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    Co Teaching Models

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    The document discusses different roles and models that teachers can use when co-teaching. It identifies two common practices, "grazing" and "tag-team teaching", that need modification. For grazing, where one teacher instructs while the other checks on students, the document recommends replacing this with "teaching on purpose", which involves giving mini-lessons to individuals or small groups. For tag-team teaching, where teachers take turns instructing the whole class, the document provides five alternative models (Plans A through E) that involve different grouping strategies and ways for both teachers to actively engage students at the same time.

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    Co Teaching Models

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    The document discusses different roles and models that teachers can use when co-teaching. It identifies two common practices, "grazing" and "tag-team teaching", that need modification. For grazing, where one teacher instructs while the other checks on students, the document recommends replacing this with "teaching on purpose", which involves giving mini-lessons to individuals or small groups. For tag-team teaching, where teachers take turns instructing the whole class, the document provides five alternative models (Plans A through E) that involve different grouping strategies and ways for both teachers to actively engage students at the same time.

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    The document discusses different roles and models that teachers can use when co-teaching. It identifies two common practices, "grazing" and "tag-team teaching", that need modification. For grazing, where one teacher instructs while the other checks on students, the document recommends replacing this with "teaching on purpose", which involves giving mini-lessons to individuals or small groups. For tag-team teaching, where teachers take turns instructing the whole class, the document provides five alternative models (Plans A through E) that involve different grouping strategies and ways for both teachers to actively engage students at the same time.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    161 views6 pages

    Co Teaching Models

    Uploaded by

    let's skip this
    The document discusses different roles and models that teachers can use when co-teaching. It identifies two common practices, "grazing" and "tag-team teaching", that need modification. For grazing, where one teacher instructs while the other checks on students, the document recommends replacing this with "teaching on purpose", which involves giving mini-lessons to individuals or small groups. For tag-team teaching, where teachers take turns instructing the whole class, the document provides five alternative models (Plans A through E) that involve different grouping strategies and ways for both teachers to actively engage students at the same time.

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    The passage discusses different co-teaching models and roles like grazing, tag-team teaching, and proposes alternative models A through D.

    Some typical co-teaching roles discussed are grazing, where one teacher moves from student to student, and tag-team teaching, where teachers take turns leading instruction.

    Alternative models A through D are proposed to grazing and tag-team teaching. Model A involves one lead teacher and one teacher providing targeted lessons. Models B through D involve dividing students into groups with varied instruction.

    Modifying Models for Co-Teaching Roles

    What roles do teachers often implement when co-teaching? Having observed in more
    than 70 co-teaching classrooms, we have identified several typical practices that teachers
    implement. We feel that when these practices are refined, they provide more effective and
    efficient uses of teachers time and skills. Two practices that need modification are gazing
    and tag-team-teaching.

    Grazing
    In grazing, one teacher stands in front of the room providing an explanation or
    instruction, and the other teacher moves from student to student checking to see if they
    are paying attention or following along. Often, in co-teaching situations, teachers are
    involved in grazing; and yet they report to us that they are not sure it is a use of their
    time. Unfortunately, they are uncertain about how else they could be doing during this
    time that would be more effective.
    We suggest that teachers replace grazing with teaching on purposegiving 60-second,
    2-minute, or 5-minute lessons to individual students, pairs of students, or even a small
    group of students. Teaching on purpose often involves a follow-up to a previous lesson or
    a check and extension of what is presently being taught. Teachers who implement
    teaching on purpose keep a written log of information for each ESL student who needs
    follow-up. Sometimes this follow-up work is related to key ideas, concepts, or
    vocabulary from the lesson or unit. Teachers may realize that selected students are still
    unsure of critical information; during teaching on purpose lessons, they approach the
    students, check for understanding, and then follow up with a mini-lesson.
    You may wonder how students can pay attention to the presentation at hand if the coteacher is moving from student to student and teach on purpose. Students quickly
    adjust to the role of the second teacher and, in fact, often want the teacher to check in
    with them.

    Tag-Team-Teaching
    In this familiar scenario, one teacher stands in the front of the room providing a lesson or
    presentation, and the other teacher either stands in the back of the room or sit at a desk
    involved in another activity. When the first teacher has completed the lesson, he or she
    moves to the back of the room or sit at the desk, and the second teacher takes over.
    Teachers often use tag-team-teaching because they are unsure of how else they can
    deliver instruction to the class as a whole. Further, they have been provided few
    alternative models for how two teachers might effectively teach together.
    We have identified several alternative models Plan A through D to grazing and tagteam-teaching. We suggest that you try all the models not just select the one that makes
    most sense to your teaching team (Bauwens, Hourcade, & Friend, 1989).

