UNIVERSITY OF MICHIGAN-DEARBORN

EDN 506

Collaboration in the Classroom

Belinda Lazarus, Ph.D., Instructor

VIRTUAL OFFICE HOURS: Daily 9am-10am

REQUIRED READING

Interactive Teaming: Enhancing Programs for Students with Special Needs, 3rd Edition by Carol Chase Thomas, Vivian Ivonne Correa, and Catherine Voelker Morsink, Merrill Prentice Hall Publishing.

COURSE DESCRIPTION

Techniques for enhancing collaboration between special and regular classroom teachers of mainstreamed
exceptional and low-achieving learners at all levels. Included are essential skills for managing and monitoring the
learning process and maintaining collaborative partnerships.

TEACHING FOR UNDERSTANDING

The School of Education at the University of Michigan-Dearborn has adopted the Teaching for Understanding model as its framework for educating our future teachers. It is a distinct method of teaching and learning, rooted in a specific way of looking at and explaining the world. Teaching for Understanding begins with the assertion that knowledge is constructed. This means that people shape, form, or "construct" their own worlds. People determine what is "real", what is "necessary", and what has meaning. In Teaching for Understanding teachers and students change the ways in which they approach information, each other, and the learning experience. No longer "fountains of knowledge and information", teachers are called on to be learners in their own classrooms. No longer "empty vessels" of passive receiving, students are called on to be teachers of self and of others. Cooperative relations among students and an interactive relationship between students and the instructor are a means for students and the instructor to construct knowledge. Teaching for Understanding includes the following approaches to discourse and social interaction. Classrooms are places where:

  • students and teachers acquire and construct knowledge collaboratively
  • orthodoxies of pedagogy and "facts" are continually challenged
  • conceptual understanding of subject matter is the goal
  • teachers function as guides, coaches, and facilitators by posing questions, challenging thinking, and leading in the examination of ideas and of relationships between concepts and experience

Based upon the Teaching for Understanding model, this course will promote active student learning and the construction and development of knowledge through lectures, readings, small and large group discussion, small group activities, field based learning, and projects that require the application of knowledge.

COURSE TOPICS

  • FRAMEWORK AND RATIONALE
  • DIMENSIONS OF THE INTERACTIVE TEAM
  • COMMUNICATION AND COORDINATION SKILLS
  • ENABLING AND SUPPORTING FAMILIES
  • DIVERSE POPULATIONS
  • PRESCHOOLERS
  • Students with Mild Disabilities
  • FUTURE APPLICATIONS

COURSE OBJECTIVES

After the completion of this course students will be able to do the following through oral and written means:

  1. describe interactive teaming and distinguish among the various models and components of team approaches;
  2. discuss the historical development and applications of interactive teaming;
  3. describe the roles and aspects of team membership and procedures for implementing the interactive teaming process
  4. discuss forms of communication, factors to consider in team situations, strategies for managing conflict, and ways to evaluate the effectiveness of communication among all team members;
  5. describe the role of the team leader in coordinating services, delegating responsibilities, providing follow-up and guiding paraprofessionals and volunteers;
  6. discuss the role of the team leader;
  7. describe the changing role of contemporary families, new family structures, and the impact of the new family structure on educational services;
  8. develop a plan to include families in all aspects of interactive teaming;
  9. discuss the impact of cultural and linguistic diversity on team approaches;
  10. discuss the educational needs and strategies for working with students from diverse backgrounds;
  11. describe the characteristics of young children with disabilities and their families;
  12. discuss models for serving young children with disabilities;
  13. discuss the characteristics and educational needs of students with mild disabilities;
  14. describe ways that interactive teaming may be used to develop useful IEP's;
  15. discuss and apply the major features of the interactive teaming model.

