Strategies and Examples for Co-Teaching
The following strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.
One Teach, One Observe
One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to focus the observation – where the teacher doing the observation is observing specific behaviors.
Example: One teacher can observe students for their understanding of directions while the other leads.
One Teach, One Assist
An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assists students’ with their work, monitors behaviors, or corrects assignments.
Example: While one teacher has the instructional lead, the person assisting can be the “voice” for the students when they don’t understand or are having difficulties.
Station Teaching
The co-teaching pair divides the instructional content into parts. Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station. Often, an independent station will be used along with the teacher led stations.
Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change.
Parallel Teaching
Each teacher instructs half the students. The two teachers are addressing the same instructional material using the same teaching strategy. The greatest benefit to this approach is the reduction of student- to-teacher ratio.
Example: Both teachers are leading a question-and-answer discussion on specific current events and the impact they have on our economy.
Supplemental Teaching
This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials extended or remediated.
Example: One teacher may work with students who need re-teaching of a concept while the other teacher works with the rest of the students on enrichment.
Alternative (Differentiated)
Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students; however, the avenue for getting there is different.
Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story.
Team Teaching
Well-planned, team-taught lessons exhibit an invisible flow of instruction with no prescribed division of authority. Both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader. Both teachers share the instruction, are free to interject information, and available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the students are hearing two voice.
Notes: Adapted from The Academy for Co-Teaching and Collaboration at St. Cloud State University. Original research funded by a U.S. Department of Education, Teacher Quality Enhancement Partnership Grant.
Additional Expectations for Co-Teaching Model Participants
- Those who opt to use the co-teaching model should also be dedicated to the following four concepts:
- Co-planning regularly each week
- Having regular and specific feedback and discussions
- Attempt to use all seven co-teaching strategies a minimum of twice a week
- Provide the teacher candidate to have “solo” teaching time with feedback