Co-teaching provides greater teacher attention for students on all academic levels through collaboration and communication. With more intense instruction, both general and special education students increase their opportunity for more student engagement and participation in the educational setting. It is designed to provide a specific service of delivery to meet the educational needs of a diverse student body. The co-teaching process allows both teaches to express their ideas and reflect upon which ones are the most creative by facilitating two minds, two perspectives, and two learning styles (Brewer, 2013).
How long have you been a special education/general education teacher? If implemented correctly, team teaching allows both teachers …show more content…
Inmon and Mr. Jackson use in their classroom is chunking the assignment. According to Sheremeta (2011), chunking is “manageable units of information (bundles of information) that make it easier to remember and reduce the information overload” (p. 1). Cognitive psychology indicated chucking was a comprehension instructional strategy that could be used to help the student process information and transfer it from their short-term memory to their long-term memory. The visual effect assists students in identifying key vocabulary and helps develop their ability, to summarize, organize, and synthesize new information. The chunking strategy is an effective reading accommodation that helps students learn and process new information by improving the students’ overall achievement through motivation and collaboration. In addition, it improves the students attitude through interaction with other …show more content…
Inmon and Mr. Jackson, include scaffolding techniques (open-ended questions (Learning Disabilities Association of America, 2017)), using direct and explicit instruction (direct, engaging, and success oriented (Learning Disabilities Association of America, 2017)), using visual supports when possible (graphic organizers, charts, pictures, and visual outlines (Watson, 2017)), peer tutoring (helps improve reading accuracy and comprehension by pairing two students together (The Access Center, 2018)), one-on-one tutoring with a teacher (more focused and versatile (Watson, 2017)), working in small groups (using hands-on-activities and project-based learning, so students will gain more self-confidence, and be more likely to achieve academic success (Bellini, n..)), extending time on assignments and tests, shorting or reducing assignments, and implementing technology when possible (A. Inmon, & T, Jackson, personal communication, April 25,
How long have you been a special education/general education teacher? If implemented correctly, team teaching allows both teachers …show more content…
Inmon and Mr. Jackson use in their classroom is chunking the assignment. According to Sheremeta (2011), chunking is “manageable units of information (bundles of information) that make it easier to remember and reduce the information overload” (p. 1). Cognitive psychology indicated chucking was a comprehension instructional strategy that could be used to help the student process information and transfer it from their short-term memory to their long-term memory. The visual effect assists students in identifying key vocabulary and helps develop their ability, to summarize, organize, and synthesize new information. The chunking strategy is an effective reading accommodation that helps students learn and process new information by improving the students’ overall achievement through motivation and collaboration. In addition, it improves the students attitude through interaction with other …show more content…
Inmon and Mr. Jackson, include scaffolding techniques (open-ended questions (Learning Disabilities Association of America, 2017)), using direct and explicit instruction (direct, engaging, and success oriented (Learning Disabilities Association of America, 2017)), using visual supports when possible (graphic organizers, charts, pictures, and visual outlines (Watson, 2017)), peer tutoring (helps improve reading accuracy and comprehension by pairing two students together (The Access Center, 2018)), one-on-one tutoring with a teacher (more focused and versatile (Watson, 2017)), working in small groups (using hands-on-activities and project-based learning, so students will gain more self-confidence, and be more likely to achieve academic success (Bellini, n..)), extending time on assignments and tests, shorting or reducing assignments, and implementing technology when possible (A. Inmon, & T, Jackson, personal communication, April 25,