CoTeaching Models

1
Co-Teaching Models

• Source
• Friend Cook (2000). Interactions

2
Objectives

• Define co-teaching
• Describe the rationale for using co-teaching
• Identify six approaches to co-teaching and
  provide examples of each

3
Co-teaching Rationale

• Meets the individual needs of students
• Goal is to provide individualized instruction
  (less fragmented and more contextualized) in a
  general education environment
• Reduce stigma attached by pull-out programs
• Provide opportunities for flexible scheduling
• Creates positive social interactions
• Co-teachers have a sense of collegial support

4
Characteristics of Co-teaching

• Two or more professionals (Peers with shared
  teaching responsibility)
• Jointly delivering instruction (General education
  provides the instructional framework, yet the
  curriculum may be modified for students with
  disabilities or others who need accommodations)
• 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)
• Shared classroom space (Co-teachers teach in a
  single classroom)

5
Co-teaching Approaches

• One TeachingOne Observing
• One TeachingOne Drifting
• Station Teaching
• Parallel Teaching
• Alternative Teaching
• Team Teaching

6
One Teaching/One Observing

• Requires little joint planning time
• Provides opportunity for ESE teachers to learn
  about General Education Curriculum
• Particularly effective for teachers new to
  collaboration
• -Can result in special educator as being
  relegated to role of an assistant

7
One Teaching/One Drifting

• Requires little joint planning time
• Provides opportunity for ESE teachers to learn
  about General Education Curriculum
• Particularly effective for teachers new to
  collaboration
• -Can result in special educator as being
  relegated to role of an assistant
• -The second teacher can sometimes be a
  distraction
• -Students can become dependent on the drifter

8
Station Teaching

• Each professional has separate responsibility
  for delivering instruction
• Lower teacherstudent ratio
• Students with disabilities can be more easily
  integrated into small groups
• -Noise level can be distracting
• -Movement can be distracting

9
Parallel Teaching

• Lower teacherstudent ratio
• Heterogeneous grouping
• Allows for more creativity in lesson delivery
• -Teachers must both be comfortable in content and
  confident in teaching the content
• -Should not be used for initial instruction

10
Alternative Teaching

• Helps with attention problem students
• Allows for re-teaching, tutoring, or enrichment
• -Can be stigmatizing to group who is
  alternatively taught
• -ESE teacher can be viewed as an assistant if
  he/she is always in alternative teaching role

11
Team Teaching

• Greatest amount of shared responsibility
• Allows for creativity in lesson delivery
• Prompts teachers to try innovative techniques
  neither professional would have tried alone
• -Requires greatest amount of trust and commitment
• -Most difficult to implement

12
School-wide Factors that Influence Co-teaching

• Administrative Support
• ESE Caseload
• Voluntary vs. Involuntary Participation
• Scheduling (For teaching and planning)
• Problem-solving techniques