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CoTeaching : Increasing Instructional Intensity. Members of successful co-teaching teams share several common beliefs that constitute a philosophy or a system of principles that guide their practice. .
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Members of successful co-teaching teams share several common beliefs that constitute a philosophy or a system of principles that guide their practice.
“No one teacher can or ought to be expected to have all the expertise required to meet the needs of all students in the classroom.” (Lipsky, 1994)
Speaking the Same Language Collaboration A style for interaction between co-equal parties voluntarily engaged in shared decision making as they work toward a common goal. - Marilyn Friend
Co-Teaching Approaches • One Teach, One Observe • Station Teaching • Parallel Teaching • Alternative Teaching • Team Teaching • One Teach, One Assist
One Teach, One Observe What does it look like? • One teacher teaches content, other teacher observes a predetermined focus of students engaged in the learning process. To Think About 5-10% of the time • Little Planning • Must agree in advance what question(s) need to be answered and how the information will be collected. • Can be used as a form of coaching
Station Teaching What does it look like? • Teachers divide content and students. • Each teacher teaches the content to one group and repeats the instruction for the other group. A third “station” could give students an opportunity to work independently. To Think About 30 - 40% of time • Use when content is complex but not hierarchical • In lessons in which part of planned instruction is review • When several topics comprise instruction • Medium planning time • Can be carried across two days.
Parallel Teaching What does it look like? The class is divided. Teachers are both teaching the same information simultaneously, to part of the class. Teachers may vary instructional approaches. To Think About 30 - 40% of time • Use when a lower teacher-student ratio is needed. • Use to foster student participation in discussions. • Also can use for activities such as drill and practice, re-teaching, and test review • Medium planning • Gives each teacher an active role. • Students can be strategically placed in two groups.
Alternative Teaching What does it look like? One teacher takes responsibility for the large group, while the other teacher works with a smaller flexible group. The purpose of the flexible group should vary. To Think About 20 - 30% of time • Might take an entire class period or be used for just a few minutes at the beginning or end of a lesson. • High planning time • Purpose and membership of group should vary. • All students should be in group at some time.
Team Teaching What does it look like? Both teachers are delivering instruction jointly. To Think About Use 20-30% of time • High degree of planning • Having “one brain in two bodies” • Use when a goal of instruction is to demonstrate some type of interaction to students. • Most interpersonally complex approach
Team Teaching Options • Tag Team • Speak and Chart • Speak and Interject • Perform and Comment
One Teach, One Assist What does it look like? One person has primary responsibility for teaching, while the other teacher circulates through the room providing unobtrusive help to students as needed. To Think About 15 % of time • Should never be the primary approach • Although approach has value, there is “not enough bang for the buck” • Low Planning • Each teacher should have opportunity to lead instruction and drift if approach is used.
