Co-Teaching Models

Source:

Friend & Cook (2000). Interactions

Objectives

Define co-teachingDescribe the rationale for using co-

teachingIdentify six approaches to co-teaching and

provide examples of each

Co-teaching Rationale

Meets the individual needs of studentsGoal is to provide individualized instruction (less

fragmented and more contextualized) in a general education environment

Reduce stigma attached by pull-out programsProvide opportunities for flexible schedulingCreates positive social interactionsCo-teachers have a sense of collegial support

Characteristics of Co-teachingTwo or more professionals (Peers with shared teaching

responsibility)Jointly delivering instruction (General education provides

the instructional framework, yet the curriculum may be modified for students with disabilities or others who need accommodations)

Diverse group of students (Allows for teachers to respond to the diverse range of needs of their students, lowers student/teacher ratio and expands professional expertise)

Shared classroom space (Co-teachers teach in a single classroom)

Co-teaching Approaches

Station TeachingParallel TeachingAlternative TeachingTeam TeachingOne Teaching~One Observing (not APS

approved)One Teaching~One Drifting (not APS

approved)

Station Teaching

Each professional has separate responsibility for delivering instruction

Lower teacher:student ratioStudents with disabilities can be more

easily integrated into small groupsNoise level can be distractingMovement can be distracting

Parallel Teaching

Lower teacher:student ratioHeterogeneous groupingAllows for more creativity in lesson

deliveryTeachers must both be comfortable in

content and confident in teaching the content

Should not be used for initial instruction

Alternative Teaching

Helps with attention problem studentsAllows for re-teaching, tutoring, or

enrichmentCan be stigmatizing to group who is

alternatively taughtESE teacher can be viewed as an

assistant if he/she is always in alternative teaching role

Team Teaching

Greatest amount of shared responsibilityAllows for creativity in lesson deliveryPrompts teachers to try innovative

techniques neither professional would have tried alone

Requires greatest amount of trust and commitment

Most difficult to implement

One Teaching/One Observing (not APS approved)

Requires little joint planning timeProvides opportunity for ESE teachers to

learn about General Education CurriculumParticularly effective for teachers new to

collaborationCan result in special educator as being

relegated to role of an assistant

One Teaching/One Drifting (not APS approved)

Requires little joint planning timeProvides opportunity for ESE teachers to learn

about General Education CurriculumParticularly effective for teachers new to

collaborationCan result in special educator as being relegated

to role of an assistantThe second teacher can sometimes be a

distractionStudents can become dependent on the “drifter”

School-wide Factors that Influence Co-teaching

Administrative SupportPEC teacher’s caseloadVoluntary vs. Involuntary ParticipationScheduling (For teaching and planning)Problem-solving techniques