Middle School Journal

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Co-Planning is the Key to Successful Co-Teaching

Mimi Bryant & Sue Land

To cite this article: Mimi Bryant & Sue Land (1998) Co-Planning is the Key to Successful Co-
Teaching, Middle School Journal, 29:5, 28-34, DOI: 10.1080/00940771.1998.11495917

To link to this article: https://doi.org/10.1080/00940771.1998.11495917

Published online: 11 Sep 2015.

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MSJ Feature
CO-Planning Is the Key to Successful Co-reaching
Mimi Bryant & Sue Land
ell planned lessons increase
teachers' instructional effective-
ness-helping set the tone for
classroom management, decreas-
ing discipline problems, allowing
teachers to manage time and to
teach to their objectives. Planning becomes even more
important inco-taught classrooms where general educa-
tors and special educators teach together to meet the
needs ofall students including at-risk students andthose
identified with mild to moderate learning disabilities.
Teaching is defined by Hunter (1982) as "a constant
stream of professional decisions made before, during,
andafter interaction with thestudents; decisions which,
when implemented, increase theprobability oflearning"
(p. 3). Purposeful planning occurs before interaction
with the students and allows co-teachers to make deci-
sions concerning instruction, content, and evaluation.
Deliberate planning ensures that specific roles and
responsibilities aredefined for each professional.
An in-depth study addressing the nature ofgeneral
education teachers' planning for content area instruc-
tion for students with learning disabilities found that
"even teachers who were identified as being effective
working with students with learning difficulties do not
preplan specifically for these students" (Schumm,
Vaughn, Haager, McDowell, Rothlein, & Saumell, 1995,
p. 335). If the interventions needed for identified stu-
dents to be successful in inclusive classrooms required
planning, the interventions were not implemented.
Success for all students is not guaranteed just
because a general educator anda special educator teach
in the same classroom. The general educator may
perceive the special educator as a paraprofessional
Mimi Bryant, a middle scbool Englisb teacher, is currently teaching atEpiscopal Higb Scbool, jacksonville, Florida.
Sue Land is a lead teacber ofspecial education for Williamsburgljames Citv County Public Schools, Virginia.
28 Middle Sdool journal • May 1998
rather than asanequal partner, The students with iden-
tified needs may not have modifications or adaptations
made to the curriculum and become frustrated in the
general education classroom. Problems and ineffective
lessons may be the result of too little planning prior to
co-teaching (Friend, Reising, and Cook, 1993). Careful
andanalytical planning on a daily andweekly basis can
ensure successful co-teaching.
Defining Co-planning
Planning is a purposeful time when two profes-
sionals work together to accomplish educational objec-
tives for all students. Planning isnotmeeting inthehall-
way, and it is not copying the general education
teacher's lesson plans. It is not just modifying a testor
using lesson plans that were written years ago. It is not
one teacher "doing it all" or telling the other teacher
what to do. It is a time for sharing experiences, exper-
tise, and knowledge of content and of the learning
process. It isa system used by teachers to jointly make
decisions about instruction, These decisions are based
on a wide range of students' needs, curricular objec-
tives, andIEP goals.
At first the planning process seems contrived and
artiticial, but with practice the time becomes very pro-
ductive. It cannot be stressed strongly enough that
planning time is sacred. It must be adhered to, respect-
ed, and used wisely. Planning is the insurance that
co-teaching will be successful.
Co-planning cycle
Productive planning ensures effective teaching. In
order to plan effectively, teachers need to answer a
series ofquestions: (a) What are the content goals? (b)
Who are thelearners? and (c) How can co-teachers teach
most effectively? These questions provide the basis for
the teachers' planning, preparation, and evaluation
efforts (Figure 1).
What are the content goals?
Typically, co-teachers use their district's curriculum
guides as the framework for instructional units, weekly
plans, and daily lessons they develop together. They
look for commonalities inthecontent goals and theIEP
goals ofidentified students through careful and analyti-
cal co-planning. The teachers must decide how thecon-
tentlearning goals need to be modified, ifat all, for stu-
dents with learning disabilities. For example, all students
inasixth grade language arts class will learn thestages of
the writing process. Kirsten, a student with a learning
disability, will berequired torecognize rather than mem-
orize these stages. All class members will also learn how
to write topic sentences. While many students in class
will write three-paragraph essays using topic sentences
