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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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co teaching models

Co-Teaching Models

Source:

Friend & Cook (2000). Interactions

objectives
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
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
characteristics of co teaching
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)
co teaching approaches
Co-teaching Approaches
  • One Teaching~One Observing
  • One Teaching~One Drifting
  • Station Teaching
  • Parallel Teaching
  • Alternative Teaching
  • Team Teaching
one teaching one observing
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

one teaching one drifting
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”

station teaching
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

parallel teaching
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

alternative teaching
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

team teaching
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

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