08 Mar You must read all texts in this module and view all videos BEFORE beginning the role play. Do the best you can and be forgiving of yourself and your partner
You must read all texts in this module and view all videos BEFORE beginning the role play. Do the best you can and be forgiving of yourself and your partner if things don't go according to plan. Most importantly, have some fun. This role play is created in a short time span, it is about learning about and through a process of collaboration. Like all collaboration, this is not about getting it perfect, but learning as you go. It will require compromise.
Within the first 24 hours after signing up for a group, use the d2l discussion space to:
- Provide your partner with your preferences for how you would like to communicate. You should include at least two possibilities. You can communicate asynchronously by continuing to use the dedicated D2L discussion space, text, chat or a Google Doc or you can communicate synchronously through using the phone, video conference, etc.
- Provide your partner with your available times (this is more important for synchronous) or time frames (how quickly you'll respond to posts). A group could decide to meet for an hour or two via video to complete the entire role play and reflection or to work asynchronously over a few days. There will also be a voluntary zoom meeting hosted during this week that can be used as a workspace to complete this collaboration. If you chose this option, your instructor will put you in pairs in a breakout room to work on this collaboration and will be available on zoom to answer any questions.
- Tell your partner the epistemology you'd like to represent in the role play: positivist/commentator, constructivist/conversationalist, or critical theorist/activist. Give a first and second choice.
Once you have decided how you'll communicate and when, and read the texts and watched the videos connected to this activity, you'll work with you're partner to engage in a role play (either through writing or video) following the directions below.
Role Play Directions:
One of you must take the role of the general education teacher in the video presented in this module. This teacher is primarily a spectator/positivist teacher. Answer the questions as you assume he would answer based on observing him and your understandings of a spectator/positivist stance. The other person will take the view of either a constructivist or activist special education teacher (decide which epistemology and stick with it). Decide who will play each role before you get started.
Here's the scenario:
Your school principal has asked you to team teach next year. She has asked the special education teacher to observe the teacher in the video and then to discuss each of the issues in the following protocol in order to understand one another's assumptions, values, beliefs, and styles and then to consider which team teaching models you would like to use next year. Remember to stay in character during the "rounds" based on epistemological views. However, don't stay in character for the "reflect and debrief" component.
Click here for an example of what a "round" should look like.
Round 1
Please share your (role bound) perspective on the following topics with your prospective team teacher:
- Beliefs about teaching and learning: articulate your epistemological stance and how it plays out in what you consider good:
- classroom management / discipline / relationships with students
- curriculum
- teaching
- inclusion of students with disabilities
- collaboration with parents
Round 2
After reading your partner's views, Identify what you see as differences and similarities in your beliefs, styles, and preferences. Reflect on what you see as the opportunities and challenges of team teaching together.
Round 3
Given your differences and similarities, consider Friend's models of collaboration and discuss the three models you think would work for the two of you and why.
Reflect and Debrief
Do not stay "in-character" for this component. Once you have completed the role play, reflect on your connections, insights, and/or questions as you engaged in this exercise. In addition, address what you learned about collaboration from the role play and from working together to create it. What do you think you did well? Where do you see room for improvement? You can debrief together on the video (if you create one) or in text. For full-points on this section, your response should be at least 1 paragraph and incorporate some of the course readings.
Once you and your partner have completed this assignment, one of you will need to submit it here, in “Assignments” under “Module 2: Team Teach Role Play.” Please make sure that both na
I am the constructivist/conversationalist this is what I started will need you to respond to the other parts and word staged on the role play document from mis R document attached i need by Sunday
Hi, ms. Litan, I am excited to work as your co-teacher next year. I like your teaching philosophies and classroom management plans; they are helpful as we combine working with our students. We want to keep in mind the UDL and use this as an anchor strategy to combine special education with general education. I am here to help you support the students in any way you need. I want to try Parallel teaching in two small groups, which can work for us because it does not have such a large classroom and helps struggling learners(Sean Cassel, 2019). I like us to have balance with each other, work off of our strengths, and work on our weaknesses together. After all, our goal is to advocate for the students and give them a safe space to learn. We work well together in planning, teaching, and communicating on daily sheets with parents. What do you think about the daily sheets for parents?
https://www.edutopia.org/article/how-choose-co-teaching-model
Module 2 Groups: Team Teach Role Play SPE-506-0 – 11796.202510 March 4, 2025
Round 1
General education teacher:
General education teacher Mr. R: Hello Ms. Chalamar! I am looking forward to working with you next year and co-teaching. I want to take a second to discuss my teaching philosophy, classroom culture, expectations, rules for student success.
