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Steps to Design Co-Taught Lessons
Steps to Design Co-Taught Lessons
For co-teaching to be successful, teachers need the time to find areas of alignment within both of their curricula, design co-taught experiences, and discuss the ways in which students will be assessed. The outline below provides teachers with a process to consider when developing co-taught lessons and units.
For co-teaching to be successful, teachers need the time to find areas of alignment within both of their curricula, design co-taught experiences, and discuss the ways in which students will be assessed. The outline below provides teachers with a process to consider when developing co-taught lessons and units.
Step 1: Identifying Similarities
Step 1: Identifying Similarities
In this step, both teachers discuss the common themes, standards, concepts, skills, or objectives that exist between the two content areas. Once the similarity has been established, the team can begin to design lessons that meet the shared objective of both courses.
In this step, both teachers discuss the common themes, standards, concepts, skills, or objectives that exist between the two content areas. Once the similarity has been established, the team can begin to design lessons that meet the shared objective of both courses.
Step 2: Instructional Strategies, Learning Strategies, and Collaborators
Step 2: Instructional Strategies, Learning Strategies, and Collaborators
With the common content in mind, co-teachers may begin to discuss the learning strategies to be incorporated, the co-teaching strategies, and the different collaborators that will be involved in the lesson.
With the common content in mind, co-teachers may begin to discuss the learning strategies to be incorporated, the co-teaching strategies, and the different collaborators that will be involved in the lesson.
Step 3: Creating Co-Taught Lesson(s)
Step 3: Creating Co-Taught Lesson(s)
When teachers have agreed upon strategies, they may begin creating the co-taught lesson, which includes the common standards, strategies, and outcomes expected for students that meets the needs of both courses.
When teachers have agreed upon strategies, they may begin creating the co-taught lesson, which includes the common standards, strategies, and outcomes expected for students that meets the needs of both courses.
Step 4 (Optional): Planning Around Multiple Co-Taught Lessons
Step 4 (Optional): Planning Around Multiple Co-Taught Lessons
If co-teachers want to utilize co-teaching at multiple points within a unit or course they should consider discussing the timeline of each co-taught lesson and how to weave in the content that is specific to their course.
If co-teachers want to utilize co-teaching at multiple points within a unit or course they should consider discussing the timeline of each co-taught lesson and how to weave in the content that is specific to their course.
Step 5 (Optional): Planning For Summative Tasks
Step 5 (Optional): Planning For Summative Tasks
For co-teachers who share a common summative task, they should discuss the pacing of each of their courses to ensure that both content areas are prepared for the summative assessment before being administered to students. Co-teachers may then discuss how the summative assessment will be delivered to students and collectively scored.
For co-teachers who share a common summative task, they should discuss the pacing of each of their courses to ensure that both content areas are prepared for the summative assessment before being administered to students. Co-teachers may then discuss how the summative assessment will be delivered to students and collectively scored.
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