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Co-Teaching:Station Vs. Parallel

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Roberto Gonzalez

on 15 October 2013

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Transcript of Co-Teaching:Station Vs. Parallel

Co-Teach Models
Station Vs. Parallel
Station Vs. Parallel
Compromising Stage
Collaborative Teaching
What is Co-Teaching?
Co-teaching is defined as two or more professionals delivering meaningful instruction to a group of students with diverse learning needs (Cook & Friend 1995).
Collaborative Stage

What it is, and what it's not
Review Models of Co-teaching
Compare Station Teaching and Parallel Teaching
Tips to Implement Approaches

Why does Co-Teaching work?
Both teachers utilize expertise to contribute a wide range of instructional practices.
Special educator identifies learning needs and enhances curriculum to support individual students.
General educator has in-depth knowledge gen-ed curriculum and whole group instruction.
Reduces the student-teacher ratio.
Reduces the stigma associated with needing extra help.
(Kloo & Zigmond, 2008)
Stages of Co-teaching
Requires little joint planning.
One teacher usually ends up taking lead role.

Beginner Stage
Collaborative Stage
Can be used for pre-teaching, enrichment, re-teaching, or individual instruction.
Can be stigmatizing if same group is consistently pulled.

Prompts teachers to try innovative techniques neither professional would have tried alone.
Requires the greatest amount of mutual trust and respect.

Rotational learning is active learning that employs the theory of multiple intelligences .
The more ways students encounter a concept, the greater the likelihood that the concept will be engrained in their minds (Whited, 2011).
What is Station Teaching ?
Two teachers split content and students.
Teachers set up centers/stations for students to rotate to throughout the class period.
There can be different stations to meet various student needs and instructional goals.
Very flexible (2-10).
Great for students with attention difficulties, English Language Learners, and students with learning disabilities.

Station Teaching
Pro's Con's
Each teacher has equal authority and responsibility.
More material can be covered in half the time.
There are less behavioral management issues.
Students can be grouped according to abilities and needs for more focused instruction.
(Cooke & Friend, 2004).
Requires a great amount of planning, organization, and coordination.
Syncopation of multiple centers is often difficult.
Movement and noise can be distracting.
Independent work can sometimes lead to off-task behavior and/or confusion.
(Cooke & Friend, 2004)
The class is split into two equal groups and the co-teachers teach the same information simultaneously.
What is Parallel Teaching?
Parallel Teaching
Lower teacher-student ratio.
Allows the teacher to monitor
individual student progress
and understanding more
Fosters student participation.
Can be used for practice, remediation, or spiraling.
(Cook, 2004)
Greater opportunity to control behavior issues.
(Zelkowitz, 2008)
Planning: Model allows for individual teaching styles, but lesson has to be planned well.
Both co-teachers must be proficient in
content area.
Noise may be a distraction.
Not for initial instruction.
(Zelkowitz, 2008)
How we implement these methods?
Co-teachers must plan.
-What will our teaching look like?
-How long will the lesson last?
-What will we need?
-What are we each responsible for?
-How will we implement IEPS/ELPS?
Strategically place students.
-Decide which students work best
with which teacher.
-Take Learning Styles/needs into consideration when grouping.
Teach and reflect.
-Teach your lesson and then
discuss how it went.
-Did the students understand/
benefit from the approach?
-What needs to be retaught?
-What did we like/dislike?
Full transcript