barger anderson technology.pdf

Strategic Co-Teaching in Your School

Using the Co-Design Model

by Richael Barger-Anderson, Ed.D.

Robert S. Isherwood, Ed.D.

and Joseph Merhaut, Ed.D.
Slippery Rock University Slippery Rock, Pennsylvania

Contents

I Foundation

  1. Brief Overview of Special Education ... 3
  2. The Legal System’s Impact on Inclusion ... 19

II The Co-Design Model for Collaborative Instruction

  1. Explanation of the Model ... 31 The Nine Elements of the Co-Design Model
  2. Leadership ... 43
  3. Assembly of Site ... 55
  4. Curriculum Knowledge ... 61
  5. Co-Instruction ... 69
  6. Classroom Management ... 75
  7. Adaptations, Accommodations, and Modifications ... 83
  8. Assessment ... 91
  9. Personality Types ... 99
  10. Co-Design Time ... 105 The Four Pathways for Implementation
  11. Co-Teaching ... 111
  12. Differentiated Instruction ... 123 Robert C. Snyder
  13. Technology ... 135
  14. Scaffolding ... 147

III Conclusion 17. Training and Professional Development............................................ 159
18. Measuring Success and Closing Thoughts.......................................... 169
Appendix of Blank Forms................................................................... 175

About the Authors

Richael Barger-Anderson, Ed.D.

Richael Barger-Anderson is an associate professor of special education at Slippery Rock University. She served as a special education teacher in the Moniteau and Union school districts in Pennsylvania for 7 years. She also served as adjunct faculty for Butler Community and Mt. Aloysius colleges in the psychology and early childhood departments. During her time in the public schools and currently at Slippery Rock University, she has written and executed several grants in the areas of inclusion and collaboration. She is the recipient of the 2009 Red Apple Award for Butler County, Pennsylvania. Dr. Barger-Anderson lives in East Brady, Pennsylvania, with her husband, Philip, and two sons, Luke and Levi Anderson.

Robert S. Isherwood, Ed.D.

Robert S. Isherwood is an associate professor of special education at Slippery Rock University. He also teaches in the Special Education Supervisory Program and holds the position of Graduate Coordinator. He was a special education teacher in the Elizabeth Forward and Highlands school districts for 8 years and an elementary school principal for 6 years. Dr. Isherwood has served as a member of the Butler Area School District Board of Directors in Pennsylvania. He is the recipient of the 2008 Red Apple Award for Butler County, Pennsylvania. He lives in Butler, Pennsylvania, with his wife, Kelly, and daughter Teddi.

Joseph Merhaut, Ed.D.

Joseph Merhaut is an associate professor of special education at Slippery Rock University and Chairman of the Department of Special Education. He was a special education teacher in public schools in Pennsylvania for 8 years and a high school assistant principal and principal for 8 years. Dr. Merhaut served as a hearing officer for the Office for Dispute Resolution in the Pennsylvania Department of Education. He also served as a school board member in the Pine Richland School District in Pennsylvania and as President of the Pine Richland School Board for 1 year during the 4-year term. Dr. Merhaut was the 2009 recipient of the President’s Award for Excellence in Teaching for Slippery Rock University. He and his wife, Rhonda, are the parents of three teenage daughters: Madison, Molly, and Myah. He and his family reside in Gibsonia, Pennsylvania.

The Four Pathways for Implementation

CHAPTER 15

Technology

Rapid developments in technology are quickly reshaping the way people engage the world. Through the power of the Internet, information is no longer something only the expert possesses but something the public can easily gain access to. Personal and professional relationships can be formed beyond one's backyard through web-based social networks. This influence cannot be ignored. Educators are now using Web 2.0 tools to create dynamic learning activities that engage students. These web-based tools are accessible 24/7 and are capable of presenting information in multiple formats that engage diverse learning modalities. Wikis are one example; they are collaborative writing tools that can serve numerous applications in educational settings.

Benefits of using technology in daily lessons:

  1. Digital technology and multimedia reach a variety of senses, accommodating different learning styles and preferences.
  2. Technology encourages students to produce work of their choice and design, increasing engagement and ownership.
  3. It allows for differentiated assessment options.
  4. Technology promotes critical thinking through project-based experiences.
  5. It fosters communication among students and between students and teachers through tools like wikis and blogs.

WebQuests are an excellent yet underused technology tool for teachers to differentiate instruction. They offer inquiry-oriented activities that involve students interacting with resources on the Internet to accomplish tasks and produce products.

Critical components of a WebQuest:

  1. An introduction
  2. A research-oriented task
  3. A process with all supporting web sites listed
  4. Clearly defined research steps
  5. Directions for creating products
  6. An evaluation rubric
  7. A list of references

Another supporting website for math instruction is the Illuminations site by the National Council for Teachers of Mathematics. It contains a comprehensive range of lesson plans and interactive activities that provide visual representations of math concepts, fostering understanding through engaging and active learning.

References:
Devlin, K. (2000). Finding your inner mathematician. Chronicle of Higher Education.
Dodge, B. (1995). WebQuests: A technique for Internet-based learning. Distance Educator.
Scruggs, T., Mastropieri, M., & McDuffie, K. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children.