Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Co-Teaching: Six Models for Teacher Success

49,217 views

Published on

In a time of AYP, NCLB, and IDEA there is a need for a form of teaching that can help meet the needs of both students and staff. Co-Teaching is the most commonly used form at this time.

Published in: Education, Career
  • Be the first to comment

Co-Teaching: Six Models for Teacher Success

  1. 1. WELCOME<br />Co- Teaching<br />Six Models for Teacher Success<br />
  2. 2. Co-Teaching is…<br />
  3. 3. <ul><li>Least Restrictive Environment
  4. 4. Mainstreaming
  5. 5. Inclusion
  6. 6. Integration- three components
  7. 7. Physical integration
  8. 8. Social integration
  9. 9. Instructional integration
  10. 10. Co-teaching is the most common service delivery used in inclusive schools.</li></ul>Think Inclusive Schools<br />
  11. 11. <ul><li>NCLB and IDEA
  12. 12. Adequate Yearly Progress
  13. 13. Highly Qualified</li></ul>Why use Co- Teaching?<br />
  14. 14. <ul><li>Involves two or more professionals
  15. 15. Heterogeneous group of students
  16. 16. Shared delivery of instruction
  17. 17. Occurs in a shared physical space
  18. 18. Participation may vary based on needs of the students</li></ul>What is Co-Teaching?<br />
  19. 19. <ul><li>One teacher leads and another purposefully observes individual students and/or student-teacher interactions.
  20. 20. 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 />
  21. 21. <ul><li>One teacher provides assistance during large group instruction, while the other teacher monitors.
  22. 22. 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 />
  23. 23. <ul><li>Teachers jointly plan instruction, but each may deliver it to half the class or small groups. This model requires joint planning time.
  24. 24. 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 />
  25. 25. <ul><li>Teachers divide content and students. Students may rotate to each teacher as well as work independently based on needs.
  26. 26. 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 />
  27. 27. <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.
  28. 28. 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 />
  29. 29. <ul><li>Both teachers share the planning instruction of students in a coordinated fashion.
  30. 30. 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 />
  31. 31. Co-Teaching is…<br />
  32. 32. Any Questions?<br />

×