Co-Teaching Models.

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Presentation transcript:

Co-Teaching Models

One Teach, One Observe Whole Group Teachers alternate roles of teaching lessons and observing students for an understanding of academic and social functioning Planning Time Requirement: Low

One Teach, One Assist Whole Group Teachers alternate roles of teaching and supporting the instructional process Planning Time Requirement: Low

Station Teaching Small Group Small groups of students rotate to various stations for instruction, review, and/or practice Planning Time Requirement: Medium

Parallel Teaching Small Group Students are divided into mixed ability groups and each co-teaching partner teaches the same material to one of the groups Planning Time Requirement: Medium

Alternative Teaching Big Group/Small Group One person teaches, re-teaches, or enriches a concept for a small group while the other monitors or teaches the remaining class members Planning Time Requirement: High

Interactive Teaching Whole Group Teachers alternate the roles of presenting, reviewing, and monitoring instruction Planning Time Requirement: High

Consider what the research says: Teachers might use a minimum of 3 approaches initially With experience, all 6 approaches can be used Friend, M. (2007, January & March). Collaborating for Success. Workshop for VASSP/VSFEL in collaboration with Virginia DOE and The College of William and Mary, Richmond, VA. Tina T/TAC W&M Workshop 8

What is the “ideal” usage? One teach, One observe: 5-10% Station teaching: 30% Parallel teaching: 30% Alternative: 20% Teaming/interactive: 30% One teach, One assist: under 20% Friend, M. (2007, January & March). Collaborating for Success. Workshop for VASSP/VSFEL in collaboration with Virginia DOE and The College of William and Mary, Richmond, VA. Tina Note that these are ideals. The key is to not rely on one approach. Student characteristics and needs, teacher characteristics and needs, curriculum needs, and practical considerations (e.g., overcrowded rooms) all play into making the decision on the approaches to use. T/TAC W&M Workshop 9

Where is your school in its inclusive journey? Regarding collaboration, what has worked well in your building? What hasn’t worked well in your building? Write down three things that you will do next semester to continue moving forward.