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Based on your selection, the following tips and resources may be beneficial to you.
These six models are commonly adopted, but there are other models that co-teachers can use.
Which Model DO we Use?
Which Model DO we Use?
One of the biggest areas of research within co-teaching is the different models that can be adopted. Newer co-teacher relationships often default to the one teach, one assist model, where the general education teacher provides instruction while the special education teacher circulates around the room. However, there are other more effective models that work for students with disabilities and their peers in a co-taught classroom.
Co-teachers should not choose one model and stick to it. Different lessons and activities can match with different types of activities. You want to base your model decisions on the lesson, learning objectives, and activities.
Common Co-Teaching Models
Common Co-Teaching Models
One Teach, One Assist
One Teach, One Assist
Definition: One teacher provides instruction while the other monitors class understanding and provides support.
Benefits: Quick support for students in need, keeps students on task, classroom management
Disadvantages: Students may not view teachers equally
Good for:
Co-teachers just starting their partnership
One Teach, One Observe
One Teach, One Observe
Definition: One teacher provides instruction while the other watches the class, documents notes, and tracks data.
Benefits: Significant data collection
Disadvantages: No collaboration, not viewed as two teachers
Good for:
Specialists or paraprofessionals collecting extensive data on an individual student (uninterrupted data collection)
Parallel Teaching
Parallel Teaching
Definition: The class is divided into two groups. Both co-teachers provide the same instruction & skills.
Benefits: Provides multiple ways to learn new content, more attention to students due to smaller groups, focuses on learner variability and how students learn best
Disadvantages: Difficult to structure with classroom space and noise logistics, students may be distracted, requires strong timing in lessons
Good for:
Co-teachers with the same subject matter expertise
Lessons that could be taught in a variety of ways (e.g., math)
Station Teaching
Station Teaching
Definition: Students rotate between stations, including two run by each co-teacher and independent work stations.
Benefits: Both teachers get to provide instruction & plan an activity, frequent movement for students, can use the UDL approach, flexible grouping
Disadvantages: Requires extensive planning, requires teaching the process and procedures to students, difficult to pace all students, students may have difficulty focusing
Good for:
Targeted support based on individual student needs
Alternative Teaching
Alternative Teaching
Definition: One teacher instructs most of the students while the other provides targeted instruction to a small group.
Benefits: Catch students up (e.g., absent), opportunities for re-teaching for all learners, smaller group, flexible group
Disadvantages: Difficult to plan so that students do not miss the new lesson, requires data collection for grouping, sound/room logistics
Good for:
Frequently absent students
Students who benefit from an extra review or re-teaching
Intervention
Team Teaching
Team Teaching
Definition: Both teachers provide direct instruction to all students in the class at the exact same time.
Benefits: Teachers are treated equally, provides multiple ways to access content, models collaboration to students, access to two content experts
Disadvantages: Requires strong partnership (years of experience) and equal content expertise, extensive collaboration
Good for:
When content is best presented in different ways
Strong co-teaching partners who have opportunities to frequently collaborate
RESOURCES
RESOURCES
These tools could help you and your co-teacher discuss your roles in the classroom.
To use these templates, you can:
Click the title of the resource below. It will prompt you to Make a Copy if you're logged into your Google account. The copy is added to your Drive, giving you editing access.
You and your co-teacher can use this Google Form after each lesson to see which co-teaching models you are using most frequently. This data can help you decide which models are working and which models to try next.
You and your co-teacher can use this Google Form as a starting point to reflect on your practices. At the end of each marking period, independently fill it in. Then compare results and discuss changes to implement for the following quarter.
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