during the first semester, Kirsten may be required to
write single paragraphs using topic sentences.
Inaddition to subject area content, many co-teach-
ers instruct their students to use effective study skills
and strategies (e.g., note taking, mnemonics, and text-
book usage). During co-planning sessions, co-teachers
determine the learning strategies and study skills that
students need and coordinate their instructional plans
to weave thecontent and strategies together. For exam-
ple vocabulary development is an essential goal in all
content areas. Teaching students to make and use
vocabulary flash cards effectively can bea useful skill for
all students. Working together, the instructors can teach
students this skill inSeptember and continue tomonitor
and reinforce its use through planned weekly activities.
Who are thelearners?
The average classroom today is comprised of a
diverse group ofstudents: students with disabilities, stu-
dents with gifts and talents, "average" students, and stu-
dents at risk.
At-risk students include but are not limited to the
growing number who drop out of school each
year, live below the poverty line, use alcohol or
drugs or have immediate family members with sub-
Figure 1
Interactive Planning for Co-Teaching
• Content
• Thinking Skills
• Learning Strategies
• Study Skills
• Assessment/Evaluation
• IEP Goals
• Students with disabilities
• Use contemporary teaching skills • At-risk students
• Establish learning goals • Students with gifts and
• Use broad arrray of teaching strategies talents
• Create dynamic instructional roles • "Average" students
• Share teaching responsibilities
stance abuse, arehomeless, have noaccess to reg-
ular andappropriate medical care, arelatchkey kids
with no after-school SUppOI1, are abused and/or
neglected by family members, live insingle-parent
families, become pregnant during the teenage
years, come from different cultural backgrounds
and may have limited English-speaking abilities
(Hardman, Drew, Egan, and Wolf, 1993).
When co-planning instruction in co-taught classes,
the diverse needs of all students are considered. This
information is gathered initially from sources such as
IEPs, report cards, standardized test results, pretest infor-
mation, curriculum-based assessments, informal assess-
ments, and teacher observations. Meeting with parents
and former teachers can also provide invaluable infor-
mation regarding the needs of the students. Together
the teachers define thespecific needs ofall thestudents
and streamline and customize lessons and activities to
meet their needs and enhance their learning.
Middle Scbool journal • May 1998 29
 How can co-teachers teach most effectively?
Effective co-teachers use their complementary
skills toprovide students with enriched learning experi-
ences. As the content specialists, general educators
understand critical dimensions that students must mas-
ter to progress satisfactorily; special educators, as
process specialists, understand potential learning prob-
lems many students experience andpossible solutions.
Ideally, co-teachers establish learning goals that
enable their students to increase their subject matter
knowledge and skills while becoming more effective
and efficient learners. As students study new content,
they also learn strategies and study skills (e.g. reading
comprehension strategies, two-column note-taking,
test preparation, appropriate small group study skills)
that can aid learning mastery. Co-teachers must be
equally invested in co-planning, developing, and deliv-
ering classroom instruction to accomplish these aims.
Teachers in effective co-taught classrooms use a broad
array of strategies, practice activities, and monitoring
procedures (Bauwens & Hourcade, 1995; Korinek &
Walther-Thomas, 1994).
Instructional roles of co-teachers are dynamic;
both teachers present to thelarge group, both monitor
group and individual work, both clarify concepts, both
supervise practice, and both participate in maintaining
As content specialists, general educators understand
critical dimensions that students must master to
progress satisfactorily; special educators, as process
specialists, understand potential learning problems
many students experience and possible solutions.
the classroom flow (e.g. homework collection, disci-
pline, worksheet distribution). This helps ensure
greater equity and respect between professionals
(Bauwens & Hourcade, 1995; Friend & Cook, 1992a;
Korinek & Walther-Thomas, 1994). Shared responsibili-
tyfor all classroom learning necessitates shared respon-
sibility for all students. Potential attitudinal barriers are
reduced when co-teachers think about all class mem-
bers as "our" students (Nowacek, 1992; Pugach &
Johnson, 1995; Walther-Thomas, 1997).
30 Middle SchoolJournal • May 1998
Year in a glance
When co-teachers begin to plan, itis important for
them tobefamiliar with thecontent that will becovered
in the year. This enables teachers to plan units of
instruction and to decide which study skills and learn-
ing strategies will enhance the content. For example,
