think the creation of this article demonstrates my knowledge of this competency because I completed outside research to further my understanding of co-teaching, which I then summarized in article format with what I felt were the five most important strategies for success with co-teaching and collaboration with peers. When thinking about my future as a high school Spanish teacher, I definitely want to be open to the possibility of co-teaching and especially collaboration with peers, both disciplinary and interdisciplinary. In the period of this online course, I did my disAbiLITY presentation which is an example of peer collaboration, which can be found in Competency 1. I personally found so many benefits to working with a peer- which goes with the old adage, "two heads are better than one." Peer collaboration can increase the amount of resources you have available to you, push your lessons to be more effective, and the combined expertise can definitely be a plus. When done properly, it can even be a time saver. From my peer experience this summer, I would say that the biggest challenge is coordination and planning. Of course, this was an online course, which is a little different than how coordinating would be in person in the school setting. But, I do think this challenge could certainly be reflected in peer collaboration at school. For this reason, I take the tips that I learned and wrote about in my article artifact to heart.
Additional artifacts that I have included is a link to a list of co-teaching strategies followed by their definition and examples, as well as a visual diagram representation of what a co-teaching strategy might look like an in inclusive classroom with a general education and special education teacher.
References:
Co-teaching strategies & examples. (2009). Retrieved from
http://webdocs.ischool.illinois.edu/k12/coophandbook/Co-teachingDefinitions.pdf
http://webdocs.ischool.illinois.edu/k12/coophandbook/Co-teachingDefinitions.pdf
Dooley, S. (2014, November). True teamwork: cohesive co-teaching. Retrieved from
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/Articl
ID/460/True-Teamwork-Cohesive-Co-Teaching.aspx
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/Articl
ID/460/True-Teamwork-Cohesive-Co-Teaching.aspx
[Maryland Learning Links Info]. (2011, September 21). Co-teaching part 1. [Video File].
Retrieved from https://www.youtube.com/watch?v=uLvvLc_kZys&t=5s
Retrieved from https://www.youtube.com/watch?v=uLvvLc_kZys&t=5s
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