Affronti

Angela Affronti
Models of Co-Teaching Develop a foundation of building a relationship. Know your strengths and pet peeves. Advantages of co-teaching for teachers and students. Key components...shared system of beliefs. Pre-requisites of co-teaching.

1. One Teaching-One Observing One educator is the primary instructor, one educator collects data. Recommended usage is 10% of the time. -planning is done primarily by one partner. -allows for ESL, special education teachers and specialists to learn about gen ed curriculum. -provides a vehicle through which data can be collected. -particularly effective for teachers new to collaboration.

2. One Teaching- One Assisting -one teacher is the primary instructor, one special education teacher provides support to students. -planning is done collaboratively, however, primary instructors input and instructoral role is greater while interventions and or direct supports are provides 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 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.

3. Station Teaching Three different teaching stations, two teachers deliver instruction, one group works independently. Each partner has separate responsibility for delivering instruction. there is a lower student teacher 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 in to groups. Both educational partners play an equal role in developing the content strategies of the lesson, but each is responsible for the instruction he or she delivers and each assigned station.

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

5. Alternative Teaching One partner manages the larger group, one teacher works with a small group for varied purposes, ie to pre-teach re-teach, supplement, or enrich instruction. Small groups should be ever changing. Based on learning skills and strategies) not just special education 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 20-30% of the time to provide for RTI strategy implementation as well as enrichment and tutoring.

6. Team Teaching Two teachers serving as one, both are actively engaged in instruction. Both teachers deliver instruction at the same time- tag team teaching/instruction This model requires the greatest amount of shared responsibilities, but it allows for creatively and lesson delivery. Both partners share the planning and instruction of students in a coordinated fashion. This model can prompt partners to try to innovate techniques neither may have tried alone. In this type of planning, it is important that both partners have equal knowledge of 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.