WELCOMECo- TeachingSix Models for Teacher Success

Co-Teaching is…

Least Restrictive EnvironmentMainstreamingInclusionIntegration- three componentsPhysical integrationSocial integrationInstructional integrationCo-teaching is the most common service delivery used in inclusive schools.Think Inclusive Schools

Least Restrictive Environment

Mainstreaming

Inclusion

Integration- three components

Physical integration

Social integration

Instructional integration

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

NCLB and IDEA Adequate Yearly ProgressHighly QualifiedWhy use Co- Teaching?

NCLB and IDEA

Adequate Yearly Progress

Highly Qualified

Involves two or more professionalsHeterogeneous group of studentsShared delivery of instructionOccurs in a shared physical spaceParticipation may vary based on needs of the studentsWhat 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

One teacher leads and another purposefully observes individual students and/or student-teacher interactions. WHEN TO USE• In new co-teaching situations• When questions arise about students• To check student progress• To compare target students to others in classOne Teach, One Observe

One teacher leads and another purposefully observes individual students and/or student-teacher interactions.

WHEN TO USE

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 needs close monitoringOne Teach, One Drift

One teacher provides assistance during large group instruction, while the other teacher monitors.

WHEN TO USE

Teachers jointly plan instruction, but each may deliver it to half the class or small groups. This model requires joint planning time. WHEN TO USE• When a lower adult-student ratio is needed to improve instructional efficiency• To foster student participation in discussions• For activities such as drill and practice, re-teaching, and test reviewParallel Teaching

Teachers jointly plan instruction, but each may deliver it to half the class or small groups. This model requires joint planning time.

WHEN TO USE

Teachers divide content and students. Students may rotate to each teacher as well as work independently based on needs.WHEN TO USE• When content is complex but not hierarchical• In lessons in which part of planned instruction is review• When several topics comprise instructionStation Teaching

Teachers divide content and students. Students may rotate to each teacher as well as work independently based on needs.

WHEN TO USE

One teacher works with a small group of students to pre-teach, re-teach, supplement, or enrich instruction, while the other teacher instructs the large group. WHEN TO USE• In situations where students’ mastery of concepts taught or about to be taught varies tremendously• When extremely high levels of mastery are expected for all students• When enrichment is desired• When some students are working in a parallel curriculumAlternative Teaching

One teacher works with a small group of students to pre-teach, re-teach, supplement, or enrich instruction, while the other teacher instructs the large group.

WHEN TO USE

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 in which 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 studentsTeam Teaching

Both teachers share the planning instruction of students in a coordinated fashion.

WHEN TO USE

Co-Teaching is…

Any Questions?