modelsofCT

One Teaching - One Observing
return to top One Educator/Partner is the primary instructor; One Educator/Partner observes and collects data. Recommended usage is approximately 5-10% of the time…for data collection only.
 * Planning is done primarily by one partner
 * Allows for ESL, sp. Ed. Teachers and specialists to learn about the General Education Curriculum
 * Provides a vehicle through which data can be collected to monitor ‘Response To Intervention’ strategies
 * Particularly effective for teachers NEW to collaboration

This model’s application should be monitored since long-term use can/may result in sp. Ed teacher/para/specialist being relegated to role of JUST an assistant RATHER than an equal partner in the classroom . (This approach is most successful when it is used on an occasional basis in conjunction with the other approaches.)

Station Teaching
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 * Three different teaching stations; two teachers deliver instruction; one group works independently.
 * Each partner has separate responsibility for delivering instruction.
 * There is a lower teacher:student ratio.
 * Students are divided into heterogeneous groups that rotate from station to station after a determined amount of time (either during a block period or day-after-day).
 * Students with disabilities can be more easily integrated into small groups.
 * Both educational partners play an equal role in developing the content/instructional strategies of the lesson; but each is responsible for the instruction he/she delivers at his/her assigned station.
 * Recommended usage is 30-40% of the time; making sure the stations are scaffolded/related but not interdependent.

Two things to monitor are noise level and movement as both could be distractions.

Parallel Teaching
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 * Teachers each teach half the class.
 * Partners jointly plan instruction.
 * Partners teach the same material to two different heterogeneous groups.
 * Allows for lower teacher:student ratio.
 * Allows fro more creativity in lesson delivery (teaching style/learning style).
 * Teachers must both be comfortable in content and confident in teaching the content.

This model should NOT be used for INITIAL instruction.

Alternative Teaching
return to top It is recommended that this model be used approximately 20-30% of the time…as sometimes small grouping may create ‘stigmatization’.
 * One partner manages the larger group; one teacher works with a small group for varied purposes, i.e. to pre-teach, re-teach, supplement, or enrich instruction.
 * Small groups should be ‘ever’ changing…based on learning needs (skills and strategies)…not just sp. Ed. Students all the time.
 * Equal and extended collaboration/planning should be done by both partners to ensure that the logistics of pre-teaching, re-teaching and/or enrichment can be completed.
 * Partners should have similar content knowledge in order for both groups to focus on lesson goals.
 * This model can be used to improve class management/behaviors by providing increased individualized instruction to students who require more structure and attention.
 * It is recommended that this model be used approximately 20-30% of the time to provide for RTI strategy implementation as well as enrichment and tutoring.

Team Teaching
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 * Two teachers serving as one; both are ACTIVELY involved in instruction.
 * Both teachers deliver instruction at the same time - ‘tag team’ teaching/instruction.
 * This model requires the greatest amount of spared responsibility; but it allows for creativity in lesson delivery.
 * Both partners share the planning and instruction of students in a coordinated fashion.
 * This model can prompt partners to try innovative techniques neither may have tried alone.
 * In this type of planning, it is important that both partners have equal knowledge of the class content, a shared philosophy, and a commitment to ALL students in the class.
 * This model requires the greatest amount of trust and commitment; a truly positive partner/partner relationship.

A most exciting model, however, it takes time, effort and equal commitment to share planning and instructional responsibilities…Benefits are that core content partners learn new strategies and specialist partners learn core content. Many times, teams don’t always start with this type of format, but over time, they effectively more to this type of co-teaching – especially if they have continuity in working together across 2-3 years.

One Teaching - One Assisting
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 * One Teacher is the primary instructor; One sp. Ed. Teacher/para/specialist provides support to students.
 * Planning is done collaboratively; however, primary instructor’s input and instructional role is greater while interventions and/or direct supports are provided by the other partner.
 * The partner assisting should circulate around the classroom to provide help rather than sit at a desk and call students for support.
 * This model is recommended to be used approximately only 20% of the time…and should not be the primary approach chosen.

Two things to watch for: the partner providing support may/could become a distraction and/or students could become dependent on the ‘drifter’ rather than learn to work independently.