CO-TEACHING6 Models for Teaching Success

WHY CO-TEACH? Increased options for flexible grouping of

students

Enhanced collaboration skills for the teacher candidate and cooperating teacher

Professional support for both the cooperating teacher and the teacher candidate

Another set of eyes to watch and help problem solve

Flexibility to try things you wouldn't be able to do alone

Collaboration in classroom and lesson preparation

Help with classroom management

Diversity and size of today's classrooms Reduce student/teacher ratio Increase instructional options for all students Diversity of instructional styles Greater student engaged time Greater student participation levels

http://www.stcloudstate.edu

WHAT IS CO-TEACHING? Involves two or more professionals Heterogeneous group of students Shared delivery of instruction Occurs in a shared physical space Participation may vary based on needs

of the students

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WHAT CO-TEACHING IS NOT A way to hide weak candidates

A less rigorous student teaching experience

Simply dividing the tasks and responsibilities among two people.

For example, co-teaching is NOT: One person teaching one subject followed by

another who teaches a different subject One person teaching one subject while

another person prepares instructional materials at the Xerox machine or corrects student papers in the teachers' lounge

One person teaching while the other sits and watches

When one person's ideas prevail regarding what will be taught and how it will be taught

Someone is simply assigned to act as a tutor http://st.cloudstate.edu

CO-TEACHING IS A WAY to build stronger connections between

universities and their school partners

to increase opportunities for placements

to provide both support and professional development for cooperating teachers

to better meet P-12 student needs

for teacher candidates to have more opportunities to teach

for teacher candidates and cooperating teachers to enhance their communication and collaboration skills

for teacher candidates and cooperating teachers to build strong relationships

to induct and mentor teacher candidates

THINK INCLUSIVE SCHOOLS Least restrictive environment Mainstreaming Inclusion Integration-three components

Physical integrationSocial integration Instructional integration

Co-teaching is the most common service delivery used in inclusive schools

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ONE TEACH, ONE OBSERVE One teacher leads and another

purposely observes individual students and/or student teacher interaction

When to use In new co-teaching situationsWhen questions arise about studentTo check student progressTo compare target students to others in

class

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ONE TEACH, ONE DRIFT One teacher provides assistance during

large group instruction, while the other teacher monitors.

When to use When the lesson lends itself to delivery by

one teacher When one teacher has particular expertise for

the lesson In new co-teaching situations=to get to know

each other In lessons stressing a process in which

student work need close monitoring http://slideshare.net

http://www.youtube.com/watch?v=XmlNNh4VjBE&NR=1

PARALLEL TEACHING Teachers jointly plan instruction, but each may

deliver it to half the class or in small groups. This model requires joint planning time. Beneficial when introducing a new topic or when students have trouble staying focused.

When to use When a lower adult-student ratio is needed to

improve instructional efficiency To foster student participations in discussions For activities such as drill and practice, reteaching

and review http://slideshare.net

http://www.youtube.com/watch?v=YyxLvaScI0Q

STATION TEACHING Teachers divide contents and students.

Students may rotate to each teacher as well as work independently based on needs.

When to useWhen content is complex but not

hierarchical In lessons in which planned instruction is

reviewWhen several topics comprise instruction

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http://www.youtube.com/watch?v=VAYHGh4vIwA

ALTERNATIVE TEACHING One teacher works with a small group to pre-

teach, re-teach, supplement or enrich instruction, while the other teacher instructs the large group.

When to use In situation where students’ mastery of concepts

taught or about to be taught varies tremendously. When extreme high levels of mastery are

expected for all students When enrichment is desired When some students are working in a parallel

curriculum http://slideshare.net

http://www.youtube.com/watch?v=Q-xEPmd72RI

TEAM TEACHING Both teachers share the planning instruction

of students in a coordinated fashion. When to use

When two heads are better than one or experience is comparable

During a lesson where instructional conversation is appropriate

In co-teaching situations in which the teachers have considerable experience and a high sense of comfort

When a goal of instruction is to demonstrate some type of interaction to students

http://slideshare .net

http://www.youtube.com/watch?v=IYQZJjGlt8A

Questions?