Two Teachers in the Room

Strategies for Co-Teaching Success

Elizabeth Stein

• Publisher: Routledge
• Year: 2017
• ISBN:
  9781134987931
• Edition: 1
• Topic: Didattica
• Subtopic: Didattica generale

This new co-publication from Routledge and MiddleWeb provides a wealth of practical strategies and tips to help K–12 educators co-teach more effectively. Author Elizabeth Stein presents examples of different co-teaching models and shows how to cultivate a dynamic co-teaching relationship to benefit all students. Whether you're a brand new co-teacher or are simply looking to improve the dynamics in your classroom, the research-based strategies, vignettes, and ready-to-use assessment rubrics in this book will help you create a positive learning culture that influences all learners, teachers, and students alike. Topics include:

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• Selecting and implementing the appropriate co-teaching model to optimize student learning;

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• Developing an effective curriculum that plays to the strengths of both teachers;

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• Creating a learning environment that promotes self-reflection and nurtures critical thinking;

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• Accommodating all learners by embracing a multi-dimensional view of teacher knowledge; and

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• Providing specific, attentive feedback to help students take charge of their learning.

The book also features book discussion questions for each chapter so you can work with colleagues during book studies and PLCs.

1
Creating Possibilities: Going Beyond the Co-Teaching Models

Essential Questions

1. What are the co-teaching models—and how can they be applied to optimize learning?
2. How can Universal Design for Learning (UDL) support a successful co-teaching mindset?
3. Why must specially designed instruction be present in any inclusive classroom?
4. How can co-teachers take the models to the next level?
5. How might the planning pyramid be an effective tool for proactively designing instruction?

Co-teaching is becoming an increasingly popular service delivery model in inclusive schools (Murawski & Dieker, 2004). Learners within any inclusive setting comprise a diverse gathering of individuals who are placed within one class to learn the grade level content—together. Combining the strengths of the general education teacher and a special education teacher can serve to empower all learners in the room as they co-create options to make the content accessible and meaningful for each learner in the room (Friend & Cook, 2007). As part of a strong co-teaching relationship, various co-teaching models must be considered and applied with purpose and intention. Cook and Friend (1995) identified six models of co-teaching that describe the arrangement of teachers and students in this shared classroom. The models include:

1. Team Teaching
2. One Teach, One Observe
3. One Teach, One Circulate
4. Station Teaching
5. Alternative Teaching
6. Parallel Teaching

The first three models describe whole class instruction that is provided to all students. The latter three describe instruction that is provided within small, flexible groupings with each teacher facilitating learning in one of the groups (O’Connor, 2009). Let’s take a closer look at the types of co-teaching models.

Whole class lessons (Figure 1.1) can provide a strong learning community of learners if the lessons are planned and implemented with care. The two teachers in the room must model a compassionate understanding as well as hold a solid view of their own thinking. They must guide the students in the room to also gain a strong sense of one’s own thinking as they gain the perspective of others. Tables 1.1 and 1.2 share a deeper look into considerations co-teachers may discuss as they plan for whole class and small group lessons.

