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Co-Teaching . An Effective Way to Reach ALL Struggling Learners. Co-Teaching Debate. Benefits. Frustrations. Lack of common planning time. Co-teaching pairs not appropriately placed. Co-teacher placed in subject area not conducive to background. Lack of shared responsibility.

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Co teaching


An Effective Way to Reach ALL Struggling Learners

Co teaching debate
Co-Teaching Debate



Lack of common planning time.

Co-teaching pairs not appropriately placed.

Co-teacher placed in subject area not conducive to background.

Lack of shared responsibility.

  • Two teachers in the classroom.

  • Opportunities for concepts to be re-taught

  • Improvement of instruction/reflection

  • Increased opportunity for UDL and differentiated instruction to take place

Most common turn offs
Most Common Turn Offs

  • Lack of common planning time

  • Lack of consistent co-teaching partnerships (i.e. same person throughout the day)

  • Lack of co-teacher background/comfort with content. (i.e. different subjects each term)

  • Lack of relationship in partnership.

What co teaching is
What Co-Teaching Is

  • Delivery method for instruction

  • Equally qualified individuals

  • Shared and equal responsibility

  • Accountability is shared

  • Focusing on all

  • Differentiated Instruction

What co teaching is not
What Co-Teaching Is Not

  • One teaches and one helps

  • Pull out method

  • Targeting certain students

  • Isolating responsibilities

  • Following a lead

  • Lack of collaboration

Who benefits
Who Benefits?

  • Just as in differentiated instruction and Universal Lesson Design (UDL), the purpose to help all learners succeed.

  • Those that benefit the most are struggling learners.

How can it benefit struggling learners
How Can It Benefit Struggling Learners?

  • Increased observation of student success and struggle.

  • Re-teaching

  • Strategy instruction

  • Modeling alternative formats

  • Increased opportunity for teacher/student relationship.

  • Decrease inappropriate student behaviors and model appropriate social skills (McDuffie, Landrum, & Gelman, 2007)

  • On-task reminders and cues

  • Differentiated instruction

Greatest factor to making co teaching work
Greatest Factor to Making Co-Teaching Work

  • Team work and collaboration

  • Handout: “Steps in Effective Collaboration”

  • Break- 10 minutes. When we come back we will be looking at specific models of co-teaching and how to plan for co-teaching.

Six models of co teaching
Six Models of Co-Teaching

  • One teach, one observe

  • Station teaching

  • Parallel teaching

  • Alternative teaching

  • Teaming

  • Assist

One teach one observe
One Teach, One Observe

  • One teaches one observes pre-determined components (i.e. who is struggling, taking notes, etc.)

  • Teachers take turns teaching and observing.

  • Teachers analyze data together.

  • Video:


  • Both teachers teach same content to the entire class.

  • The time is shared equally between teachers.

  • Most difficult approach, but often most effective. This approach takes time.

  • Video:

Station teaching
Station Teaching

  • Teachers divide the content in half and divide the class in half.

  • One teacher works with one group while the other works with the other.

  • Groups alternate at equal time intervals.


Parallel teaching
Parallel Teaching

  • Like station teaching, but both teachers teach the SAME content simultaneously.

  • This could benefit students that need more one on one focus or opportunities to participate.

  • Could be distracting in small spaces.

  • Video:

Alternative teaching
Alternative Teaching

  • One teaches larger group and one works with smaller groups.

  • Great for remedial instruction, catching students up, etc.

  • Video:


  • This is the stereotypical model of co-teaching where one rotates the room and quietly assists students while the other teaches.

  • Use sparingly.


  • Which models of co-teaching seem most conducive to the science classroom? Why?

Planning for co teaching
Planning for Co-Teaching

  • Should be done on a consistent basis

  • Completed in a tiered fashion in what the team wants all students to learn, the majority of students to learn, and what they want a few students to learn (Schumm, Vaughn, & Leavell, 1994).

Planning for co teaching1
Planning for Co-Teaching

  • Roles- who teaches what?

  • Specific tasks and material creation

  • How will learning be assessed?

  • Who needs follow up? Who will address this?

Co teaching

Sample Planning FormTaken from: Vaughn, S., Schumm, J.S, & Arguelles, M.E. (1997). The ABCDEs of Co-Teaching. Teaching Exceptional Children, 30(2), 4-10.

Wrap up
Wrap Up

  • There are six models of co-teaching: observe, teaming, alternative, stations, parallel, and assist.

  • Collaboration and planning are vital to co-teaching success.

  • Tiered approach is best practice when planning for all learners.

  • Discussion and questions

References and resources
References and Resources

McDuffie, K., Landrum, T.,& Gelman, J. 2007) Co-Teaching and Students With Emotional and Behavioral Disorders. Beyond Behavior. Fall, pg. 11-16

Schumm, J. S., Vaughn, S., & Leavell, A. (1994). Planning Pyramid: A framework for planning for

diverse student needs during content area instruction. The Reading Teacher. 47(8), 608-615.

Vaughn, S., Schumm, J.S., & Arguelles, M.E. (1997). The ACBDEs of co-teaching. Teaching Exceptional Children, 30(2), 4-10.