This artifact was created to identify the significant roles and responsibilities of educators under a co-taught curriculum. As a general educator dually-certified in special education I believe it is very important to ponder and plan for co-teaching. A co-taught team is something that can be sprung on any educator at any time without the need of consent or clarification, therefore it's important to plan for and know about. This artifact clearly defines the roles of a general educator and special educator so that I have a resource for future reference. Since co-teaching is a component of my future profession I believe including an artifact of it is extremely useful.
In EDU 410 we talked a lot about co-teaching and used various sources for research. A lot of good information was concluded as a result of this research. Co-teaching can happen in a variety of forms, over a variety of situations and class space. Some of the most useful information I found were the characteristics needed to succeed as a co-teaching team. You need to be open-minded and willing to accept change, advice, and new ideas; you also have to establish a professional and collaborative relationship with your co-teacher, and you have to be transparent with your students. These characteristics are necessary for co-teaching to work because instructing classes between two people is not easy to begin with, it would be almost impossible if the individuals weren't open for collaboration and change. The research defined co-teaching as "two teachers working together with groups of students and sharing planning, organization, delivery and assessment of instruction and physical space". Various forms of co-teaching were also found in this research such as one teach one support, parallel teaching, alternative teaching, team teaching, and station teaching. The research we conducted in class also revealed the various advantages and disadvantages of all these co-taught strategies. Assessing co-teaching so in-depth within EDU 410 really helped our class of developing educational professionals gain confidence. With the knowledge that this situation could possibly happen in my future career, I believe that I have personally gained confidence and understanding in co-teaching.
What I learned from the creation of this artifact is that each teacher in a co-teaching team has different responsibilities, but at the end of the day are there teaching for the same purpose and common goal. Putting aside all differences and hindering mentalities is crucial to co-teaching, your job is to educate and inspire in any condition. I also learned that co-teaching brings different perspectives that can really benefit and heighten the opportunity for students to learn. When done right, co-teaching is one of the more positive strategies used in the school setting. This topic and artifact also taught me that co-teaching is not something you can necessarily plan for; it can be sprung on you at any time and you have to be flexible and accepting of this fact. Another valuable piece of information I picked up on from this artifact is that there are a variety of form of co-teaching; it can be in class, consultant, co-curricular, or administrative. This artifact was important for me to develop as a professional and learn more about the circumstances I could be introduced to on the job.
In EDU 410 we talked a lot about co-teaching and used various sources for research. A lot of good information was concluded as a result of this research. Co-teaching can happen in a variety of forms, over a variety of situations and class space. Some of the most useful information I found were the characteristics needed to succeed as a co-teaching team. You need to be open-minded and willing to accept change, advice, and new ideas; you also have to establish a professional and collaborative relationship with your co-teacher, and you have to be transparent with your students. These characteristics are necessary for co-teaching to work because instructing classes between two people is not easy to begin with, it would be almost impossible if the individuals weren't open for collaboration and change. The research defined co-teaching as "two teachers working together with groups of students and sharing planning, organization, delivery and assessment of instruction and physical space". Various forms of co-teaching were also found in this research such as one teach one support, parallel teaching, alternative teaching, team teaching, and station teaching. The research we conducted in class also revealed the various advantages and disadvantages of all these co-taught strategies. Assessing co-teaching so in-depth within EDU 410 really helped our class of developing educational professionals gain confidence. With the knowledge that this situation could possibly happen in my future career, I believe that I have personally gained confidence and understanding in co-teaching.
What I learned from the creation of this artifact is that each teacher in a co-teaching team has different responsibilities, but at the end of the day are there teaching for the same purpose and common goal. Putting aside all differences and hindering mentalities is crucial to co-teaching, your job is to educate and inspire in any condition. I also learned that co-teaching brings different perspectives that can really benefit and heighten the opportunity for students to learn. When done right, co-teaching is one of the more positive strategies used in the school setting. This topic and artifact also taught me that co-teaching is not something you can necessarily plan for; it can be sprung on you at any time and you have to be flexible and accepting of this fact. Another valuable piece of information I picked up on from this artifact is that there are a variety of form of co-teaching; it can be in class, consultant, co-curricular, or administrative. This artifact was important for me to develop as a professional and learn more about the circumstances I could be introduced to on the job.