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Co-Teaching Models

Co-Teaching Models Source: Friend & Cook (2000). Interactions Objectives Define co-teaching Describe the rationale for using co-teaching Identify six approaches to co-teaching and provide examples of each Co-teaching Rationale Meets the individual needs of students

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Co-Teaching Models

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  1. Co-Teaching Models Source: Friend & Cook (2000). Interactions

  2. Objectives • Define co-teaching • Describe the rationale for using co-teaching • Identify six approaches to co-teaching and provide examples of each

  3. Co-teaching Rationale • Meets the individual needs of students • Goal is to provide individualized instruction (less fragmented and more contextualized) in a general education environment • Reduce stigma attached by pull-out programs • Provide opportunities for flexible scheduling • Creates positive social interactions • Co-teachers have a sense of collegial support

  4. Characteristics of Co-teaching • Two or more professionals (Peers with shared teaching responsibility) • Jointly delivering instruction (General education provides the instructional framework, yet the curriculum may be modified for students with disabilities or others who need accommodations) • Diverse group of students (Allows for teachers to respond to the diverse range of needs of their students, lowers student/teacher ratio and expands professional expertise) • Shared classroom space (Co-teachers teach in a single classroom)

  5. Co-teaching Approaches • One Teaching~One Observing • One Teaching~One Drifting • Station Teaching • Parallel Teaching • Alternative Teaching • Team Teaching

  6. One Teaching/One Observing +Requires little joint planning time +Provides opportunity for ESE teachers to learn about General Education Curriculum +Particularly effective for teachers new to collaboration -Can result in special educator as being relegated to role of an assistant

  7. One Teaching/One Drifting +Requires little joint planning time +Provides opportunity for ESE teachers to learn about General Education Curriculum +Particularly effective for teachers new to collaboration -Can result in special educator as being relegated to role of an assistant -The second teacher can sometimes be a distraction -Students can become dependent on the “drifter”

  8. Station Teaching +Each professional has separate responsibility for delivering instruction +Lower teacher:student ratio +Students with disabilities can be more easily integrated into small groups -Noise level can be distracting -Movement can be distracting

  9. Parallel Teaching +Lower teacher:student ratio +Heterogeneous grouping +Allows for more creativity in lesson delivery -Teachers must both be comfortable in content and confident in teaching the content -Should not be used for initial instruction

  10. Alternative Teaching + Helps with attention problem students +Allows for re-teaching, tutoring, or enrichment -Can be stigmatizing to group who is alternatively taught -ESE teacher can be viewed as an assistant if he/she is always in alternative teaching role

  11. Team Teaching +Greatest amount of shared responsibility +Allows for creativity in lesson delivery +Prompts teachers to try innovative techniques neither professional would have tried alone -Requires greatest amount of trust and commitment -Most difficult to implement

  12. School-wide Factors that Influence Co-teaching • Administrative Support • ESE Caseload • Voluntary vs. Involuntary Participation • Scheduling (For teaching and planning) • Problem-solving techniques

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