<ul><li>TEACHING COLLABORATIVELY </li></ul>Six Approach es
<ul><li>Co-teaching  involves two or more certified professionals who contract to share instructional responsibility for a...
<ul><li>Meet the educational needs of students with diverse learning options </li></ul><ul><li>Allow for more intense and ...
<ul><li>DIFFERENT MODELS </li></ul>
<ul><li>One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process...
<ul><li>In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other pro...
<ul><li>On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or mor...
<ul><li>In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one g...
<ul><li>In most class groups, occasions arise in which several students need specialized attention. In alternative teachin...
<ul><li>In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this ...
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Teaching Collaboratively Six Approaches

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Teaching Collaboratively Six Approaches

  1. 1. <ul><li>TEACHING COLLABORATIVELY </li></ul>Six Approach es
  2. 2. <ul><li>Co-teaching involves two or more certified professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom or workspace for specific content or objectives with mutual ownership, pooled resources and joint accountability. </li></ul><ul><li>(Friend & Cook 2000) </li></ul>
  3. 3. <ul><li>Meet the educational needs of students with diverse learning options </li></ul><ul><li>Allow for more intense and individualised instruction </li></ul><ul><li>Increase access to general education </li></ul><ul><li>Decrease stigma for students with special needs </li></ul><ul><li>Allow teachers to benefit from the professional support and exchange of teaching practices </li></ul>
  4. 4. <ul><li>DIFFERENT MODELS </li></ul>
  5. 5. <ul><li>One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together. </li></ul>One Teach, One Observe
  6. 6. <ul><li>In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed. </li></ul>
  7. 7. <ul><li>On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously. </li></ul>
  8. 8. <ul><li>In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently. </li></ul>
  9. 9. <ul><li>In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group. </li></ul>
  10. 10. <ul><li>In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles. </li></ul>
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