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Understanding the Six Basic Co-Teaching Models: Making It Work in Math Instruction

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Trever Stowell

on 21 February 2011

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Transcript of Understanding the Six Basic Co-Teaching Models: Making It Work in Math Instruction

Understanding the Six Basic Co-Teaching Models Making it Work in Math Instruction Understanding Co-Teaching Two or more educators or certified staff
Contracting to share instructional responsibility
For a single group of students
Primarily in a classroom or workspace
For specific content (objectives)
With mutual ownership, pooled resources, and joint accountability
Each individuals' level of participation may vary Co-Teaching Requisites Co-Teaching Models One Teach One Observe One Teach One Assist Parallel Teaching Station Teaching Alternative Teaching Team Teaching In new co-teaching situations
When questions arise about students
To check student progress
To compare target students to others in class
To collect specific data When the lesson lends itself to delivery by one teacher
When one teacher has specific expertise in the area
In new co-teaching situations - getting to know each other
In lesson stressing a process in which student work needs close monitoring When a lower student-adult ratio is needed to improve instructional efficiency
To foster student participation in discussions
For activities such as drill and practice, re-teaching, and test review When content is complex but not hierarchical
In lessons in which part of planned instruction is review
When several topics comprise instruction In situations where students' mastery of concepts taught or about to be taught varies tremendously
When extremely high levels of mastery are expected for all students
When some students are working on parallel curriculum When two heads are better than one or experience is comparable
During a lesson in which instructional conversation is appropriate
In co-teaching situations in which the teachers have considerable experience and a high sense of comfort
When a goal of instruction is to demonstrate some tye of interaction to students What they look like Beginning Stage - guarded and careful communication
Compromising Stage - give and take communication, with a sense of having to "give up" or "get"
Collaborating Stage - open communication and interaction, mutual respect and admiration Benefits of Co-Teaching in Secondary Mathematics Classes References Developed by Barbara Rivers Wrushen, Ph.D Co-Teaching Relationships: Stages of Development Six Stages of Co-Teaching Phase One:
Special ed teacher and regular ed teacher begin to build a rapport with each other Phase Two:
Regular Ed teacher does all the instruction while the special ed teacher assists Phase Three:
Both teachers are instructing students in two separate groups each group is working independent of each other. Minimal co-planning Phase Four:
Both teachers are beginning to work together. One teacher may always be leading but the "leader" role changes. More co-planning is taking place. Phase Five:
More than one co-teaching model is utilized by both teachers. Co-planning is apparent and both teachers have input. Phase Six:
Both teachers are actively instructing throughout the entire lesson. Teachers allow the curriculum or activity to determine which co-teaching model is appropriate for each lesson. Consistent co-planning is occurring. Conceptualized by Michelle Flynn
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