Académique Documents
Professionnel Documents
Culture Documents
Teaching
Date:
Venue:
Facilitator
1
Overview
of
Day
Session
1
Inclusion
9.15
–
11.00
Ra=onale
for
Team
Teaching
What Are we
Learning Today?
3
WALT
• Set
the
scene:
Inclusion
• Team
Teaching
&
Inclusion
• Understand
the
challenges
and
benefits
of
team
teaching
in
the
context
of
literacy
• Examples
of
Team
Teaching
in
Prac=ce
• Plan
for
Team
Teaching
• Assess
• Prac=cal
considera=ons
4
Se9ng
the
Scene
What
are
the
ranges
in
ability
within
the
school
which
I
as
a
class
teacher
or
support
teacher
am
faced
with?
Inclusion
‘All
children
and
young
people
–
Inclusion
in
the
Irish
context
is
with
and
without
disabiliEes
or
defined
as
a
process
of:
difficulEes
learning
together
in
•
addressing
and
responding
to
the
ordinary
pre-‐school
provision,
diversity
of
needs
of
learners
schools,
colleges
and
universiEes
through
enabling
parEcipaEon
in
with
appropriate
networks
of
learning,
cultures,
and
communiEes,
support.
Inclusion
means
enabling
and
all
students
to
parEcipate
fully
in
•
removing
barriers
to
educaEon
the
life
and
work
of
mainstream
se9ngs,
whatever
their
needs.
through
the
accommodaEon
and
There
are
many
different
ways
of
provision
of
appropriate
structures
and
arrangements,
to
enable
each
achieving
this
and
an
inclusive
learner
to
achieve
the
maximum
Emetable
might
look
different
for
benefit
from
his/her
aXendance
at
each
student’
school.
(CSIE,
2002,
p.2
cited
in
NCSE
2010)
(NCSE
2010)
SupporEng
Inclusion
• a
variety
of
teaching
strategies
and
approaches
• clear
learning
objec=ves
outlined
at
the
beginning
of
the
lesson,
reference
made
to
them
during
the
lesson,
and
a
review
with
the
students
of
what
has
been
learned
occurs
at
the
end
of
the
lesson
• forma=ve
assessment
strategies
for
iden=fying
the
students’
progress
that
are
used
to
help
inform
teaching
approaches
• the
content
of
lessons
is
matched
to
the
needs
of
the
students
and
to
their
levels
of
ability
7
SupporEng
Inclusion
• mul=-‐sensory
approaches
to
learning
and
teaching
8
Inclusion
• a
process
9
WALT
• Set
the
scene:
Inclusion
• Team
Teaching
&
Inclusion
10
Inclusive
EducaEon
Framework
(NCSE
2011)
11
What
is
it?
• The
Inclusive
Educa.on
Framework
can
be
used
to
assist
schools
plan,
measure
and
improve
how
pupils
with
special
educa=onal
needs
are
supported.
• It
provides
an
opportunity
for
every
school
to
discuss
and
assess
the
way
pupils
with
special
educa=onal
needs
are
included
in
their
schools
(NCSE
2011
p.5)
12
The
Framework
invites
school
to…
• Show
what
they
are
doing
well
• Iden=fy
areas
where
they
need
to
improve
• Rate
their
levels
of
inclusion
• Put
plans
in
place
to
address
the
areas
for
improvement
13
Process
15
Framework
Structure
Themes
Sub-‐themes
1.
Leadership
and
Management
2.
Whole-‐School
Development
Planning
3.
Whole
School
Environment
4.
Communica=on
5.
Pupils
and
Staff
Well-‐being
a)
Fulfilling
Pupil
Poten=al
b)
Fulfilling
Staff
Poten=al
6.
Curriculum
Planning
for
Inclusion
7.
Individual
Educa=onal
Planning
8.
Teaching
and
Learning
Strategies
a)
The
Learning
Experience
b)
The
Teaching
Experience
9.
Classroom
Management
a)
Classroom
Protocols
and
Rules
b)
Curriculum
Implementa=on
10.
Support
for
and
Recogni=on
of
a)
Informal
and
Formal
Assessment
Learning
b)
External
Assessment
and
Cer=fica=on
16
(post-‐primary)
NCSE
(2010)
Within
the
classroom,
certain
teaching
strategies
have
been
iden=fied
as
helpful
to
the
inclusion
of
students
with
special
educa=onal
needs.
Examples
include
co-‐opera=ve
teaching,
co-‐opera=ve
learning,
individualised
planning,
collabora=ve
problem-‐solving,
heterogeneous
grouping
and
differen=a=on.