ASSIGNMENTS

  • On-line Lectures:  On-line 'lectures' have been developed for each topic.  These lecture notes will help you to focus on many of the important points that are addressed in the reading assignments.  You should read and study these notes BEFORE participating in the discussions and completing the competencies.
  • Reading Assignments:  Reading assignments from the textbook and web sites that correspond with each topic are listed under the assignments link.  You should read the assigned textbook chapter(s) and visit the web sites BEFORE you participate in the discussions and complete/submit the competencies.
  • Discussions:  An on-line discussion will be posted for each topic.  These discussions will replace the in-class participation that occurs in 'live' classes.  You do not have to be on-line at any particular time to participate in these discussions.  You may post and read messages at any time.   To benefit the most from the discussions, you should read all of the messages.   Discussion topics may come from issues and ideas derived from students, or from actual case studies presented by the instructor.  For this course you are required to initiate at least one new topic per discussion AND respond to at least one other person's posting, for each weekly discussion.  You are limited to 4 postings per discussion (at least one must be a topic that you initiate, and another that you reply to), so you should make sure that your postings are well thought out and make a substantial contribution to the discussion.  In the discussions, students may post their thoughts and questions, share interesting information or links, discuss the competencies, participate in an exchange of ideas, or reply to a classmate's message.   Postings are worth 10 points per topic.  It is expected that students will actively participate in the discussions.  Points will be awarded on the basis of the quality of your messages and your interactions with other students in the course, at the instructor's discretion.  Also, if you have questions about the material, they must be posted in the relevant discussion to receive a reply from the instructor.  Then, everyone taking the course can see the question and the reply; all will then have fair access to the same information...just like when you ask a question in a 'real time' class.   To earn points in the discussion questions, personal experiences cannot be your only contributions; you must relate your personal experience to the topic in a substantive manner that demonstrates how your personal experience relates to the reading material, web sites, etc.  For example, a posting describing the behavior of an EI student in your classroom would not be appropriate.  But, relating this behavior to the topic of the discussion, and providing thoughtful, insightful, and analytical comments about the student's behavior would be appropriate.  Your contributions should be substantive, thoughtful, insightful, of quality, and demonstrate that you have read, analyzed, and evaluated the course material.  It is not sufficient to simply restate the material you have read. This is a discussion, so please discuss the material you have read. This means that you share your thoughts, opinions, and experiences, as they relate to the topic.   To earn the most points in the discussions:    
  • read the lecture notes and chapter(s), and visit the web sites before participating
  • read my welcoming message at the beginning of each discussion to help you focus your contributions on important topics
  • initiate a topic for discussion; sharing your personal experiences is acceptable, but your experiences must relate to the topic of discussion and you must include information in your message that demonstrates you have read the material and have thought about how your experience relates to the topic; simply telling about a situation in your life or at your school is not substantive unless you make it so
  • respond to other students'' postings in a substantive manner; a simple "I agree/disagree" type of message  is not substantial enough without an explanation
  • visit the discussion several times and read and respond to the messages from your classmates;  if I see four messages posted under your name for just one day, then I will assume that you have only visited one time and will score your contributions accordingly; it is expected that students will participate in the discussion on at least two separate days
  • discuss the readings, web sites, and competencies; in most cases there are many ways of looking at the problems posted in the competencies and many answers, so it is o.k. for you to discuss your ideas among each other
  • post your messages by the deadline stated on the assignments page   

  • Students often ask about criteria for the discussions.  The above mentioned information provides you with the requirements for each of the discussions in this course.  However, it may be helpful to have specific criteria for you to self-evaluate your posts/replies before submitting them to the discussion.  Use the questions below to evaluate your posts/replies:

  • The following questions apply to the POSTINGS that you make. 

  • You should be able to answer YES to these questions…

  1. Did I stay on topic?  Yes or No?
  2. Did I add new information to the discussion?  Yes or No?
  3. Are the contents of my message accurate?  Yes or No?
  4. Did I use teaching and personal examples to clarify concepts from the course materials that I discussed in my message?  Yes or No?
  5. Did I integrate the course materials (e.g., readings, lectures, and websites) into my message?  Yes or No?
  6. Did I develop a high-quality message with substance that required thought?  Yes or No? 
  7. Did I discuss (e.g., provide thoughtful, analytical, and substantive information) the course material in my message?   Yes or No? 

  •  You should be able to answer NO to these questions…

  1. Does my message contain questions ONLY?  Yes or No?
  2. Is my message a teaching or personal experience ONLY?  Yes or NO?
  3. Could I have posted my message without reading the course materials (e.g., readings, lectures, and websites)?  Yes or No?
  4. Did I simply restate what I have already read (and what everyone else has already read too!)?  Yes or No? 

  •  The following questions apply to the REPLIES that you make…

  •  You should be able to answer YES to these questions…

  1. Did I choose a message to reply to that is on the topic?  Yes or No? 
  2. Did my reply add new information to the thread?  Yes or No?
  3. Are the contents of my reply accurate?  Yes or No?
  4. Did I use teaching and personal experiences to clarify concepts from the course materials that I discussed in my reply?  Yes or No? 
  5. Did I integrate the course materials (e.g., reading, lectures, and websites) into my reply?  Yes or No?
  6. Did I develop a high-quality message with substance that required thought?  Yes or No? 
  7. Did I discuss (e.g., provide thoughtful, analytical, and substantive information) the course material in my reply?   Yes or No? 

