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Co-Teaching Training

This document defines co-teaching as two or more professionals jointly delivering instruction to a diverse group of students. It discusses reasons for co-teaching such as impacting student outcomes and allowing increased collaborative planning. Six approaches to co-teaching are described: one teach one observe, station teaching, parallel teaching, alternative teaching, teaming, and one teach one assist. Each approach is defined in one sentence or less.

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72 views

Co-Teaching Training

This document defines co-teaching as two or more professionals jointly delivering instruction to a diverse group of students. It discusses reasons for co-teaching such as impacting student outcomes and allowing increased collaborative planning. Six approaches to co-teaching are described: one teach one observe, station teaching, parallel teaching, alternative teaching, teaming, and one teach one assist. Each approach is defined in one sentence or less.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Co-Teaching within the

Collaborative Cohort Partnership

How do you define co-teaching?


When two or more professionals jointly deliver

substantive instruction to a diverse, or blended


group of students in a single physical space (Cook &
Friend, 1995, p. 1).

Why co-teaching?
Many classroom teachers are leery of giving up

their classroom to a novice (NCLB, pay connected to


evaluation)
Need to impact P-12 learners/student outcomes
Allows increased collaborative planning

6 TYPES OF COTEACHING APPROACHES


ONE TEACHING, ONE OBSERVING
STATION TEACHING
PARALLEL TEACHING
ALTERNATIVE TEACHING
TEAMING
ONE TEACHING, ONE ASSISTING

6 Types of Co-Teaching
One Teaching,
One Observing

Alternative Teaching

Station Teaching

Teaming

Parallel Teaching

One Teaching, One


Assisting

One Teaching, One Assisting


One teacher has primary
responsibility for designing
and delivering specific
instruction to the entire
group.
The second teacher supports
the lead teacher either by
observing designated students
or by drifting through the
classroom providing
assistance to the students as
needed.

Station Teaching
Class is divided into
stations.
Co-teachers divide the
instructional content and
each takes responsibility for
teaching part of it.
Students benefit from lower
student-teacher ration.
Students with disabilities
may be integrated rather
than singled out.

Parallel Teaching
Teachers jointly plan
instruction but each delivers
it to a heterogeneous group
comprised of half the
students.
Teachers must coordinate
efforts so that both groups
receive the same instruction
and are grouped to maintain
diversity.

Alternative Teaching
One teacher works with a small
group to pre-teach or re-teach
material that needs extra support.
Second teacher works with the larger
group on content the smaller group
can afford to miss.
Can also be used for enrichment for
a group that has already mastered
what the larger group is working on.

Teaming
Both teachers are responsible
for planning and sharing
instruction of all students.
Teacher may role play,
debate, simulate, and model.
Requires that co-teachers are
able to mesh their teaching
styles.

One Teaching, One Observing


One teaches the whole class.
Second teacher observes to collect
data on a single student, a group of
students, or whole class for behaviors
that both professionals have
previously agreed to observe.
Good for Functional Behavior
Assessments or for Child Study Teams.

Putting Co-teaching into Practice


With your partner, give examples of how each model

might look in your classroom

How to make it happen


How could you implement these strategies?
Ideas for other strategies?

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