Co-Teaching to Differentiate: Gifted Specialists and Classroom Teachers in Elementary Math Classrooms

• In Event: Classroom Practices and Student Achievement

Abstract

We investigated how gifted specialists collaborated with classroom teachers to co-teach fourth- and fifth-grade math students in mixed-ability classrooms. Participants (n=12) included five gifted specialists from five schools, each paired with a fourth- and/or fifth-grade classroom teacher. Data were collected using semi-structured interviews, observations, teacher logs, and surveys. We analyzed the data through thematic analysis and developed within-case themes. Key findings indicated that teachers emphasized the importance of protecting planning time, being consistent, making data-driven decisions, and sharing the workload during co-planning. Successful teaching pairs planned lessons initially and then pivoted or adapted strategies based on student needs.

Authors

• Kenneth J. Wright, Talcott Mountain Science Center and Academy

• Del Siegle, University of Connecticut

• Ashley Y. Carpenter, College of William & Mary

• Susan Dulong Langley, University of Connecticut

• Kelly L. Kearney, University of Connecticut

• Luis Orione, University of Connecticut