Figure 1.1 Co-Teaching Models for Whole Class

Figure 1.2 Co-Teaching Models for Small Group Instruction

Table 1.1 Co-Teaching Models forWhole Class Instruction

Co-Teaching Model	When to Use	Examples of Instructional Strategies	Pros and Cons	Planning time needed
Team Teaching Both teachers are delivering the same lesson at the same time. Each teacher speaks freely and instruction becomes conversational.	Both teachers know the content well enough to each have a part in the instructional process. Both teachers have a high degree of comfort and are compatible with one another. When the teachers would like to model specific strategies and social interactions to demonstrate a successful learning process. Teachers then gradually release the responsibility for students to apply on their own.	Think Alouds (page 114). Teacher Modeling (pages 114–6). Guided Note-Taking (page 114). Universal Design for Learning Principles to guide differentiated instruction (pages 15–6). Socratic Seminars (page 114). Accountable Talk (pages 114–5). Cooperative Learning Strategies (page 115).	Pros: Teacher modeling and explicit instruction may be empowered by the personalities and teaching styles of both teachers. Can be engaging and motivating for students when well planned and implemented. Cons: The most interpersonally complex teaching approach. May be confusing or distracting to students.	High Level of planning time needed for the most effective outcomes. Each teacher should have a clear sense of his or her role and responsibility. Each teacher must embrace the expertise that the other brings to the lesson. Each teacher must be flexible in the moment to allow for any “teachable moments” to unfold.
One Teach, One Observe One teacher leads the class in learning while the other teacher quietly observes one or more students to monitor students’ performance.	When guestions arise about student performance and progress. When data collection through anecdotal notes or student work samples need to be gathered.	UDL Strategies (pages 15–6). Cooperative Learning Strategies (page 115).	Pros: Keen observation skills of students’performance. For example, teachers can learn about students’ability to: —initiate conversations and learning in cooperative groups. —self-monitor learning pace. —use problem solving skills and strategies. Opportunity for the two teachers to engage in peer observation to strengthen teaching skills in meeting students’needs.	Low level of planning time needed. However, it is advised that the two teachers confer about how this whole class will run to proactively support all learners. The focus of the student observation should also be discussed between both co-teachers to make sure that both teachers are creating meaningful connections between content and learners. For example, teachers can learn about their use of guestioning technigues (see pages 27-9) as well as ways he or she interacts and implements strategies with students. Cons: One teacher is primarily responsible for the lesson.
One Teach, One Circulate One teacher has the primary responsibility for teaching while the other teacher circulates the room to provide unobtrusive support to learners around the room.	When teachers are new to co-teaching as a pair. When lesson lends to the delivery of one teacher. When one teacher has a particular area of expertise on the topic and/or strategy. When the lesson lends to the need to support the process of learning for specific students.	UDL Strategies (pages 15–6). Cooperative Learning Groups (page 115).	Pros: Teachers can take turns leading the whole class instruction. Teachers can learn instructional strategies from one another and extend one another’s areas of expertise. Students receive individualized supports during the learning process. Cons: May distract some students. Not helpful if students’ attention skills is a learning goal. One teacher should not be the one who always leads the class as the other always circulates–teachers must share the responsibility.	Low level of planning time needed. However, it is advised that the two teachers confer about how this whole class will run to proactively support all learners. The focus for attending to specific students should also be shared to ensure that both teachers are focused on what all students need.

Table 1.2 Co-Teaching Models for Small Group Instruction

Co-Teaching Model	When to Use	Examples of Instructional Strategies	Pros and Cons	Planning
Station Teaching Teachers create at least three different instructional activities. Each teacher facilitates the learning in each group while one group is an independent student activity. The students rotate between the groups to complete all activities.	When a topic may be comprised of several activities to develop students’ content knowledge and/or strategy base. Activities are not hierarchical and may be completed independently of the other activities. When instruction is review or additional strategic practice is needed. When several topics and/or strategies comprise instruction.	Explicit instruction for teachers to model a specific strategy or to provide additional practice to learn content. Strategic reading and writing lessons. For example: Collaborative Strategic Reading (see page 116). Sheltered Instruction (page 116). Guided Note-taking (page 114). Strategic Instruction Model (SIM) (pages 116).	Pros: Students are given opportunities to: —be actively engaged. —move around the room within timed working sessions. —retain the information due to more strategic and individualized instruction. —participate, connect, and take active roles in their learning. —close personal achievement gaps by gaining knowledge and strategies to extend their abilities. Cons: Students may not be ready to work independently (in which case, only two stations may be created).	A moderate degree of planning needed to create small groups along with the instructional planning. Each co-teacher must take charge of planning one of the stations—and each teacher must share the lesson to ensure a successful flow of the learning process. Time management must be aligned with each activity to allow for smooth process and completion Each co-teacher must check-in with the other to make sure that one station is not running behind—and if it is, teachers should be flexible to work it out in the moment.
Alternative Teaching One teacher leads the whole class while the other teacher leads a small group lesson.	When students’abilities of the content and skills vary greatly. When there is a high level of support needed for some students. When some students are working on separate skills, goals, or levels as it relates to each student’s IEP and grade level curriculum.	Whole class instructional strategies—UDL strategies, cooperative learning groups. Small group alternative strategies: —explicit instruction —front-end scaffolds and back-end scaffolds —learning supports for preview or review to explicitly work on IEP goals as needed.	Pros: Provides explicit instruction that guides individual learners to close personal achievement gaps. Whole class completes an assignment or checks homework accuracy while the small group receives additional support, practice, and explicit teaching.	High level of planning time needed. Whole-class lesson should be proactively planned to meet the needs of all variable learners. Small group must be planned to meet individualized needs as it connects to the general education curriculum and each student’s IEP.
Parallel Teaching Both teachers are teaching the same information— they divide the class into two groups and implement the lesson at the same time.	When lower teacher-to-student ratio is beneficial.	Cooperative Learning Strategies (page 115). UDL Strategies (see pages 15–6).	Pros: Fosters student participation in class discussions and activities. Increases student participation while keeping to a whole-class learning community feel. Allows for same lesson to be implemented with varying instructional tools and strategies. Gives each teacher an active but unigue role. Groups may be strategically formed. Cons: May be distracting for teachers or students—but this can be easily addressed by monitoring voices and organizing...