sixth grade students are introduced to the elements of
a short story as pan of the English curriculum. The
teachers then choose theshort story "Rikki-tikki-tavi" by
Rudyard Kipling to be the vehicle through which the
elements are taught. They decide to use cooperative
learning groups to increase class participation and
develop cooperative group skills. Planning for the year
allows teachers toseewhere they are going instruction-
ally and keeps them focused to common goals.
Planning Instructional Units
Thematic units often serve as the basis for appro-
priate instruction in co-taught classrooms. These
instructional units are developed around central
themes ofinterest to thestudents (e.g. survival, friend-
ship, disability awareness, women in history, mytholo-
gy). They are designed toincorporate learning from dif-
ferent disciplines such as English, social studies, and
reading. Learning strategies and study skills can be
woven into the instructional framework. Unit themes
may last a few days, several weeks, a month, or even
longer. Some teams, departments, or entire schools
develop common themes for use across classrooms
throughout the school year. Unit-based instruction
allows teachers the flexibility needed to integrate a
broad range of ideas, relevant problem solving experi-
ences, and unique learning experiences (Glatthorn,
1994). This approach also provides co-teachers with a
framework that facilitates customized instruction, indi-
vidualizedlearning goals, modified practice opportuni-
ties, and use ofvarious evaluation measures tomeet the
needs ofall class members.
Once theunit theme ischosen, thegeneral educa-
tor and special educator begin to collect information
and materials that they will use during the co-planning
process to create daily lessons. One ofthe strengths of
this type of planning is that both teachers have input
into theorganization ofthecontent to be presented to
the students and the learning strategies or study skills
that will enhance the learning. Also unit planning is an
effective way for beginning co-teachers to initiate plan-
ning and to make shared decisions. Friend and Cook
(1992b) suggest that a good starting place for new
teams may be co-teaching a single unit.
Getting Down to Business
Planning decisions
Before actual lesson planning began, decisions
were made concerning the length of the unit and the
number oflessons. Decisions were also made concern-
ing the amount of planning time required to plan the
unit and to write daily lesson plans. This afforded the
teachers time tofamiliarize themselves with thecontent
andto collect needed resources before they actually sat
down to write lesson plans. Both teachers came to the
planning session with needed materials and ideas so
they were able to contribute to the lessons (content,
special needs ofstudents, personal interests andknowl-
edge, andcreativity). The co-teachers metto plan once
a week for 45-60 minutes and met daily at the end of
class or after school to briefly evaluate the effectiveness
ofthe lesson presented that day.
Unit and lessonplanning
Understanding andinterpreting literature isa criti-
cal part of the middle school English curriculum. It is
difficult to teach thesame literature toall students when
great differences exist inareas such asreading level and
comprehension and the ability to communicate ideas
both orally andin writing. The unit discussed here is a
two week cooperative literature study of "Rikki-tikki-
tavi" by Rudyard Kipling. This short story was chosen
because of its universal appeal to middle school stu-
dents (their love ofanimal stories) and the wide range
ofrelated topics available toincorporate intheunit. The
topics may include animals of India, English coloniza-
tion, and survival themes. These topics can become
individual areas ofstudy or can be used to teach other
skills, such as library research, writing topic sentences,
or outlining information. The purpose of using related
topics isfor students toseethe relationship between lit-
erature andothersubjects such as history, art, andsci-
ence.
Once the content was decided upon, the teachers
examined the material and organized it into daily
lessons (e.g., vocabulary development, elements of
Figure 2
Objectives for the Cooperative Literature
Study "Rikki-tikki-tavi"
Objectives for Group Skills
• The learner will understand the concept of cooperative learning.
• The learner will find out the rules for group learning.
• The learner will see the benefit of working cooperatively in groups.
• The learner will know what behaviors are expected during group
work.
Objectives for Literature Study
• The learner will use vocabulary words from "Rlkki-tikki-tavi"
correctly for both written and oral language.
• The learner will be able to state the author of "Rikki-tikki-tavi."
• The learner will know three facts about Rudyard Kipling.
• The learner will be able to remember and retell the story in his/her
own words.
• The learner will be able to identify the components of the short
story.
• The learner will be able to apply the literary terms to the short story
"Rikki-tikki-tavi."
