Teachers can access the curriculum guide for the project-based learning unit called Crisis at a Coral Reef. These problem-based lesson sets use robotics and are designed for Life Science classes.
Crisis At a Coral Reef (pdf)
Materials for student use related to the Crisis At a Coral Reef Curriculum Unit
The Landmines curriculum uses project-based lessons and incorporates robotics for use in Physical Science classes.
Landmines (pdf)
An introduction to coral reefs
Materials for students to use with Landmines Curriculum Unit
The STEM Education Alliance works with local bases and schools to offer Summer Academies. You can learn more about these programs by exploring the workbooks.
• Need for shared planning time (Dieker & Murawski, 2003) (Scruggs, Mastropieri, & McDuffie, 2007) (Gately, Gately Jr., & Gately, 2001) (Magiera, Smith, Zigmond, & Gebauer, 2005) (Bouck, 2007)
• Need for administrative support (Scruggs et al., 2007)
• Teacher attitude towards co-teaching must be positive (Scruggs et al., 2007)
• Voluntary participation (Dieker & Murawski, 2003) (Bouck, 2007; Scruggs et al., 2007)
• Need for teacher training (Scruggs et al., 2007) (Magiera et al., 2005)
• Compatibility (Mutual trust and respect) (Scruggs et al., 2007) (Rice & Zigmond, 2000) ()
• Share philosophy and responsibility about instruction and classroom management(Scruggs et al., 2007) (Gately et al., 2001) (Bouck, 2007)
• Most prevalent form is “one teach, one assist” even though this method is not highly supported in the literature (Scruggs et al., 2007)
• Should have pro-active communication (Dieker & Murawski, 2003) (Gately et al., 2001) (Bouck, 2007)
• Should have varied instructional practices (Dieker & Murawski, 2003)
• Should use a variety of co-teaching models (Dieker & Murawski, 2003)
• The relationship between the teachers is very important (Gately et al., 2001)
• Both should have deep content knowledge (Gately et al., 2001)
• Put both teacher’s names on the board, assignments, handouts, notes, and exams. (Magiera et al., 2005)
• Ideal model is both teachers collaborating on all components of the educational process (Scruggs et al., 2007)
Benefits of Co-teaching (Scruggs et al., 2007)
• Contributed positivity to professional development
• Increased cooperation among students
• Co-teaching provided a social model for students
• Additional attention for students with disabilities
References
Bouck, E. C. (2007). Co-Teaching…Not just a textbook term: Implications for practice. Preventing School Failure, 51(2), 46-51.
Dieker, L. A., & Murawski, W. W. (2003). Co-teaching at the secondary level: Unique issues, current trends, and suggestions for success. High School Journal, 86(4), 1.
Gately, S. E., Gately Jr., F. J., & Gately, S. E. (2001). Understanding coteaching components
Magiera, K., Smith, C., Zigmond, N., & Gebauer, K. (2005). Benefits of co-teaching in secondary mathematics classes. Teaching Exceptional Children, 37(3), 20-24.
Rice, D., & Zigmond, N. (2000). Co-teaching in secondary schools: Teacher reports of developments in australian and american classrooms
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.
