Co-Teaching Models

Co-Teaching Models
I. LEAD TEACHER ßà SUPPORT TEACHER (Lead Teacher is supported by her/his Peer Teacher in some way)

A. Peer Observation—Co-teachers must agree on the purpose and focus of the observation PROS ·      Requires little joint planning time ·      Provides opportunity of support teacher to learn about students or lead teacher’s teaching style CONS ·      Can result in one teacher being perceived as an assistant

B. Peer Support—One teacher has primary responsibility for teacher and the other circulates, helping individual students or groups as needed. PROS ·      Requires little joint planning time ·      Support teacher can give one-on-one help to students ·      Support teacher can help model interactions with lead teacher CONS ·      Support teacher can become a distraction ·      Students can become dependent on the support teacher

C. Pull-Aside Teaching—If some students need special attention, one teacher leads the large group and the other “pushes in” with focused instruction for a group of students. PROS ·         Good for students who learn at different rates; allows re-teaching, tutoring, or enrichment ·          Can catch up students who have been absent or work with a few students on special projects CONS ·        Can be stigmatizing to the group who is alternatively taught, if the same students are always in the alternative small group

II. TEAM TEACHING (Teachers have equal teaching presence)

·         Split Teaching – Teachers teach two groups of students the same information simultaneously. Lowers teacher-to-student ratio. Can be used in multiple classes. PROS ·         Allows heterogeneous or homogeneous groups ·         Can be used for differentiated learning CONS ·         Teachers must both know in the subject and confident in teaching the content ·         Should not be used for initial instruction

B. Team Teaching– Both teachers teach cooperatively but switch off taking the lead (equally) on different teaching segments. PROS ·         Greatest amount of shared responsibility ·         Prompts teachers to try innovative techniques neither teacher could do alone ·         Reduces the teaching burden on both teachers ·        Allows each teacher to play to her/his strengths CONS ·        Most difficult to implement ·        Requires much trust, commitment, and planning