[HOME] [teacher vistas] [online training] [FAQs] [forums] [resources] [links] [contact us] 03-01-2001 FEATURE ARTICLE Vocabulary Development: A Collaborative Effort for Teaching Content Vocabulary SUSAN S. JOHNSTON, BETH L. TULBERT, JOAN P. SEBASTIAN, May 2000, Intervention in School and Clinic, 35, (5) 311-315. In today's classrooms, it is essential that educators collaborate to address the needs of the diverse students they teach. There are many models of collaboration that educators may draw on to facilitate working together (Fishbaugh, 1997; Idol & West, 1991; Welch, Brownell, & Sheridan, 1999). Collaborative efforts among educators are dynamic and interactive. These efforts are characterized by shared goals and a process that allows educators to jointly make decisions to solve mutually identified problems. One way teachers may solve problems and address the diverse needs of students is by using an approach identified as cooperative teaching (co-teaching) or team teaching. In this form of collaboration, educators share responsibility for the development, implementation, and evaluation of classroom instruction designed to meet diverse needs found in today's classrooms (Welch et al., 1999). Instruction is delivered directly to all students with particular attention on students with special needs. The instruction is developed within the context of the general curriculum and the environment of the classroom. Students are not singled out or removed from the classroom. Teaching together in the classroom, the educators provide instructional support to all students. This model of collaboration is not without its challenges. Welch and Sheridan (1995) have identified four challenges that educators face when attempting to collaborate: conceptual barriers, pragmatic barriers, attitudinal barriers, and professional barriers. Conceptual barriers occur when there are differences in how educators define their roles. Pragmatic barriers are challenges that occur in finding the time and resources needed to work together. Attitudinal barriers are reflected in the fear of trying some thing new. And finally, professional barriers are difficulties resulting from the lack of preparation to collaborate or work together as an effective problem-solving team. In spite of these challenges, educators can be successful in working together to develop models and strategies for teaching diverse learners. The purpose of this article is to describe a co-teaching strategy developed collaboratively by three educators that is designed to help students acquire new vocabulary within the general classroom setting and curriculum. This strategy, identified as language boards, includes the identification of vocabulary subskills and the creation of an instructional approach utilizing effective teaching strategies to teach these skills. Following this discussion, a vignette illustrating the implementation of language boards in a fifth-grade classroom is presented. Click here to view the rest of the article Archived Feature Articles 01-NOV-02 20 Ways To.... Work Effectively with Paraeducators in Inclusive Settings Cathryn G. Riggs 01-APR-02 Three Steps for Gaining Access to the General Education Curriculum for Learners with Disabilities Margaret E. King-Sears 01-DEC-01 Accessing the Curriculum Creating Instructional Rubrics for Inclusive Classrooms Catharine R. Whittaker ? Spencer J. Salend ? Devon Duhaney 01-OCT-01 Responding to Student Concerns about Fairness Ann B. Welch November/December 2000, Teaching Exceptional Children, 33, (2) 36-40. 01-SEP-01 What?s Good? Suggested Resources for Beginning Special Education Teachers By: Sharon A. Maroney 01-JUN-01 Bright Futures for Exceptional Learners: An Action Agenda to Achieve Quality Conditions for Teaching and Learning Reprinted with Permission from CEC Today Online by the Commission on the Conditions for Special Education Teaching and Learning 01-MAR-01 Vocabulary Development: A Collaborative Effort for Teaching Content Vocabulary SUSAN S. JOHNSTON, BETH L. TULBERT, JOAN P. SEBASTIAN, 01-FEB-01 Tips for Communicating Academic Progress DR. JANE B. PEMBERTON, Assistant Professor of Special Education 01-JAN-01 The Good Student Game: Behavior Management for Diverse Classrooms ALLISON E. BABYAK, GAYLE J. LUZE, AND DEBRA M. KAMPS 01-DEC-00 Cooperative Learning and Social Skills: What Skills to Teach and How to Teach Them By: Marilyn W. Goodwin 01-NOV-00 Strategies and Resources to Evaluate the Impact of Inclusion Programs on Students By: Spencer J. Salend, Associate Professor of Special Education 01-OCT-00 Planning High Quality Assignments in Diverse Classrooms By: Joyce A. Rademacher, Associate Professor of Special Education 01-SEP-00 Boldly Going Where Angels Fear to Tread By: KAREN D. HOWELLS 01-AUG-00 Myths and Misunderstandings about Professional Collaboration By Marilyn Friend  Back to this month's feature article
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