  •  You should be able to answer NO to these questions…

  1. Does my message contain questions ONLY?  Yes or No?
  2. Is my reply a teaching or personal experience ONLY?  Yes or No?
  3. Did my reply merely agree with the original message without adding new information?  Yes or No? 
  4. Could I have posted my reply without reading the course materials (e.g., readings, lectures, and websites)?  Yes or No?
  5. Did I simply restate what I have already read (and what everyone else has already read too!) in my reply?  Yes or No? 
  • Competencies:  Eight  competencies worth 15 points each will be given during the course.  The questions will be either short answer or multiple choice.  Questions will be derived from assigned readings, on-line lecture notes, web sites, or class discussion.  You should complete all assigned readings, visit the web sites, and participate in the discussion for each topic BEFORE completing and submitting your competency response.  YOU MAY SUBMIT YOUR RESPONSE TO THE COMPETENCY ONCE.  The first submission I receive is the one that is graded (even if you click the submit button by mistake and send a blank or incomplete competency).  Please note the warning posted on each competency page regarding the 'tab' and 'enter' keys; these keys may trigger the submission of your competency before it is complete.  Again, the first submission I receive is the one that is graded, regardless if you have finished the competency or not.  Once you have submitted your competency, you will automatically receive the specifications for the correct responses.  This gives you an opportunity to evaluate your answers.  To earn all of the points, your answers must address all of the specifications.  PLEASE NOTE:  Weekly deadlines do not apply to the competencies like for the discussions.  The deadline for the submission of competencies is at the end of the course, though you may certainly submit them as you progress through the course. 
     
  • Final Project: Your principal has asked you to form a team to adapt the general education science curriculum for students with mild disabilities. Write a 5-page paper in which you will discuss all of the factors that you will consider in forming the team. Who will serve on the team and what will each contribute? How will you handle communication among team members? How will you identify problems that need to be addressed in adapting an entire curriculum? What student factors will you consider? teacher factors? time factors? What types of adaptations do you think the team will recommend?
     

INCOMPLETES

Incompletes will be considered only in accordance with UM-D policy which states that a compelling, personal reason must be documented, 70% of the course work must be completed, and a contract for completion must be secured and filed by the student.  The course instructor sets the requirements for completion of the contract. 

STUDENTS WITH DISABILITIES

The University will make reasonable accommodations for persons with documented disabilities. Students need to register with Disability Resource Services every semester they are taking classes. DRS is located in Counseling and Support Services, 1060 UM. To be assured of having services when they are needed, students should register no later than three weeks after the first day of classes.

 STATEMENT ON ACADEMIC INTEGRITY

The University of Michigan – Dearborn values academic honesty and integrity. Each student has a responsibility to understand, accept, and comply with the university’s standards of academic conduct as set forth by the Code of Academic Conduct, as well as policies established by the schools and colleges. Cheating, collusion, misconduct, fabrication, and plagiarism are considered serious offenses. Violations will not be tolerated and may result in penalties up to and including expulsion from the University.

ADDITIONAL SOURCES AND SUPPLEMENTAL READINGS

Adelman, H.S., & Taylor, L. (1998). Involving teachers in collaborative efforts to better address the barriers to student learning. Preventing School Failure, 42(2), 55-60.

Bailey, D. B. (1989). Case management in early intervention. Journal of Early Intervention, 12, 120-134.

Bernstein, R., & Simon, D. (1988). A stitch in time: The role of the school psychologist. Counterpolnt, 8(4), 6 -8.

Caro., P., & Deverensky, J. L. (1991). Family focused intervention model: Implementation and research findings. Topics in Early Childhood Special Education, 11(3), 66-80.

Hewlitt, S.A. (1990). When the bough breaks: The cost of neglecting America's Children. Alfred Knoft Publishing.

Ogbu, J. (1985). Research currents: Cultural-ecologicall influences on minority school learning. Language Arts, 42, 860-869.

Sherman, A. (1997). Poverty matters. The cost of child poverty in America. Washington, D.C: Children's Defense Fund.

Walthers-Thomas, C. Bryant, M., & Land, S. (1996). Planning for effective co-teaching: The key to sucessful inclusion. Remedial Education and Special Education, 17(4), 255-64.