Co-Teaching in the Differentiated Classroom: Successful Collaboration, Lesson Design, and Classroom Management, Grades 5-12

ISBN-13: 9780787987442 / Angielski / Miękka / 2007 / 160 str.

Melinda L. Fattig; Maureen Tormey Taylor

Opis

Co-Teaching in the Differentiated Classroom is a practical hands-on guide that explains how to implement co-teaching programs in mixed-ability classrooms. Based on the authors' award-winning model, this important guide shows how special education teachers can pair with general education teachers to improve classroom functioning while promoting high achievement for all students. The book provides tested frameworks and tools for teacher collaboration on lesson planning, student grouping, assessment, and discipline. It also offers guidance on managing overcrowded classrooms and on designing and implementing differentiated lessons and assignments, and includes advice for administrators.

Spis treści

Part I: Collaboration and Co–Teaching

1. Why Collaborate?

2. The Partnership Essentials

Part II: Working in the Differentiated Classroom

3. The Differentiation Essentials

4. Planning Differentiated Lessons: Essential Steps

5. Sample Lessons, Activities, and Templates

6. Student Contracts and Menus

7. Assessment as a Grading Tool

Part III: Implementing a Schoolwide Program

8. Essential Administrative Support

9. Reflections on Making Change Happen

O autorze

The Authors

Melinda L. Fattig is an instructor in special education at Humboldt State University in Arcata, California.

Maureen Tormey Taylor is a language arts and social studies teacher at the McKinleyville Middle School, McKinleyville, California.

Blurb

Co–Teaching in the Differentiated Classroom

Co–Teaching in the Differentiated Classroom is a practical hands–on guide that explains how to implement co–teaching programs in mixed–ability classrooms. Based on the authors′ award–winning model, this important guide shows how special education teachers can pair with general education teachers to improve classroom functioning while promoting high achievement for all students. The book provides tested frameworks and tools for teacher collaboration on lesson planning, student grouping, assessment, and discipline. It also offers guidance on managing overcrowded classrooms and on designing and implementing differentiated lessons and assignments, and includes advice for administrators.

Co–Teaching in the Differentiated Classroom

Contains suggestions for successful classroommanagement, flexibility, planning, and scheduling

Includes community–building activities and showshow to develop student profiles

Offers advice for designing differentiated lessons and questions for achieving flexible grouping

Contains sample lessons, activities, and templates

Discusses using assessment as a grading tool

Offers advice for administrators on promoting acollaborative environment

In addition, Co–Teaching in the Differentiated Classroom includes model student profiles that represent a broad spectrum of learners as well as examples of tiered assignments that readers can either use or adapt to meet the needs of their classroom.

In this unique work, Fattig and Taylor demonstrate how to create a highly successful program using a combination of co–teaching, collaboration, and differentiation.

Praise forCo–Teaching in the Differentiated Classroom

"A must for all teachers who care about meeting the needs of every student; I wish I had had this book when I was a junior high school teacher. Highly practical, it considers the real lives and demands upon teachers in terms of federal, state, and local standards and expectations across the curriculum. Graphs, lesson plans, charts, and anecdotal examples cover everything thoroughly and realistically from how to get started reforming a school to working with parents."
—Susan G. Bennett, director, Redwood Writing Project and chair of the English Department, Humboldt State University

"This book is an excellent guide for educators to use to enhance collaboration skills and learn the basics of differentiated instruction."
—David A. Ellerd, Ph.D., Professor of Special Education, Humboldt State University