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Steps to Improve Collaborative Skills

Steps to Improve Collaborative Skills. Connie Guerrero & June Quitugua Guam CEDDERS July 15, 2010. Nine Dots. Without lifting your pen or pencil, draw four (4) straight lines to connect all the dots. Nine Dots. Without lifting your pen or pencil, draw

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Steps to Improve Collaborative Skills

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  1. Steps to Improve Collaborative Skills Connie Guerrero & June Quitugua Guam CEDDERS July 15, 2010

  2. Nine Dots Without lifting your pen or pencil, draw four (4) straight lines to connect all the dots.

  3. Nine Dots Without lifting your pen or pencil, draw four (4) straight lines to connect all the dots.

  4. Nine Dots Without lifting your pen or pencil, draw four (4) straight lines to connect all the dots.

  5. Nine Dots Without lifting your pen or pencil, draw four (4) straight lines to connect all the dots.

  6. Nine Dots Without lifting your pen or pencil, draw four (4) straight lines to connect all the dots.

  7. Purpose The Individuals with Disabilities Education Improvement Act (IDEA) requires access to the general curriculum for all students with disabilities. Through collaboration between special education and general education teachers, even students with significant cognitive disabilities can participate in the general curriculum. This workshop will provide strategies to improve your collaboration skills for meeting the needs of diverse learners.

  8. Outcomes • Have a greater understanding of the importance of students with disabilities accessing the general curriculum. • Strategies for building collaborative relationship with special education and general education colleagues to meet the needs of ALL students.

  9. What is Collaboration? • Define collaboration • Give examples of collaboration in the schools

  10. Collaboration The personal and professional interplay of ideas generated in regularly scheduled, collaborative planning times (Pugach & Johnson, 2002). To work jointly with others or together especially in an intellectual endeavor: (2) to cooperate with or willingly assist an enemy of one's country and especially an occupying force (Webster’s Dictionary, 2009)

  11. Accessing the General Curriculum

  12. Curriculum, Instruction, AssessmentTRIANGLE Curriculum Content and Achievement Standards Instruction Assessment

  13. STANDARDS LESSON PLANS SKILLS Special Education Teachers General Education Teachers ASSESSMENT CURRICULUM INSTRUCTIONAL STRATEGIES ACTIVITY(IES) Inclusive Large Scale Standards and Assessment/HDI/UKY

  14. Reasons for Collaboration Determine what the curriculum is in the content areas for specific grade levels. Determine the learning outcomes for specific units of study or lessons Determine what supports are necessary for individual students to receive information, work within the grade level curriculum requirements (including the materials and activities used to teach those requirements), express what they know or show what they can do, maintain engagement throughout the learning process.

  15. Collaborative Teaming • 5 Components: • (Snell,M & Janney,R. (2000). Collaborative Teaming. MD: Brookes) • Building Team Structure • Learning Teamwork Skills • Taking Team Action • Teaching Collaboratively • Improving Communication & Handling Conflict

  16. Building Team Structure • Set school policy on teaming. • Define team purpose and focus. • Establish team membership. • Create and protect time and space. • Support teams and teamwork.

  17. A collaborative team is a group of people who • coordinate their work to achieve at least one common goal, • hold a belief system that all members of a team have unique and needed expertise, • demonstrate parity by alternatively engaging in the dual roles of teacher and learner, • Distribute leadership functions, and • and employ a collaborative teaming process (Thousand & Villa, 2000).

  18. Learning Teamwork Skills • Listen and interact well. • Develop shared values. • Define team roles and responsibilities. • Establish team meeting process and schedule. • Prepare for and conduct meetings. • Given and receive information. • Make decisions by consensus. • Team effectively “on the fly”. • Reflect on the team process.

  19. Establish a shared vision of the expected outcomes for students. This is the end to which all collaborative actions should be focused.

  20. Taking Team Action • Problem-solve team concerns. • Collaborate to design programs. • Deliver coordinated programs. • Assess student progress. • Review and revise team action plans.

  21. Ensure that the collaborative work is visionary, takes risks, and facilitates change rather than directs it.

  22. Teaching Collaboratively • Understand collaborative teaching. • Plan at the school level. • Understand tested organizational models and instructional strategies. • Consider collaborative teaching strategies suited to grade level. • Plan between collaborative teachers. • Evaluate outcomes.

  23. A one-size-fits-all-model does not allow for differing team “personalities” nor does it readily adjust to different situations, concerns, issues.

  24. Improving Communication & Handling Conflict • Know and trust each other. • Communicate accurately and unambiguously. • Be sensitive to diverse cultures. • Foster staff-family interaction. • Take time to process group skills. • Resolve conflicts and problems.

  25. Mutual trust Mutual respect Professional interplay of ideas

  26. Roles of Teachers General Education Teacher Provide information in reference to the standards, unit/lessons, materials/ activities, instructional delivery using principles of UDL Special Education Teacher Information regarding the individual student(s) Supports necessary

  27. Collaborative Events General Education Overview of activity Learning outcomes and instructional activities Special Education Clarification of activity Supports • Brainstorm together • Pre/follow-up instruction • Ensure content • Evaluate and celebrate

  28. Collaborative Models Yearly check in Semester check in Monthly check in Passing in the hallway Email exchange Lesson plan exchange Mutual planning time Co-teaching

  29. “Because” In Teams of 3 The 1st player describes an event. The 2nd player gives a reason of the occurrence of the event, and The 3rd player must give a probable effect of that event.

  30. Resources Collaboration (July 2009). M. Burdge & J. Clayton. Presentation at PAC6 Institute, Tumon, Guam. The Inclusion Facilitator’s Guide. (2006) C. Jorgensen, M. Schuh & J. Nisbet. Brookes Publishing; Baltimore, MD. Because We Can Change the World. (1999). Mara Sapon-Shevin. Allyn & Bacon; Needham Heights, MA. Collaborative Teaming (2000). Snell,M & Janney,R. Brookes Publishing; Baltimore, MD.

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