short stories, reading comprehension strategies). The
co-teachers also examined the IEP goals for the identi-
fied students with mild to moderate disabilities inorder
to incorporate these goals into the overall objectives of
the unit. This unit included four objectives for group
skills or cooperative learning groups (many at-risk stu-
dents andstudents with identified needs lack appropri-
atesocial andgroup skills) andsix objectives for the lit-
erature study (Figure 2).
Duling the planning session, the teachers wrote
down exactly what they were each going to do (Le.,
roles and responsibilities) and what they wanted stu-
dents to gain from the lesson. It is important to decide
before the lesson what students need to know andhow
the lesson sequentially falls into the overall plan of the
unit. The teachers knew which content would be too
difficult or tooeasy for some students, so they manipu-
lated the lessons and tiered the activities so that stu-
dents were given the material appropriate to their
instructional levels.
Cooperative Grouping
After the objectives were written, students were
placed in groups by the teachers. The decisions con-
cerning grouping ofstudents were jointly made by the
general education and the special education teachers.
The criteria for thegroups included teacher knowledge
J'diddle Scbod journal • May 1998 31
Figure 3 Motivation
The teachers motivated thestudents
Typical Roles and Responsibilities of Co-teachers During Class
in several ways. The first technique was
to hide a stuffed snake indifferent areas
Co-Teaching Rikki-Tikki-Tavi Unit - Day 1
of the room with a note attached that
General Education Teacher Special Education Teacher asked questions about theunit. Another
Welcomes students at the door Places the While You Wait exercise on technique was to incorporate an activi-
the ovehead and explains it to the stu- ties into the lessons (drawings and col-
dents: "Read the list of names on the
overhead, find your name, and quietly
lages). Students were given gummy
get into your cooperative group." snakes (candy) as prizes, and awards
were given at the culmination of the
Leads discussion on cooperative groups Writes student ideas on overhead
and how students work together transparency (OT)
unit for the cooperative group that
earned the most points.
Gives examples from the chart Goes over Looks Like/Sounds Like
behavior chart for cooperative learning
Vocabulary development
Role plays appropriate group behaviors Role plays appropriate group behaviors It is always important to make sure
students understand the vocabulary in
Takes turns explaining the point system Takes turns explaining the point system
for cooperative unit for cooperative unit their readings. Itbecomes aneven more
difficult task when students are not
Explains the Candy Quiz, a cooperative Passes the "quiz" out to each student. competent readers. The teachers plan-
group activity, to the students Works through the first example with
students. ning this lesson decided to use a specif-
ic strategy to increase understanding
Monitors students and provides clues Monitors students and provides clues
and retention of the vocabulary words
Awards points for the activity and marks Awards points for the activity and marks used in "Rikki-tikki-tavi." The special
the points on team folders the points on team folders educator chose the strategy incorporat-
Reviews the advantages of working Refers to chart introduced at the begin-
ing flash cards with visual cues to help
together and why appropriate behavior is ning of the lesson and reminds students trigger the meaning and usage of the
important and writes stude~t ideas on OT they will receive points for exhibiting word. This strategy was taught to the
desired behaviors during unit
entire class but was used with specific
Teacher dismisses groups at end of class Teacher dismisses groups at end of class students throughout the year.
by points earned by points earned The below grade level readers were
given the vocabulary words that had
more concrete meanings while the stu-
of students' behavior and attitudes. Heterogeneous dents with more advanced vocabularies were given the
groups were formed representing gender, racial, and words that had multiple and abstract meanings. The
academic range balance. The students with learning more concrete vocabulary list included words such as
disabilities were carefully placed ingroups sothat learn- bungalow, veranda, andgait, all nouns. While themost
ing by all students would be maximized (one student advanced group's list included valiant, cunningly,
with learning disabilities pergroup). masonry, and consolation, words that require more
The teachers decided that on the first day the stu- developed reading skills andmore abstract thinking. The
dents would beseated intheir groups, given thegroup students knew that they were responsible for teaching
rules and behavioral expectations, and finally partici- the meaning of "their words" to the other members of
pate in an activity designed to make the students see their group.
the advantages inworking together (Figure 3).

