| CODE | LLI5103 | ||||||||||||
| TITLE | Co-Teaching | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||||||||
| DESCRIPTION | In this study-unit, students will learn about co-teaching and co-teaching strategies. Students will be exposed to co-teaching as one model of collaborative teaching that serves as continuing professional development for teachers. There are six different co-teaching strategies that teachers may use with students in their class and which candidates will be exposed to - both theoretically and in a practical way. Study-unit Aims: This study-unit aims to: 1. Provide an understanding of co-teaching as collaborative teaching and learning for teachers; 2. Offer opportunities for collaboration; 3. Enable an experience of collaborative lesson planning, teaching and evaluation as a process for professional development; 4. Appreciate the benefits of co-teaching; 5. Identify potential issues and challenges with co-teaching. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: 1. Define co-teaching and the collaborative process involved; 2. Use different strategies to co-teach; 3. Identify advantages of co-teaching for both teachers and students; 4. Analyse conditions that can make co-teaching possible within a school or within a subject department. 2. Skills By the end of the study-unit the student will be able to: 1. Describe at least four co-teaching strategies; 2. Investigate possibilites for co-teaching in their own professional context; 3. Organise, plan, observe and evaluate on lesson co-taught with a colleague; 4. Justify when and why co-teaching may be beneficial to use; 5. Critique and reflect with a colleague one particular co-teacing strategy used; 6. Identify and examine the key distinctive roles undertaken by two teachers during a co-teaching lesson. Main Text/s and any supplementary readings: Main Texts - Bouck, E. C. (2007). Co-Teaching... Not just a textbook term: Implications for practice. Preventing School Failure, 51(2), 46-51. - Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28{3), 1-16. - Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & McDuffie, K. (2005). Case-studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in School and Clinic, 40(5), 260-270. - Weiss, M. D., & Lloyd, J. (2003). Conditions for co-teaching: Lessons from a case study. Teacher Education and Special Education, 26, 27-41. Supplementary Texts - Austin, V. L. (2001). Teachers' beliefs about co-teaching. Remedial and Special Education, 22, 245-255. - Cook, L., & Friend, M. (2000). Interactions: Collaboration skills for school professionals (3rd ed.). New York: Addison Wesley Longman. - Dieker, L. A., & Murawski, W. M. (2003). Co-teaching at the secondary level: Unique issues, current trends, and suggestions for success. The High School Journal, 86(4), 1-13. - Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-Teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416. - Villa, R. A., Thousand, J. S., & Nevin, A. (2008). A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks, CA: Corwin Press. - Walther-Thomas, C. S. (1997). Co-Teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30(4), 395-407. |
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| STUDY-UNIT TYPE | Lecture and Seminar | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Michelle Attard Tonna Ian Buttigieg James Calleja (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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