Richard A. Villa - A Guide to Co-Teaching: New Lessons and Strategies to Facilitate Student Learning

A Guide to

Co-Teaching

3
EDITION

A Guide to

Co-Teaching

New Lessons and Strategies to Facilitate Student Learning

3
EDITION

Richard A. Villa
Jacqueline S. Thousand
Ann I. Nevin

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Meet the Co-Teaching Team Members

Co-Teaching Tracking Form

Co-Teaching Issues for Discussion and Planning

Sample Co-Teaching Roles and Responsibilities Matrix

The Many Faces of Co-Teaching: Co-Teaching Teams Use of Supportive Co-Teaching

Examples of Parallel Co-Teaching Structures With Co-Teachers Teaching the Same or Different Content

The Many Faces of Co-Teaching: Co-Teaching Teams Use of Parallel Co-Teaching

The Many Faces of Co-Teaching: Co-Teaching Teams Use of Complementary Co-Teaching

The Many Faces of Co-Teaching: Co-Teaching Teams Use of Team Teaching

The SODAS Problem-Solving Process

Meet the Co-Teaching Team Members

An Inventory of Paraprofessional Preparedness

The Many Faces of Students as Co-Teachers

Examples of Friendly Disagreeing Skills

Essential Questions to Answer When Establishing Peer Tutor or Co-Teaching Programs

Checklist: Are You Really a Student Co-Teacher?

Levels of Student Support

Administrator Actions to Promote Co-Teaching

Role Differentiation: If one is then the other is

Co-Teaching Differentiation Lesson Planning Matrix

Co-Teaching Differentiation Lesson Planning MatrixFourth-Grade Example

Co-Teaching Differentiation Lesson Planning MatrixFirst-/Second-Grade Combination Bilingual Classroom Example

Suggested Timeline for the Systematic Release of Responsibility in Co-Teaching Clinical Practice

Co-Teaching Observation of Planning and Debriefing Reflection

Co-Teaching Clinical Practice Weekly Reflection

Co-Teaching Tracking Form for a Teacher Candidate in Early Clinical Practice

The Report Card Conversation Starter for Reflection and Debriefing

Strategies for Expanding Time for Planning

Elementary Teams Use of Co-Teaching Planning Meeting Agenda Format

Self-Assessment: Are We Really Co-Teachers?

Checklist of Skills for the Stages of Co-Teacher Development

Roles That Facilitate Goal Achievement

Roles That Maintain Positive Interpersonal Relationships

Practical Tips for Avoiding Potential Problems

Tips in text boxes throughout the chapter

Similarities and Differences of Supportive, Parallel, Complementary, and Team-Teaching Co-Teaching Approaches

The Multiple Intelligence Pizza

The Zone of Proximal Development for Co-Teachers

Similarities and Differences of Supportive, Parallel, Complementary, and Team Co-Teaching Approaches

Instructional Observation Form

Instructional Postconference Form

Co-Teaching Daily Lesson Plan Format

D o you remember when you first knew that you were meant to be a teacher? Ann Nevin remembers being a first grader in a one-room schoolhouse on Troy Road in Schenectady, New York, when the teacher asked her to explain to an older classmate how to do a math problem. Richard Villa reflected daily on the teaching methods used by the nuns during his second-grade year, thinking that if his teachers taught in different ways, more of his classmates would be successful. Jacqueline Thousand similarly recalls playing teacher with her younger brother, who had to endure, from the time Jacqueline was in kindergarten, hours of her replicating what her teacher had done that day in school. We have in common the fact that we all fell in love with teaching at an early age, but we also share the fact that our sole model of teaching was the lone arranger model until well into our careers as educators.

Fortunately, we have learned a great deal about co-teaching through our co-teaching experiences with one another and with many other educators over the years. The most important thing that we have learned is that we greatly prefer co-teaching to teaching alone. Why? There are at least three reasons: IQ, CQ, and EQ. Our IQs (intelligence quotients) improve exponentially with a co-teaching partners knowledge added to the experience, whereas our CQs (creativity quotients) increase because of the synergy that comes with problem solving with another person. Our EQs (emotional quotients) increase because of the interpersonal interactions that we have with our co-teaching partners. We have also noticed an increased appreciation and valuing of people who have different cultural heritages, knowledge bases, opinions, practices, and beliefs. We wrote this book so that you, too, might enjoy more fun, more creativity, more productivity, and more effective outcomes for your students. Each chapter is the result of our co-teaching with each other and collaborating to write this book. Aside from our own personal and professional experiences, there are many other reasons to prefer co-teaching and argue for the use of co-teaching arrangements in all schools. We hope you can add your own reasons as you explore better ways to teach.