32 Middle Scbodjournal • May 1998

Elements of the short story Figure 4
The teachers wanted the stu-
Tiered Activities for the Cooperative Literature Study Rikki-tikki-tavi
dents to know theelements ofa short
story. They chose to use a mnemonic
to help facilitate the learning of this Tiered Activities Student with Average Students with
Learning Students Gifts & Talents
information. "Please send cash today" Disabilities
became a way for students to remem-
ber the elements of a short story: P - Vocabulary Concrete Abstract
e.g. bungalow e.g. fledglings e.g. valiant
plot, S-setting, C- characterization, T
veranda covered cunningly
- theme. Students were quizzed on
both the elements of the short story Strategies All learn the mnemonic, vocabulary memorization strategies
and the mnemonic. Learning how to All learn how to make vocabulary cards
make a mnemonic to aid memoriza-
tion ofinformation was a strategy that Comprehension Knowledge, Comprehension, Application,
Questions (types) comprehension application analysis, synthesis
thestudents could apply toother con-
tentareas.
Cooperative All teach their vocabulary words to their group and share
Learning answers to questions.
Reading the story Activities All review using "Numbered Heads Together".
In order to manage time and
ensure that all students read thestory, Story Taped - students Students use tape Student read
the teachers audio taped "Rikki- tikki- listen and read as aid to find independently.
along. answers.
tavi" so that students could read along Students read
in their books as they listened to the independently.
tape. Some students chose toread the
story at their own speed with the per- Evaluation Modifications: Essay: at least one Essay: more than
word banks, fewer paragraph, key one paragraph,
mission of the teachers while other choices, less strin- concepts, topic complete
students used thetape to listen to the gent grading for sentence, correct sentences, key
essay; one para- spelling concepts, topic
story again to find answers tocompre-
graph, key con- sentences,
hension questions. The tape was also cepts, conclusion
used by students who were absent
during theoriginal reading.
they worked on the questions together and then
Comprehension questions returned to their original groups and shared their
The comprehension questions were written by the answers. This technique allowed students toreceive the
teachers to ensure success for all students. The teachers answers to all questions and to be held accountable for
divided the story into four sections and students only the information even though they did not have to indi-
answered questions about one section. The students vidually answer all the questions. This method of
were divided into new subgroups to make sure that they answering questions also allowed theteachers to move
were grouped according to ability. They were given ques- from group to group and to provide help to the at-risk
tions ranging indifficulty from simple knowledge to more and identified students as needed. Insome classes one
complex evaluation questions. The students with learning teacher worked with this low-achieving group exclu-
disabilities were required to answer questions at the sively.
knowledge or comprehension level while students with
gifts and talents were asked questions that required more Evaluation
complex answers, analyzing, and interpreting literature. A class review was held before the final test.
The students from each group were arranged sothat Students worked in their groups to find answers to

Middle SchoolJournal • May 1998 33

Figure 5
Tips for Effective Co-planning .
• Meet on a regular basis at least every week
• Regard co-planning meetings as priorities for both teachers
• Come to planning meetings well-prepared (consider potential
student needs, available resources and materials, possible class-
room activities, homework assignments, evaluation procedures)
• Stay focused on developing plans and evaluating progress
• Respect each others' opinions and ideas
• Complete the teaching tasks assigned
• Share the teaching responsibilities
• Define roles and responsibilities
questions and earn points for COlTect answers. The
actual tests and quizzes were written intwo forms; both
tests were objective tests with three types ofquestions
(essay, multiple choice, fill intheblank). Both tests cov-
ered the material presented during the course of the
unit butone testhad modified questions. These modi-
fications included a word bank for the fill in the blank
questions, fewer choices for the multiple choice ques-
tions, and a less stringent grading criteria for the essay
(see Figure 4).
Conclusion
Lessons learned
Veteran teachers with more than 30 years com-
bined experience and five years experience asco-teach-
ing partners continue to co-plan ina thoughtful, collab-
orative, and ongoing manner. They planned together
during the school year on a weekly basis at a regularly
scheduled time and place. All lesson plans, as well as
otherrelated responsibilities for preparation and evalu-
ation, were written down. They both prepared for these
planning sessions by reviewing the upcoming content
and learning objectives in advance. To facilitate their
productivity during planning meetings, the panners
structured sessions to include a brief review and evalu-
ation of the past week's activities. They chose and dis-
cussed the objectives for the coming week to set the
stage for their planning efforts. Most ofthesession was
spent discussing content delivery (e.g., team teaching,
modeling, cooperative learning groups, paired activi-
ties), possible practice activities, and evaluation proce-
dures. They also discussed specific student needs and
34 Middle School journal • May 1998
generated appropriate modifications and accommoda-
tions. They divided all of the preparation responsibili-
ties equally. They repon that their planning process and
the quality of their co-teaching efforts have improved
over time. Because less time isnow spent defining their
basic roles and responsibilities, they can invest more
time on refining instruction, practice, and evaluation
procedures. They believe that effective co-planning has
been thekey totheir successful collaboration. Eight tips
for successful co-planning are shared inFigure 5. D
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