Your go-to guide for co-teaching!
Differentiated instruction for a diversity of learners—it′s the reality of today′s classrooms, and a tough task to take on alone. But co-teaching more than just lightens your load. When you and a co-teacher bring together your individual skill sets and strategies, you′ll create a more enjoyable, creative, and productive teaching experience—and deliver more effective outcomes to your students, too.
Where do you start? This brand-new edition of the go-to guide uses updated research and case studies to provide detailed profiles of four approaches to co-teaching: supportive, parallel, complementary, and team-teaching. New features include:
- Brand-new chapter on preparing co-teachers in clinical practice, with examples
- Expanded explanations of the roles of paraprofessionals, administrators, and students in co-teaching
- Updated discussions of co-teaching in the RTI process
- New lesson plans linked to the Common Core State Standards and technology
- New forms and tools for establishing trust, improving communication, and planning
With quotes and advice from teachers and students, plus practical features like self-assessments and organization tips, this is the ultimate guide to co-teaching. Find out why so many teachers prefer co-teaching to teaching alone and how co-teaching improves the process of learning for all students!
विषयसूची
List of Tables and Figures
Letter to the Reader
New to This Edition
Acknowledgments
About the Authors
Part I. Introduction to Co-Teaching
1. What Is Co-Teaching?
2. Why Co-Teach? What History, Law, and Research Say
3. The Day-to-Day Workings of Co-Teaching Teams
Part II. The Four Approaches to Co-Teaching
4. The Supportive Co-Teaching Approach
5. The Parallel Co-Teaching Approach
6. The Complementary Co-Teaching Approach
7. The Team-Teaching Co-Teaching Approach
Part II Summary
Part III. Changing Roles and Responsibilities
8. The Role of Paraprofessionals in Co-Teaching
9. The Role of Students as Co-Teachers
Part IV. Administrative Support and Professional Development
10. Training and Logistical Administrative Support for Co-Teaching
11. Co-Teaching in Teacher Preparation Clinical Practice
12. Meshing Planning With Co-Teaching
13. From Surviving to Thriving: Tips for Getting Along With Your Co-Teachers
14. Developing a Shared Voice Through Co-Teaching
Resource A: Checklist of Sample Supplemental Supports, Aids, and Services
Resource B: Co-Teaching Daily Lesson Plan Format
Resource C: High School Supportive Co-Teaching Lesson Plan
Resource D: Elementary Parallel Co-Teaching Lesson Plan
Resource E: Middle-Level Complementary Co-Teaching Lesson Plan
Resource F: Elementary Team Teaching Co-Teaching Lesson Plan
Resource G: Co-Teaching Lesson Featuring the Paraprofessional Role
Resource H: Co-Teaching Lesson Featuring Students as Co-Teachers
Resource I: Levels of Student Support
Resource J: Administrator Actions to Promote Co-Teaching
Resource K: Action Plan Template
Resource L: Co-Teaching Planning Meeting Agenda Format
Resource M: Self-Assessment: Are We Really Co-Teachers?
Resource N: Checklist of Skills for the Stages of Co-Teacher Development
Resource O: Instructional Observation Form
Resource P: Instructional Postconference Form
Resource Q: Co-Teaching Tracking Form
Resource R: Co-Teaching Differentiation Lesson Planning Matrix
Glossary
References
Photo Credits
Index
लेखक के बारे में
Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.
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