You may call me a positivist. For many years, I have seen my students thrive with very well prepared, structured teaching material, clear daily teaching agenda with specific objectives, and I hold them accountable for what they learn to meet the teaching goals. We do weekly quizzes, monthly tests, and what they learn/unlearn are very clear through those thoughtful designed standard-based tests. In my classroom, my students are very clear about the classroom rules, which are respecting the adults, and cherishing the classroom learning opportunities. This is a place for learning knowledge, period. They need to leave social and emotions outside of the classroom. If they act up, there is a Consequence Chart Post on the wall. I mean, they need to be strong, independent, accountable people. The knowledge they are learning in the classroom are research-based materials that are driven by facts and evidence that is proven. I expect my students to always pay attention during my lecturing, and follow my instructions, and practice when they learned in the activities followed by my instructions. You know, students know nothing about the subjects, so the more they pay attention, the more they absorb, and the more they grow.
I think it will be very help for us to set up the clear co-teaching protocols. I would like to your input. It is going to be very challenging to do differentiation unless we set very clear goals for the student with disabilities about the load, pace and the results.
Round 2
Directions: After reading your partner's views, identify what you see as differences and similarities in your beliefs, styles, and preferences. Reflect on what you see as the opportunities and challenges of team teaching together.
General education teacher Mr. R: After reading each other’s views, we can see the differences on our teaching philosophy and styles, which is expected. Me, as a positivist, my preference for clear instructions, learning goals, structured learning material may conflict you’re your constructivist’s preference for flexible, student-driven learning, causing confusions and tension.
As it is hard for me to imagine “how the classroom will be like”, this can be a great learning experience for both of us to provide a dynamic classroom for all our students, in which all the students can benefit from
· When I give clear instructions and demonstrations
· When I set clear goals for daily learning
· When I offer structured learning schedules to students
· When I clarity for confusions
You are very good with
· Identify different learning styles
· Identify the learning challenges for different students, especially the students with learning disabilities
· Designed experience-based learning to deepen/diverse students’ learning
· Share your special education experience/strategies for this inclusive classroom
We can definitely improve students’ engagements and reach our goal by working closely. There will be bumpy road but I think it will all work out.
Our goal is the same: all the students can have a meaningful and successful learning experience in this classroom. Thoughts?
Round 3
Directions: Given your differences and similarities, consider Friend's models of collaboration and discuss the three models you think would work for the two of you and why.
Source: https://ellstudents.com/blogs/the-confianza-way/collaboration-part-two-the-path-to-implementation
General education teacher Mr. R (Litan): What are your thoughts on the co-teaching models such as station teaching, alternative teaching? Or interactive teaching?
“Taking that first step outside of one’s own comfort zone and into a general education classroom can be intimidating” (Wendy W. Murawski & Claire Hughes, 2020, P185) So I give both of us credits especially you. I want to consult your thoughts while I am sharing mine here:
· In the beginning or when needed, we may try “ one teaches, one observes”, which I think it will be a good opportunity for us two and our students to learn who we are and learn from each other, and develop more strategies to complementing each other. “One way to self-advocate is to educate those around you” (Wendy W. Murawski & Claire Hughes, 2020, P186) To avoid confusions, we may spend a lot of time for planning, listening to each other and reflecting. However, I can see our students can benefit from our different ways to support their learning goals.
· I can see us try out station teaching. We divide class into 2-3 groups, and we instruct a station with a specific activity or lesson, and our students can rotate. We can use grouping strategies for different learning activities. We can even have a 3rd group for a student-lead, or peer monitoring learning group while both of are serving other 2 groups.
