Co-Teaching

Both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles.

Team Teaching

Two co-teachers were planning a science-based lesson. The lesson itself had a dense instructional period introducing new terms and concepts, which was then followed by a lab. The terminology was critical to understand in order to be successful with the lab portion of the class. The class had five English learners (ELs) who would need more targeted support to understand the terminology and break down the meaning. What type of co-teaching model would best be used in this scenario? a) Team co-teaching b) Alternative co-teaching c) Parallel co-teaching d) Station co-teaching

b) Alternative co-teaching

One teacher takes "the lead" on a particular lesson while the second teacher floats and ensures students are supported with their various needs.

one teach, one assist

One teacher takes the lead on a lesson while the second teacher takes notes on their lesson and the students. During their next co-planning time, both teachers reflect on the lesson and consider ways to improve it.

one teach, one observe

Two teachers are covering the same curriculum but have divided the class down the middle to create smaller groups and target specific student needs.

parallel teaching

Both teachers, and sometimes additional supporting teachers or independent working groups, rotate around the room to work with each teacher to receive targeted instruction. Each small group visits each teacher once as they rotate.

station teaching

Both teachers simultaneously instruct the whole group on the same curriculum. They take turns in taking "the lead" for particular aspects of the lesson, but both teachers have equal responsibility for the content taught.

team teching

In most class groups, occasions arise in which several students need specialized attention. One teacher takes responsibility for the large group while the other works with a smaller group.

Alternative Teaching

In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.

One Teach, One Assist

One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together.

One Teach, One Observe

On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. The teachers are both covering the same information, but they divide the class into two groups and teach simultaneously.

Parallel Teaching

In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third group could give students an opportunity to work independently.

Station Teaching