Types of Co-Teaching Models

Model / Looks Like / When To Use / Planning time / Applications / Comments
One Teach, One Observe-more detailed observation of one or more students-decide what types of information and meet to analyze data
<10% of the time / / When questions arise about students
Check student progress
Compare target students to others in class / Low / Which students initiate conversations in cooperative groups
Student work pace
Specific student’s attention
How students problem solve / Use carbon or NCR paper for copies to share
Use it to get coaching feedback-Do I call on some students more than others?
One Teach, One Assist-one person primary responsibility for teaching other circulates the room-provide unobtrusive assistance to struggling students
<20% of the time / / When lesson lends itself to delivery by one teacher
When one teacher has a particular expertise
In new situations for teachers
When lesson stresses processing-students need close monitoring / Low / Teachers favorite topic
How well do the students understand the steps to..multiplication
Students learning how to take notes / Not helpful in focusing student attention-can distract students
Each teacher should have the opportunity to lead the class and drift if this is used
Parallel Teaching-both teachers are teaching the same information –divide the class and conduct the lesson simultaneously
30%-40% of the time / / When lower adult student teacher ratio is needed to improve instructional efficiency / Medium / Foster student participation in discussions
Activities such as drill and practice-re-teach-test and review / Gives teacher active but separate instructional role in the classroom
Topic with multiple dimensions can be presented and groups brought together at the end
Students can strategically be placed in the two groups
Station Teaching-teachers divide content and students
Students rotate from one teacher to the other-also use an independent station
Students access each teacher
30% of the time / / Content is complex but not hierarchical
When part of instruction is review
When several topics comprise instruction / Medium / During LA one station address comprehension, one focus on editing a recent assignment, one review a skill being taught
SS examine geography, economy and culture of a region or country / May be more appropriate in higher level classes
If students cannot work independently-two groups can be formed
Alternative Teaching-Small group needs work and the group as a whole can move forward
Alternative lesson could be taught at a different level
Could be for a few minutes or entire lesson
20%-30% of the time / / Where students mastery varies greatly
Where high levels of mastery are expected
Where some students are working in parallel curriculum / High / Large group completes the assignment, small group receives additional instruction
One group checks homework and small group is pre-taught lesson
Large group working on projects small group being assessed / Small group membership should vary
Team Teaching-both teachers are delivering the same instruction at the same time-Each speaks freely-instruction becomes a conversation
(as needed) / / Teachers experience is comparable and complimentary
Teachers have a high sense of comfort and compatibility
When the goal is to demonstrate some type of interaction to students / High / In science one demonstrates use of materials and one conducts the experiment
Social Studies-debater foreign policy
Math one explains the other does a think aloud
One talks and the other demonstrates note taking of the topic / Affected by teachers personalities and teaching styles
Most interpersonally complex co teaching approach