The Instructional Corner…. The Ins, Outs of Co-Teaching radnortsd.schoolwires.com/.../The_Ins_and_outs_of_co-teaching.doc Written By: Marjorie Wunder and Candy Lindsey, Center for Innovations in Education
Co-teaching occurs when two or more educators provide instruction to students with varying abilities in the same physical area. These professionals are partners in the education process and actively and jointly plan and implement curriculum. The co-teaching pair includes a general and special educator who can share their expertise and knowledge to provide a rich experience for all students (Dettmer, Thurston, & Dyck, 1993).
The student population in a co-taught class is diverse. It includes students with disabilities who can be accommodated with appropriate supports in a general education environment; students receiving Title services in reading and/or math; students who qualify for no additional services but who will benefit from additional assistance; general education students; and/or gifted students. This blending in a general learning community setting provides a richer context for all learners.
Understanding Co-Teaching Roles Co-teaching arrangements naturally grow out of a close working relationship. There are five models of cooperative teaching: complementary instruction, station teaching, parallel teaching, alternative teaching, and team teaching. These models are described below. However in practices the boundaries are often blurred as student needs and teacher preference evolve (Thousand & Villa, 1990).
· With one teach/one observe one of the partners observes the classroom to gather relevant data while the other partner instructs. The observer can compile anecdotal information, record feedback concerning the effectiveness of the classroom management, or maintain records of individual students and class wide time on task. To facilitate the students' perception of both as teachers, the observer's role and the lead teacher's role should be rotated.
· With one teach/one assist the instruction expertise of the special educator and the general educator are combined. The general education teacher is the contents specialist in the specific subject. His or her instructional responsibilities include the scope and sequences of the curriculum, grading of projects and tests, and assigning the grade for the course. The special education teacher is the academic skill strategist. His or her instructional responsibilities include the instruction of academic survival skills and learning strategies that the students need for learning the core curriculum.
Co-teaching occurs when two or more educators provide instruction to students with varying abilities in the same physical area. These professionals are partners in the education process and actively and jointly plan and implement curriculum. The co-teaching pair includes a general and special educator who can share their expertise and knowledge to provide a rich experience for all students (Dettmer, Thurston, & Dyck, 1993).
The student population in a co-taught class is diverse. It includes students with disabilities who can be accommodated with appropriate supports in a general education environment; students receiving Title services in reading and/or math; students who qualify for no additional services but who will benefit from additional assistance; general education students; and/or gifted students. This blending in a general learning community setting provides a richer context for all learners.
Understanding Co-Teaching Roles Co-teaching arrangements naturally grow out of a close working relationship. There are five models of cooperative teaching: complementary instruction, station teaching, parallel teaching, alternative teaching, and team teaching. These models are described below. However in practices the boundaries are often blurred as student needs and teacher preference evolve (Thousand & Villa, 1990).
· With one teach/one observe one of the partners observes the classroom to gather relevant data while the other partner instructs. The observer can compile anecdotal information, record feedback concerning the effectiveness of the classroom management, or maintain records of individual students and class wide time on task. To facilitate the students' perception of both as teachers, the observer's role and the lead teacher's role should be rotated.
· With one teach/one assist the instruction expertise of the special educator and the general educator are combined. The general education teacher is the contents specialist in the specific subject. His or her instructional responsibilities include the scope and sequences of the curriculum, grading of projects and tests, and assigning the grade for the course. The special education teacher is the academic skill strategist. His or her instructional responsibilities include the instruction of academic survival skills and learning strategies that the students need for learning the core curriculum.
- With station teaching instruction is divided into two or three parts, and each teacher presents a lesson in one station through which students rotate. At each station, one teacher provides half the instructional content. In some instances, a third station where students can work independently may be appropriate. Lessons using this method must not be dependent on the order of the content presented as groups of students will progress through the stations in different order.
- With parallel teaching both teachers present the same content to one half of the class simultaneously. This model works best when student response (discussion) is required or instruction involves hands-on activities.
- With alternative teaching one teacher instructs a small group of students apart from the rest of the class. The purpose of this grouping may be for enrichment, reteaching, pre-teaching, special projects, make-up material, assessment, or teaching of social skills. All students should be allowed to take advantage of this method, and heterogeneous grouping should be maintained.
- Team teaching is when both teachers simultaneously share the direct instruction of the content. This method requires more planning but allows teachers to blend their styles and expertise.