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Co-Teaching Models

Co-Teaching Models. One Teach, One Observe. Whole Group Teachers alternate roles of teaching lessons and observing students for an understanding of academic and social functioning Planning Time Requirement: Low. One Teach, One Assist. Whole Group

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Co-Teaching Models

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  1. Co-Teaching Models

  2. One Teach, One Observe • Whole Group • Teachers alternate roles of teaching lessons and observing students for an understanding of academic and social functioning • Planning Time Requirement: Low

  3. One Teach, One Assist • Whole Group • Teachers alternate roles of teaching and supporting the instructional process • Planning Time Requirement: Low

  4. Station Teaching • Small Group • Small groups of students rotate to various stations for instruction, review, and/or practice • Planning Time Requirement: Medium

  5. Parallel Teaching • Small Group • Students are divided into mixed ability groups and each co-teaching partner teaches the same material to one of the groups • Planning Time Requirement: Medium

  6. Alternative Teaching • Big Group/Small Group • One person teaches, re-teaches, or enriches a concept for a small group while the other monitors or teaches the remaining class members • Planning Time Requirement: High

  7. Interactive Teaching • Whole Group • Teachers alternate the roles of presenting, reviewing, and monitoring instruction • Planning Time Requirement: High

  8. Consider what the research says: Teachers might use a minimum of 3 approaches initially With experience, all 6 approaches can be used Friend, M. (2007, January & March). Collaborating for Success. Workshop for VASSP/VSFEL in collaboration with Virginia DOE and The College of William and Mary, Richmond, VA.

  9. What is the “ideal” usage? One teach, One observe: 5-10% Station teaching: 30% Parallel teaching: 30% Alternative: 20% Teaming/interactive: 30% One teach, One assist: under 20% Friend, M. (2007, January & March). Collaborating for Success. Workshop for VASSP/VSFEL in collaboration with Virginia DOE and The College of William and Mary, Richmond, VA.

  10. Where is your school in its inclusive journey? • Regarding collaboration, what has worked well in your building? • What hasn’t worked well in your building? • Write down three things that you will do next semester to continue moving forward.

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