EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021

(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)

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6/22/2017  |   11:00 AM - 11:45 AM   |  Preparing for Successful Mathematics Co-Teaching: Lessons Learned from Two First-Year Co-Teachers   |  Cascade B

Preparing for Successful Mathematics Co-Teaching: Lessons Learned from Two First-Year Co-Teachers

Co-teaching is a potentially highly-effective means of providing students with disabilities with high-quality mathematics instruction (Utah State Office of Education, 2011). During this session participants will have the opportunity to learn from the experiences of two first-year mathematics co-teachers and their instructional coach. As a team, these two teachers successfully implemented multiple effective co-teaching models. While co-teaching is considered an effective means of providing core content instruction to general education and special education students alike, the “one-teach, one assist” model dominates, even though it is considered the least effective co-teaching model. However, a variety of additional, and more effective models, such as Station Teaching, Teaming, and Parallel Teaching are available to teachers (Friend & Friedlander, 2016). In this session, participants will have an opportunity to learn how and when these teachers made use of these co-teaching models in an average to large secondary mathematics class.

  • 1) Session participants will gain practical understanding of implementing a variety of co-teaching models for use in secondary mathematics classes.

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Presenters/Authors

Trevor Warburton (), Utah Valley University, trevor.warburton@uvu.edu;
Trevor Warburton, Ph.D., is an assistant professor of secondary teacher education at Utah Valley University. He was formerly a mathematic teacher specialist in the Special Education Department, Jordan School District and a high school mathematics teacher. He focuses on improving the quality of mathematics instruction at all levels in order to increase equity in K-12 mathematics classrooms, especially for students with disabilities and underserved populations.


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Sadie Gearheart (), South Hills Middle School, sadie.gearheart@jordandistrict.org;
Sadie Gearheart is a special education teacher-intern at South Hills Middle School in Jordan School District. She currently co-teaches three mathematics classes.


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Rachelle Thorpe (), South Hills Middle School, rachelle.thorpe@jordandistrict.org;
Rachelle Thorpe is a mathematics and dance teacher at South Hills Middle School. She currently co-teaches two 8th grade mathematics classes.


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