NCSE
2010
17
Circular
02/05
18
Learning
Support
Guidelines
(LSG)
• The
learning
support
guidelines
advocate
placing
a
high
priority
on
enhancing
classroom-‐based
learning
through
alterna.ve
groupings
and
providing
shared
teaching
approaches
in
the
pupil’s
classroom.
• The
main
role
of
the
learning
support
/
resource
teacher
is
to
provide
supplementary
teaching
either
in
the
pupils’
own
classrooms
or
in
a
learning
support
room.
19
What is team teaching?
‘…a group of two or more teachers
working together to plan, conduct and
evaluate the learning activities for the
same group of learners.’
Goetz, 2000
20
21
Challenges
of
exclusive
withdrawal
support
Two
separate
programmes
Fragmented
instruc=on
with
pupil
frustra=on
Lack
of
teacher
collabora=on
-‐
=me
Lack
of
generalisa=on
of
skills
S=gma
Missing
out
on
class
work
Double
Homework
Disrup=on
for
class
teacher
Teachers
feeling
vulnerable
in
a
one-‐to-‐one
situa=on
(King,
2006)
22
"Let me get this
straight -- I'm falling
behind the other
kids, so you’re
gonna take me outta
class, work me half
as hard, cover half
the stuff, teach me
slower and expect
me to
23
catch up!?“ (IPPN, 2006)
Challenges
of
in-‐class
support
• Space
• Teaching
Styles
• Noise
• Time
Keeping
• Teacher
Personali=es
/
• Roles
and
Aftudes
Responsibili=es
of
each
• Parental
involvement
Teacher
• Training
• Time
for
Planning
and
• Needs
of
Pupils
collabora=on
• Content
• Timetables
(King
2006)
Text
Books
and
Workbooks
• Teaching
what’s
in
the
book
V
teaching
pupils
• Many
topics,
insufficient
opportuni=es
for
repe==on
• Feel
under
pressure
to
complete
books
• Focus
on
strategies,
content
to
be
taught
• In-‐class
support
is
not
an
‘add-‐on’
• It
is
an
alterna=ve
way
• Incidental
Inspec=ons
Findings
(King,
2006)
25
Chief
Inspector’s
Report
(DES
2013)
In
a
number
of
instances,
inspectors
advised
schools
to
explore
models
of
in-‐class
support
instead
of
relying
exclusively
on
a
model
of
support
that
involved
withdrawing
pupils
from
the
mainstream
classroom.
(DES
2013
p.52)
Withdrawal
v
in-‐class
support
(NCSE
2010)
The
role
of
the
specialist
educator
needs
to
be
re-‐examined
and
redefined
if
inclusion
is
to
be
successful.
Support
through
withdrawal
from
the
mainstream
is
no
longer
seen
as
the
default
response
to
pupils
with
special
or
addi=onal
needs.
Apart
from
providing
individualised
instruc=on,
poten=al
roles
include:
• adap=ng
curriculum
• co-‐teaching
• suppor=ng
the
mainstream
class
teacher
through
teamwork
•
training
support
staff
such
as
classroom
assistants,
• selec=ng
and
adap=ng
materials
(Giangreco,
1997,
cited
in
NCSE
2010)
27
Time
to
Reflect
(NCSE 2010)
30
Models
of
co-‐teaching
One
teaches
and
one
assists
or
Sta1on
teaching
supports
• Most
common
co-‐teaching
•
Two
teachers
dividing
the
strategy
content
to
be
taught
to
the
• Both
the
teachers
are
present
class
between
them.
Each
in
the
classroom
teacher
delivers
a
por=on
of
• One
teacher,
usually
the
the
lesson
to
a
sec=on
of
the
general
educator
(or
subject
class
group
and
then
students
teacher
at
second
level),
leads
rotate
between
the
two
the
instruc=onal
ac=vity.
The
teachers.
Students
gain
the
teacher
in
the
support
role
experience
of
two
teaching
observes,
checks
students’
styles
and
points
of
view.
understanding,
supports
the
work
of
individual
students
or
manages
behaviour
Models
of
co-‐teaching
Alterna1ve
teaching:
Learning
centres
to
support
all
learners:
• This
is
where
the
class
is
divided
into
An
alterna=ve
to
the
resource-‐room
two
groups,
one
small
and
one
large.
model
One
teacher
takes
the
large
group
for
• This
model
involves
both
subject
instruc=on
while
the
other
teacher
teachers
and
special
educators
works
intensely
with
the
small
group.
working
together
to
provide
support
While
this
method
has
the
advantage
to
all
students.
