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Co-Teaching Models Source:  Friend & Cook (2000).  Interactions
Objectives <ul><li>Define co-teaching </li></ul><ul><li>Describe the rationale for using co-teaching </li></ul><ul><li>Ide...
Co-teaching Rationale <ul><li>Meets the individual needs of students </li></ul><ul><li>Goal is to provide individualized i...
Characteristics of Co-teaching <ul><li>Two or more professionals (Peers with shared teaching responsibility) </li></ul><ul...
Co-teaching Approaches <ul><li>Station Teaching </li></ul><ul><li>Parallel Teaching </li></ul><ul><li>Alternative Teaching...
Station Teaching <ul><li>Each professional has separate responsibility for delivering instruction </li></ul><ul><li>Lower ...
Parallel Teaching <ul><li>Lower teacher:student ratio </li></ul><ul><li>Heterogeneous grouping </li></ul><ul><li>Allows fo...
Alternative Teaching <ul><li>Helps with attention problem students </li></ul><ul><li>Allows for re-teaching, tutoring, or ...
Team Teaching <ul><li>Greatest amount of shared responsibility </li></ul><ul><li>Allows for creativity in lesson delivery ...
One Teaching/One Observing  (not APS approved) <ul><li>Requires little joint planning time </li></ul><ul><li>Provides oppo...
One Teaching/One Drifting  (not APS approved) <ul><li>Requires little joint planning time </li></ul><ul><li>Provides oppor...
School-wide Factors that Influence Co-teaching <ul><li>Administrative Support </li></ul><ul><li>PEC teacher’s caseload </l...
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Friend's co teaching model

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Friend's co teaching model

  1. 1. Co-Teaching Models Source: Friend & Cook (2000). Interactions
  2. 2. Objectives <ul><li>Define co-teaching </li></ul><ul><li>Describe the rationale for using co-teaching </li></ul><ul><li>Identify six approaches to co-teaching and provide examples of each </li></ul>
  3. 3. Co-teaching Rationale <ul><li>Meets the individual needs of students </li></ul><ul><li>Goal is to provide individualized instruction (less fragmented and more contextualized) in a general education environment </li></ul><ul><li>Reduce stigma attached by pull-out programs </li></ul><ul><li>Provide opportunities for flexible scheduling </li></ul><ul><li>Creates positive social interactions </li></ul><ul><li>Co-teachers have a sense of collegial support </li></ul>
  4. 4. Characteristics of Co-teaching <ul><li>Two or more professionals (Peers with shared teaching responsibility) </li></ul><ul><li>Jointly delivering instruction (General education provides the instructional framework, yet the curriculum may be modified for students with disabilities or others who need accommodations) </li></ul><ul><li>Diverse group of students (Allows for teachers to respond to the diverse range of needs of their students, lowers student/teacher ratio and expands professional expertise) </li></ul><ul><li>Shared classroom space (Co-teachers teach in a single classroom) </li></ul>
  5. 5. Co-teaching Approaches <ul><li>Station Teaching </li></ul><ul><li>Parallel Teaching </li></ul><ul><li>Alternative Teaching </li></ul><ul><li>Team Teaching </li></ul><ul><li>One Teaching~One Observing (not APS approved) </li></ul><ul><li>One Teaching~One Drifting (not APS approved) </li></ul>
  6. 6. Station Teaching <ul><li>Each professional has separate responsibility for delivering instruction </li></ul><ul><li>Lower teacher:student ratio </li></ul><ul><li>Students with disabilities can be more easily integrated into small groups </li></ul><ul><li>Noise level can be distracting </li></ul><ul><li>Movement can be distracting </li></ul>
  7. 7. Parallel Teaching <ul><li>Lower teacher:student ratio </li></ul><ul><li>Heterogeneous grouping </li></ul><ul><li>Allows for more creativity in lesson delivery </li></ul><ul><li>Teachers must both be comfortable in content and confident in teaching the content </li></ul><ul><li>Should not be used for initial instruction </li></ul>
  8. 8. Alternative Teaching <ul><li>Helps with attention problem students </li></ul><ul><li>Allows for re-teaching, tutoring, or enrichment </li></ul><ul><li>Can be stigmatizing to group who is alternatively taught </li></ul><ul><li>ESE teacher can be viewed as an assistant if he/she is always in alternative teaching role </li></ul>
  9. 9. Team Teaching <ul><li>Greatest amount of shared responsibility </li></ul><ul><li>Allows for creativity in lesson delivery </li></ul><ul><li>Prompts teachers to try innovative techniques neither professional would have tried alone </li></ul><ul><li>Requires greatest amount of trust and commitment </li></ul><ul><li>Most difficult to implement </li></ul>
  10. 10. One Teaching/One Observing (not APS approved) <ul><li>Requires little joint planning time </li></ul><ul><li>Provides opportunity for ESE teachers to learn about General Education Curriculum </li></ul><ul><li>Particularly effective for teachers new to collaboration </li></ul><ul><li>Can result in special educator as being relegated to role of an assistant </li></ul>
  11. 11. One Teaching/One Drifting (not APS approved) <ul><li>Requires little joint planning time </li></ul><ul><li>Provides opportunity for ESE teachers to learn about General Education Curriculum </li></ul><ul><li>Particularly effective for teachers new to collaboration </li></ul><ul><li>Can result in special educator as being relegated to role of an assistant </li></ul><ul><li>The second teacher can sometimes be a distraction </li></ul><ul><li>Students can become dependent on the “drifter” </li></ul>
  12. 12. School-wide Factors that Influence Co-teaching <ul><li>Administrative Support </li></ul><ul><li>PEC teacher’s caseload </li></ul><ul><li>Voluntary vs. Involuntary Participation </li></ul><ul><li>Scheduling (For teaching and planning) </li></ul><ul><li>Problem-solving techniques </li></ul>

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