Collaborative teaching isn’t something that you can just start doing tomorrow. It should be a careful, thoughtful, gradual process that continues to grow over time. In some cases, the process can take 2 years to get to a comfortable, collaborative relationship. What does this mean? Simply, don’t give up and don’t worry. It is going to take time, and no one does it perfectly.
Co-Teaching: Six Models for Teacher Success
WELCOME<br />Co- Teaching<br />Six Models for Teacher Success<br />
Participation may vary based on needs of the students</li></ul>What is Co-Teaching?<br />
<ul><li>One teacher leads and another purposefully observes individual students and/or student-teacher interactions.
WHEN TO USE</li></ul>• In new co-teaching situations<br />• When questions arise about students<br />• To check student progress<br />• To compare target students to others in class<br />One Teach, One Observe<br />
<ul><li>One teacher provides assistance during large group instruction, while the other teacher monitors.
WHEN TO USE</li></ul>• When the lesson lends itself to delivery by one teacher<br />• When one teacher has particular expertise for the lesson<br />• In new co-teaching situations--to get to know each other<br />• In lessons stressing a process in which student work needs close monitoring<br />One Teach, One Drift<br />
<ul><li>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</li></ul>• When a lower adult-student ratio is needed to improve instructional efficiency<br />• To foster student participation in discussions<br />• For activities such as drill and practice, re-teaching, and test review<br />Parallel Teaching <br />
<ul><li>Teachers divide content and students. Students may rotate to each teacher as well as work independently based on needs.
WHEN TO USE</li></ul>• When content is complex but not hierarchical<br />• In lessons in which part of planned instruction is review<br />• When several topics comprise instruction<br />Station Teaching<br />
<ul><li>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</li></ul>• In situations where students’ mastery of concepts taught or about to be taught varies tremendously<br />• When extremely high levels of mastery are expected for all students<br />• When enrichment is desired<br />• When some students are working in a parallel curriculum<br />Alternative Teaching<br />
<ul><li>Both teachers share the planning instruction of students in a coordinated fashion.
WHEN TO USE</li></ul>• When two heads are better than one or experience is comparable<br />• During a lesson in which instructional conversation is appropriate<br />• In co-teaching situations in which the teachers have considerable experience and a high sense of comfort<br />• When a goal of instruction is to demonstrate some type of interaction to students<br />Team Teaching<br />