The
sefng
is
a
of
providing
small-‐group
instruc=on
learning
centre,
a
designated
place
in
to
those
students
who
need
it,
this
the
school
where
students
can
come
strategy
risks
crea=ng
a
situa=on
in
during
free
periods
to
research
and
which
students
are
‘pulled
out’
to
the
learn
in
a
crea=ve
and
suppor=ve
back
of
the
class
and
thereby
publicly
environment.
The
learning
centre
is
iden=fied
as
needing
extra
help
stocked
with
resources,
equipment
and
materials,
including
computers
and
reference
books
(Adapted
from
Friend
and
Cook,
2000).
Models
of
co-‐
teaching
• No
one
model
is
said
to
be
the
ul=mate
• Beler
to
use
a
variety
of
models
• Which
model
one
uses
depends
on
the
focus
of
instruc=on
i.e.
if
the
focus
of
instruc=on
is
reading
accuracy
and
fluency,
then
guided
reading
might
be
used
for
a
term
• Abili=es
of
pupils
need
to
be
considered
(King,
2006)
33
34
35
36
37
38
Team
Teaching:
Spellings
Vahey.
T.M.
(2013)
Learn.
Research
Journal
of
the
Irish
Learning
Support
AssociaEon
pp.48-‐58
• 23
3rd
&
4th
class
pupils
• Divided
into
4
groups
based
on
ability
• Class
teacher
&
LSRT
(2
groups
each)
• 3@
30
min
sessions
weekly
(15
mins.
direct
instruc=on,
followed
by
15
mins.
Independent
ac=vity)
• 6
week
dura=on
• Average
increase
in
spelling
age
:
2.01+
TEAMWORK
Snowflakes
are
one
of
natures
most
fragile
things
but
look
at
what
they
can
do
when
they
s=ck
together
Verna
M.
Kelly
40
Video
footage
41
WALT
• Set
the
scene:
Inclusion
• Team
Teaching
&
Inclusion
• Understand
the
challenges
and
benefits
of
team
teaching
in
the
context
of
literacy
• Examples
of
Team
Teaching
in
Prac=ce
Lunch
• Plan
for
Team
Teaching
• Assess
• Prac=cal
considera=ons
42
ReflecEon
How
do
you
plan
for
team
teaching?
How
do
you
decide
on
the
content
to
be
covered/sta=ons
to
include
etc.?
44
Planning
for
Team
Teaching
What
areas
need
to
be
taught
in
literacy?
Listening
Auditory
&
Memory
Speaking
Oral
Language
InstrucEon
Vocabular Spoken
y
Texts
Language
Learning
Environment
A9tude/
MoEvaEon
Free
Writing Reading
Phonics
Wide
Fluency
variety
of
texts
Vocabulary
Comprehension
AcEvity
• Agree
on
a
target
class
• Devise
a
list
of
sta=ons
for
6
weeks
–
4
days
per
week@1hr.
• Ac=vi=es
for
teacher-‐led
sta=ons
• Ac=vi=es
for
Independent
Sta=ons
• Feedback
from
each
group
47
ReflecEon
A
broad
range
of
assessment
data
Assessment
in
the
Primary
School
Curriculum:
Guidelines
for
Schools
(2007)
50
Short-‐Term
Planning
Guidelines
(Na=onal
Induc=on
Programme
for
Teachers
2013)
51
Introducing
team
teaching...
• Introduce the team teacher
• Introduce the concept of team teaching/
explain the process
• Have question and answer session
• Create rules for the session
• Explain when/how often/for how long team
teacher will be coming in
• Parents
52
Classroom
organisa=on
• Do we need to organize the room in a
particular way?
53
Model
for
AllocaEng
Support
(NCSE
2013)
• Students
with
special
educa=onal
needs
do
not
have
equitable
access
to
formal
assessments
which
means
in
turn
that
they
do
not
have
equitable
access
to
teaching,
care
and
other
supports.
• The
alloca=on
of
addi=onal
State
educa=onal
resources
should
not
depend
on
a
parent’s
ability
to
pay
for
professional
assessments
or
the
proximity
to
HSE
supports.
• The
level
of
addi=onal
supports
provided
should
be
in
line
with
the
needs
of
the
child
rather
than
being
linked
to
a
diagnosis
of
a
par=cular
category
of
disability.
• At
a
=me
of
scarce
resources,
all
teaching
posts
should
be
allocated
in
line
with
profiled
educa=onal
need
within
a
school
rather
than
the
number
of
class
teachers
or
students
within
a
school.
54
Further
Support
• School
support
from
PDST
• Special
Educa=on
Support
Services
(SESS)
• Na=onal
Council
for
Special
Educa=on
(NCSE)
• Visit
a
school
who
have
implemented
team
teaching
AdministraEon
• Evalua=on
sheets
• Travel
forms
• Alendance
Sheet
56