Collaborating With Students in Instruction and Decision Making

Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations. Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr. Thousand served as a special educator in Chicago area and Atlanta public schools and as the coordinator of early childhood special education services for children ages 3 through 6 in the Burlington, Vermont area. Dr. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She is the author of 21 books and numerous research articles and chapters on issues related to inclusive education, organizational change strategies, differentiated instruction and universal design, co-teaching and collaborative teaming, cooperative group learning, creative problem solving, positive behavioral supports, and, now, culturally proficiency special education. Dr. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals.Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.

"The authors brilliantly bring the reader′s focus down to the core of the educational process: the student. This powerful focus on the purposeful engagement of students in their own learning process guides us through reflection, cooperative learning groups, planning, choice, a sense of belonging, and advocacy, as well as social, emotional, academic, and life-skills issues. Resources abound in this contribution to the dialogue of increasing student achievement and well being while reflecting on the whole student."

• Foreword: The Importance of Students′ Voices by Paula Kluth and Peyton GoddardList of TablesList of FiguresAcknowledgmentsAbout the AuthorsI. IntroductionLetter to the Reader1. Why Collaborate with Students?Rationale #1: Student Collaboration Facilitates 21st Century Goals of EducationRationale#2: Student Collaboration is Democratic SchoolingRationale #3: Student Collaboration Increases Self-DeterminationRationale #4: Student Collaboration Increases Academic and Social CompetenceRationale #5: Student Collaboration Facilitates Other School Reform EffortsRationale #6: Student Collaboration is an Untapped Resource in Times of Limited Fiscal and Human ResourcesSummaryII. Teaching With StudentsDefinition of TeachingWhat is the Instructional Cycle?What is the Research Base for Teaching with Students?2. Students as Co-Teachers in Cooperative Learning GroupsWhat is Cooperative Learning?What Cooperative Groups Are NOTFive Essential Ingredients of Cooperative Group Learning: PIGS FaceThe Four Phases of Planning and Implementing Formal Cooperative Group LessonsTeacher Decisions at Each Phase of Planning and ImplementationAn Example of a Formal Cooperative Group LessonWhat Do Students Say About Cooperative Group LearningSummary3. Students as Peer Tutors and Partner LearnersMeet Some Peer TutorsWhat is Peer Tutoring/Partner Learning?Essential Ingredients of Peer Tutoring and Partner LearningGetting Started with Peer Tutoring and Partner LearningAn Example of a Peer Tutoring/Partner Learning LessonStudents′ Views of Peer Tutoring and Partner LearningSummary4. Students as Co-TeachersWhat is a Co-Teacher? What are Examples of Adults Co-Teaching with Students?Co-Teaching ApproachesChallenges Faced by Student Co-TeachersWhat Are Student Co-Teachers, Adult Co-Teachers, Administrators, and Learners in Co-Taught Classes Saying About Co-Teaching?SummaryIII. Decision-Making With Students5. Empowering Students as Collaborative Creative ThinkersBarriers to Creative Thinking and ActionAwareness Plans for Busting Barriers and Imagining ImprovementsOsborn-Parnes Creative Problem-Solving (CPS) ProcessThinking for Collaborative Solution Finding—Focusing Upon What You Can DoSummary6. Students as Instructional Decision MakersCollaborating with Students to Determine the Product of LearningCollaborating with Students to Differentiate Instruction for Struggling LearnersSummary7. Students as Designers of Their Own LearningDefining and Nurturing Self-DeterminationMaking Action Plans (MAPs) as a Tool to Actualize Self-DeterminationStudent-Led Individualized Education ProgramsPersonal Learning Plans as a Tool to Teach Self-DeterminationWhat Do Students Say About Self-Determination?Summary8. Students as Mediators of Conflict and ControversyExamples of Everyday School ConflictsUnderstanding ConflictAn Example of a Class-Wide or School-Wide Peer Mediation ProgramA Lesson Plan Example: Learning Friendly Disagreeing SkillsSummary9. Students as Collaborators in ResponsibilityA "Circle of Courage" Definition of ResponsibilityThe Self-Discipline PyramidSummaryEpilogue: Beyond Benevolence to BefriendingGlossaryResourcesA. Cooperative Group Learning Lesson PlanB. Peer Tutor Lesson PlanC. Co-Teaching Lesson PlanD. Syllabus for High School Course for Teaching Students to Be Co-TeachersE. Template for Product-Activity Matrix Integrating Bloom’s Taxonomy and Gardner’s Multiple Intelligence TheoryF. Template for Facts about the Learner, Classroom Demands, Mismatches, and Potential SolutionsG. Student Collaboration Quiz (for students)ReferencesIndex