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History of Co-Teaching and Four Effective Model
Transcript of History of Co-Teaching and Four Effective Model
Origins of Co-Teaching
Began as progressive education in the 1960s
Advanced by legislated school reforms and the need to modify instruction for a more diverse student population in the 1970s
Appeared in research and practice literature about effectiveness of school-based collaborative activities in the 1990s.
Legal Foundation for Co-Teaching
Requirements of the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004.
No Child Left Behind (NCLB) of 2001
Co-teaching is a cost-efficient, legal way to service learners required by law.
Goal is to increase achievement for all students, those with and without disabilities.
Villa, R., Thousand, J., & Nevins, A. (2013). A guide to co-teaching: New lessons and strategies to facilitate student learning. Thousand Oaks, CA: Corwin. Kindle edition.
Four Approaches to Co-Teaching
One teacher assumes primary responsibility for designing and delivering a lesson, and the other provides support to some or all of the students
Sage on the stage, guide on the side
Beginning of a co-teaching relationship
Overtime should become the least utilized approach
Co-teachers instruct, monitor or facilitate the work of different groups of students at the same time in the classroom.
May teach same or different content
Provides an opportunity for less teacher talk
Greater student-to-student interaction
Co-teachers does something to enhance or augment the instruction provided by the other teacher to assist students in accessing the content
Both share in delivery of information
The way they share the information may vary.
One may write/draw while another talks.
When two or more people do what the traditional teacher used to do.
Shared responsibility in planning, teaching, and accessing
It's like a beautiful dance.
Simultaneous delivery of a lesson or taking turns delivering lesson
Takes the longest to establish this model