1. An Effective Way to Reach ALL Struggling Learners
Co-Teaching
An Effective Way to Reach ALL Struggling Learners

2. Co-Teaching Debate Benefits Frustrations
Two teachers in the classroom.
Opportunities for concepts to be re-taught
Improvement of instruction/reflection
Increased opportunity for UDL and differentiated instruction to take place
Lack of common planning time.
Co-teaching pairs not appropriately placed.
Co-teacher placed in subject area not conducive to background.
Lack of shared responsibility.

3. Most Common Turn Offs Lack of common planning time
Lack of consistent co-teaching partnerships (i.e. same person throughout the day)
Lack of co-teacher background/comfort with content. (i.e. different subjects each term)
Lack of relationship in partnership.

4. What Co-Teaching Is Delivery method for instruction
Equally qualified individuals
Shared and equal responsibility
Accountability is shared
Focusing on all
Differentiated Instruction

5. What Co-Teaching Is Not
One teaches and one helps
Pull out method
Targeting certain students
Isolating responsibilities
Following a lead
Lack of collaboration

6. Who Benefits?
Just as in differentiated instruction and Universal Lesson Design (UDL), the purpose to help all learners succeed.
Those that benefit the most are struggling learners.

7. How Can It Benefit Struggling Learners?
Increased observation of student success and struggle.
Re-teaching
Strategy instruction
Modeling alternative formats
Increased opportunity for teacher/student relationship.
Decrease inappropriate student behaviors and model appropriate social skills (McDuffie, Landrum, & Gelman, 2007)
On-task reminders and cues
Differentiated instruction

8. Greatest Factor to Making Co-Teaching Work
Team work and collaboration
Handout: “Steps in Effective Collaboration”
Break- 10 minutes. When we come back we will be looking at specific models of co-teaching and how to plan for co-teaching.

9. Six Models of Co-Teaching
One teach, one observe
Station teaching
Parallel teaching
Alternative teaching
Teaming
Assist

10. One Teach, One Observe
One teaches one observes pre-determined components (i.e. who is struggling, taking notes, etc.)
Teachers take turns teaching and observing.
Teachers analyze data together.
Video:

11. Teaming Both teachers teach same content to the entire class.
The time is shared equally between teachers.
Most difficult approach, but often most effective. This approach takes time.
Video:

12. Station Teaching
Teachers divide the content in half and divide the class in half.
One teacher works with one group while the other works with the other.
Groups alternate at equal time intervals.

13. Parallel Teaching
Like station teaching, but both teachers teach the SAME content simultaneously.
This could benefit students that need more one on one focus or opportunities to participate.
Could be distracting in small spaces.
Video:

14. Alternative Teaching
One teaches larger group and one works with smaller groups.
Great for remedial instruction, catching students up, etc.
Video:

15. Assist
This is the stereotypical model of co-teaching where one rotates the room and quietly assists students while the other teaches.
Use sparingly.

16. Discussion
Which models of co-teaching seem most conducive to the science classroom? Why?

17. Planning for Co-Teaching
Should be done on a consistent basis
Completed in a tiered fashion in what the team wants all students to learn, the majority of students to learn, and what they want a few students to learn (Schumm, Vaughn, & Leavell, 1994).

18. Planning for Co-Teaching
Roles- who teaches what?
Specific tasks and material creation
How will learning be assessed?
Who needs follow up? Who will address this?

19. Sample Planning Form Taken from: Vaughn, S. , Schumm, J
Sample Planning Form Taken from: Vaughn, S., Schumm, J.S, & Arguelles, M.E. (1997). The ABCDEs of Co-Teaching. Teaching Exceptional Children, 30(2), 4-10.
Date
What are you teaching?
Which co-teaching strategy?
What are specific tasks for both teachers?
What materials are needed?
How will you evaluate learning?
Who needs follow up?

20. Wrap Up
There are six models of co-teaching: observe, teaming, alternative, stations, parallel, and assist.
Collaboration and planning are vital to co-teaching success.
Tiered approach is best practice when planning for all learners.
Discussion and questions

21. References and Resources
McDuffie, K., Landrum, T.,& Gelman, J. 2007) Co-Teaching and Students With Emotional and Behavioral Disorders. Beyond Behavior. Fall, pg Schumm, J. S., Vaughn, S., & Leavell, A. (1994). Planning Pyramid: A framework for planning for diverse student needs during content area instruction. The Reading Teacher. 47(8), Vaughn, S., Schumm, J.S., & Arguelles, M.E. (1997). The ACBDEs of co-teaching. Teaching Exceptional Children, 30(2),