What Are The Co-Teaching Models?
Course Title Page | Pre-Assessment | Which Model Is This?
In this unit you will
- Identify the attributes of the 6 co-teaching models.
- Identify the pros and cons of each co-teaching model.
- Begin thinking about what each model might look like in practice.
Thinking Job:
As you explore this unit, ask yourself the following questions to guide your thinking.
- Do I use this model in my classroom now?
- What situations might this model be helpful for?
- Are there students in my class which would benefit from this model?
- How can this model support my students' academic growth?
Co-Teaching Models
1. One Teach, One Observe
In this model, one teacher is leading the instruction, while the other teacher is observing while collecting academic, social, or behavioral data. It can look like the illustration above, with Teacher 1 engaging all students in a lesson, and Teacher 2 strictly observing and collecting data. This model is used most effectively if there is a purpose and focus to the data collection, and the data is being used to address future instructional and management needs.
Benefits of One Teach, One Observe:
- Allows for more specific, purposeful, and accurate data collection. This data can help lead future instruction or address problems currently occurring in the classroom.
- Less interruption in the lesson.
Costs of One Teach, One Observe:
- Can signal and lead to complacency in lack of planning and collaboration between teachers.
- Can be underutilized for it's intended purpose of data collection.
2. One Teach, One Assist
In this model, one teacher is leading the instruction, while the other rotates amongst the students offering individual support. It can look like the illustration above, with Teacher 1 completely engaging students, and Teacher 2 offering academic or behavioral support to students on an individual basis. This model is most effectively used when teachers rotate between the Teacher 1 and Teacher 2 roles, and if Teacher 2 is diligent about seeking out and supporting students who are unengaged or struggling with the lesson.
Benefits of One Teach, One Assist:
- More eyes on students to identify and address student needs in the moment.
- Less interruption of instruction for other students and Teacher 1, who can continue teaching.
Costs of One Teach, One Assist:
- Can signal and lead to complacency with lack of planning and collaboration between teachers.
- Can be ineffective without a pre-planned focus group or misconception to support.
3. Parallel Teaching
In this model, both teachers simultaneously teach the same lesson to the entire class, split into two groups of students. It can look like the illustration above, with Teacher 1 with one-half of the class on one side of the room, and Teacher 2 delivering the same instruction and presenting the same materials on the other side with the other half. This model is most effective when teachers both have adequate content knowledge.
Benefits of Parallel Teaching:
- Smaller group sizes makes management easier.
- Teacher can more easily check for understanding, take student questions, and differentiate instructional delivery.
Costs of Parallel Teaching:
- Logistically difficult to manage space, classroom set-up and structure, and noise levels in the classroom.
- Takes more time to collaboratively plan amongst co-teachers.
4. Alternative Teaching
In this model, one teacher works with most students on a lesson while the other teacher pulls a small group of students who are in need of remediation, enrichment, assessment, pre-teaching, or another purpose. It can look like the illustration above, where Teacher 1 is delivering the main content to most students, and Teacher 2 is delivering supplemental, remedial, or enrichment content to a smaller group. This model works most effectively when there is a separate space in the room for Teacher 2 to pull a group, and it is happening at a time of day when students in the small group are not missing new information.
Benefits of Alternative Teaching:
- Provides students an opportunity to close instructional gaps, helps students who suffer from chronic absenteeism, and provides extension activities to students above grade-level.
- Focused resources, instruction and time on a targeted group of students.
Costs of Alternative Teaching:
- Logistically difficult to manage space, physical set-up and structure, and noise levels in the classroom.
- Requires more time planning and collaborating with co-teachers so students don't miss instruction.
5. Team Teaching
In this model, both teachers lead whole-group instruction together. This can look like the illustration above, with both teachers delivering instruction, lecturing, illustrating two ways to solve a problem, offering opposing views in a debate, engaging in error analysis, modeling partner-work, and in many other ways. This model is most effective when there is extensive trust, planning and collaboration between co-teachers.
Benefits of Team Teaching:
- Capitalizes on two teachers' expertise, and instructional strategies.
- Places both teachers in the spotlight in front of students, equalizing them in the student's eyes.
Costs of Team Teaching:
- Requires extensive time planning and collaborating on part of both co-teachers.
- Requires a healthy relationship based on trust and willingness to give and receive feedback between co-teachers.
6. Station Teaching
In this model, instruction is divided into three or more non-sequential parts, with students rotating in groups between stations focused on each part, two led by teachers and one or more meant for independent practice. This can look like the illustration above, where there are three stations, two of which are led by teachers and one is independent work for students. This model works most effectively when there are strong routines and expectations for independent work and teachers lead stations that utilize their individual strengths.
Benefits of Station Teaching:
- Smaller instructional groups.
- Refined lesson planning, with multiple rounds to teach the same lesson for each teacher.
- Fostering students' independence with increased practice time.
Costs of Station Teaching:
- Requires more time planning and collaborating on part of both co-teachers.
- Requires good timing on part of both teachers.
Revisiting our Thinking Job
As you explored this unit, you asked yourself the following questions to guide your thinking.
- Do I use this model in my classroom now?
- What situations might this model be helpful for?
- Are there students in my class which would benefit from this model?
- How can this model support my students' academic growth?
In the same notebook you replied to your pre-assessment with, please jot down some thoughts you have after finishing this unit.
Looking Forward
Now that you've taken some time, you are ready for Unit 2, where you will put this thinking into context.