· If we try alternative teaching, I can see myself leads a reading comprehension exercise, while you work on a hands-on activities or vocabulary development for the students who need additional support, which will be useful for remediation, enrichment, or targeted instruction without disrupting whole-group learning in a lecturing based classroom.
Just my 2 cents. Looking forward to hear your thoughts.
Reflect and Debrief
Instructions: Do not stay "in-character" for this component. Once you have completed the role play, reflect on your connections, insights, and/or questions as you engaged in this exercise. In addition, address what you learned about collaboration from the role play and from working together to create it. What do you think you did well? Where do you see room for improvement? You can debrief together on the video (if you create one) or in text. For full-points on this section, your response should be at least 1 paragraph and incorporate some of the course readings.
This exercise provided a lot of challenges and growing opportunities for me. To prepare this assignment, I need to read, watch videos and reflect all of them and put in a real-life scenario. This helps me develop valuable insights into the complexities of collaboration, particularly when differing educational philosophies come into play, oh my, which happens every day in academic setting, also in real life too. We all need to learn how to work with people who share different philosophies, backgrounds, personal experiences for a fruitful professional result. In this journey, I realize that while a positivist general education teacher and a constructivist special education teacher may initially seem to have opposing approaches, their strengths can complement each other if we take time to “develop relationships, communicate, listen, find commonalities, control emotions, offer expertise, and follow up” (Peggy J.S. Whitby, Teri Marx, Jonathan Mclntire and Wilfred Wienke, 2013, P32)
If we all want our students to succeed, we should remember “it takes a village” and our students benefit from different teaching styles to deepen their intellectually engagement and support their social/emotional wellbeing.
One of my key takeaways from this activity is that effective collaboration requires flexibility, communication, and a shared commitment to student success. According to Friend and Cook (2013), collaboration is an interactive process where educators must actively engage in shared decision-making, mutual respect, and collective problem-solving. This exercise keeps reminding me the importance of recognizing friendly professional disagreements, as the success of the collaboration depended on our teachers' ability to look for common ground in their instructional methods. The more agreements we reach, the happier we will all be.
Moving forward, I would focus on learning more strategies for conflict resolution and ensuring that both perspectives are valued in instructional decision-making.
Once you and your partner have completed this assignment, one of you will need to submit it here, in “Assignments” under “Module 2: Team Teach Role Play.” Please make sure that both names are on the assignment.
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Team Teaching Role Play Rubric Course: SPE-506-0
Total
Overall Score
Criteria Missing Unsatisfactory Basic Proficient
Enactment of Epistemology
Understanding of team
teaching models.
Quality of the role play
Debrief
0 points
Element is missing.
0.75 points
Student enacts the role they
are playing with little
connection to the character's
epistemological stance.
1.88 points
tudent enacts the role they
are playing somewhat
consistent with the
character's epistemological
stance.
2.5 points
Student enacts the
complexities of the role they
are playing by providing
explicit connections to the
character's epistemological
stance.
0 points
Element is missing.
0.75 points
Team teaching models are
named but without explicit
rationales for their use given
the dynamics of the team.
1.5 points
Either the explanation of the
team teaching models are
explained or the rationale for
their use given the dynamics
of the team, but not both.
2.5 points
Three team teaching models
are explained with explicit
rationales for their use given
the dynamics of the team.
0 points
N/A
0.75 points
Student doesn't really "role
play" or communication is
unclear, and doesn't follow
the topic well.
1.5 points
Student enacts the role they
have chosen, but doesn’t
think through some of the
implications of the role.
2.5 points
Student communicates their
role with depth and clarity.
0 points
Element is missing.
0.75 points
Student does one of the
following: Describes insights
from the assignment, makes
connections to practice, or
compares the role with their
real stance.
1.5 points
Student does two of the
following: Describes insights
from the assignment, makes
connections to practice,
and/or compares the role
with their real stance.
2.5 points
Student does all of the
following: Describes insights
from the assignment, makes
connections to practice, and
compares the role with their
real stance.
Missing 0 points minimum
Unsatisfactory 5 points minimum
Basic 8 points minimum
Proficent 9 points minimum
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