    A: One Group: One Lead Teacher, One Teacher Teaching on


    Purpose
    As we previously suggested, teaching on purpose is an effective
    alternative to usual models of co-teaching. Also called Supportive Learning
    Activities (Bauwens, Hourcade, & Friend, 1995), Plan A provides effective
    roles for both teachers.
    In this structure, the general education teacher does not always assume the
    lead role, nor does the ESL teacher solely serve in the role of teaching on
    purpose. Teachers can use the Planning Pyramid Unit or Daily Lesson Form
    (see Schumm, Vaughn, & Harris, 1997; Schumm, Vaughn, & Leavell, 1994)
    to record the key ideas they want every student to know and then monitor
    the progress of students with special needs through teaching on purpose.
    Teachers can also use the Co-teaching Daily Lesson Plan Form provided in
    Figure 2. (Figure 1 shows sample items from this form with teachers plans
    added.)

    B: Two Groups: Two Teachers Teach Same Content


    In Plan B, the students in the class form two heterogeneous groups, and each
    teacher works with one of the groups. The purpose of using two small
    groups is to provide additional opportunities for the students in each group
    to interact, provide answers, and to have their responses and knowledge
    monitored by the teacher. This co-teaching arrangement is often used as a
    follow-up to the whole group structure in Plan A. Because small-group
    discussions and teacher instruction always result in somewhat different
    material being addressed in each group, teachers may want to pull the groups
    together to do a wrap-up. The purpose of a wrap-up is to summarize the key
    points that were addressed in each group, therefore familiarizing the whole
    class with the same material. A wrap-up also assists students in learning to
    critically summarize key information.
    Some teachers wonder whether students must always be heterogeneously
    grouped or if it ever makes sense to group students based on their knowledge
    and expertise about the designated topic. We feel that it does; the next coteaching model addressed that issue.

    C: Two Group: One Teacher Re-teaches, One Teacher Teaches


    Alternative Information
    In Plan C, teachers assign students to one of two groups, based on their level
    of knowledge and skills for the designated topic. Although ESL students are
    often in the group that requires re-teaching, this is not always true. The
    criterion for group assignment is not ability but skill level on the designated
    topic. Though ability and skill level for the designated topic are often
    related, they are not the same. This is often referred to as flexible grouping
    because the group to which students are assigned is temporary and relates
    solely to their knowledge and skills for the designated topic. As the topic and
    skills that are addressed change, so does group composition.
    In a co-teaching situation, it is tempting to have the ESL teacher always
    provide instruction for students in the re-teaching group and to have the
    general education teacher provide instruction for students who are ready for
    alternative information. In our experience, the ESL and general education
    teachers find it most effective to alternate between groups. This allows both
    teachers an opportunity to work with the full range of students and
    curriculum content.

    D: Multiple Groups: Two Teachers Monitor/Teach; Content


    May Vary
    Plan D is much like using learning centers or cooperative learning groups.
    Activities related to the topic or lessons are arranged in designated areas
    throughout the classroom. (One area may have computers; another may have
    audio equipment, etc.) Groups of students either alternate working in each of
    the designated areas, or are assisted to work in a particular area that responds
    to their specific needs. Teachers can perform one or several roles:
    Monitoring student progress.
    Providing mini-lesson to individual students or small groups of
    students.
    Working with one group of students during the entire period while the
    other teacher monitors the remaining students and activities.
    This multiple-group format allows all or most students to work in
    heterogeneous groups, with selected students pulled for specific instruction.
    Plan D can be particularly effective in language arts when students might
    require specific and intensive small-group instruction.

    E: One Group: Two Teachers Teach Same Content


    Plan E is perhaps the most difficult to implement and certainly extremely
    challenging for teachers who are first learning to co-teach. In Plan E, two
    teachers are directing a whole class of students, and both teachers are
    working cooperatively and teaching the same lesson at the same time. For
    example, in one classroom where this was implemented, a general education
    science teacher was presenting a lesson on anatomy; and the ESL teacher
    interjected with examples and extensions of the key ideas. The ESL teacher
    also provided strategies to assist the students in better remembering and
    organizing the information that was presented.

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