TEAM TEACHING Definition of Team Teaching Co instructor and the Content Instructor are in the classroom for at least 50% of the course

SIX MODELS OF TEAM TEACHING Traditional Monitoring teacher Classic Cooperative Integrated Distinctive Parallel The course content will primarily drive the model of teaching you will use.

TRADITIONAL: MONITORING TEACHER Content expert teaches all course content Co instructor monitors the students’ understanding and comprehension of material and key vocabulary. Co instructor is an observer.

Doesn’t fully utilize each instructor’s specialty Can create behavior/authority problems for the observing instructor if done regularly Can create animosity between instructors if teaching model used is not a mutual decision Minimal coordination required when planning Allows for delivery of quality instruction without interruptions May conceal weaknesses if co- instructor is not as strong on the particular subject being taught TRADITIONAL: MONITORING TEACHER ProsCons

TRADITIONAL: CLASSIC TEAM TEACHING Content instructor presents the new information Co-instructor becomes a participant. MA instructor, for Medical Office Insurance Finance, gives worksheets in class, co-instructor assists with calculators and ICD- 9 books. Human Body instructor lectures on content material. The co- instructor models good note taking on the board.

Does not make full use of both instructors Can establish a lower level of respect for the assisting instructor Allows the content instructor to deliver and focus on instruction without interruption CLASSIC TEAM TEACHING ProsCons

COOPERATIVE TEACHING Instructors teach new materials at the same time Instructors model the learning plan by having a prepared or spontaneous discussion about the topic in front of the students Can be used with group work Both instructors engage in conversation about the importance of being to work on time. Each instructor contributes their own personal experiences to the discussion. MLEP: instructors and students debate bioethical issues

Requires a level of comfort between instructors that cannot be faked Requires coordination and planning that may be time-consuming Models a respectful working relationship between adults Allows both instructors to provide their prospective on the topic Promotes respect for both instructors COOPERATIVE TEACHING ProsCons

INTEGRATED TEAM TEACHING One instructor teaches the content Co-instructor provides proactive or follow up activities Welding instructor teaches about welding safety. The Co instructor works with the students to create a presentation to the class. Students are able to reinforce their welding safety instruction while improving their writing and speaking skills at the same time. ADDITIONAL CONTEXUALIZATION: Prior to this activity, I did a learning plan on learning styles. You may want to group students by learning style and have them create a presentation that compliments their learning style. NA: ELL instructor works proactively with students by introducing new vocabulary, making flashcards, and completing worksheets prior to the content instructor lecturing on the materials.

Requires coordination between instructors that may be time consuming Each instructor showcases their specialty Students improve remedial skills and practice new skills simultaneously Instructors try new activities they may not have tried before INTEGRATED TEAM TEACHING ProsCons

DISTINCTIVE CLASS SPLIT Divide the class up by levels of learning and provide instruction as needed Divide class up and match stronger students up with students that need more assistance Divide the students into strong learners and learners who need more assistance. One instructor works with the strong learners to teach more advanced skills while the other instructor reviews and reinforces concepts to students who need more assistance.

May reduce a student’s exposure to ABE/ELL curriculum May “label” students by continually grouping them together Reduces the value of inclusion by separating students based on needs. Provides differentiation opportunities Provides remediation or enrichment for students who need it Smaller groups provide more individual attention DISTINCTIVE CLASS SPLIT ProsCons

PARALLEL INSTRUCTION The class is divided into two groups and each instructor teaches the same content to each group of students. The class is given a scenario concerning work ethics: “Your supervisor requests that you dispose of a toxic substance after work in a landfill. He explains that the company does not have a permit to dispose of this substance.” One group focuses on what will happen if they follow the supervisor’s request and the other group on what will happen if they do not follow the request. The groups then come together to discuss the ethical responsibilities and consequences of each option.

Requires collaborative planning Requires good timing Each instructor must be equally strong in the lesson being taught Provides for smaller groups and more individual attention Allows for greater control of behavioral problems or problems between students PARALLEL INSTRUCTION ProsCons