Types of Co-Teaching Models
Model
One Teach, One
Observe-more
detailed
observation of
one or more
students-decide
what types of
information and
meet to analyze
data
<10% of the time
One Teach, One
Assist-one person
primary
responsibility for
teaching other
circulates the
room-provide
unobtrusive
assistance to
struggling
students
<20% of the time
Looks Like
When To Use
Planning
Applications
time
When questions
Low
Which students
arise about
initiate
students
conversations in
Check student
cooperative
progress
groups
Compare target
Student work pace
students to others
Specific student’s
in class
attention
How students
problem solve
When lesson
Low
lends itself to
delivery by one
teacher
When one
teacher has a
particular
expertise
In new situations
for teachers
When lesson
stresses
processingstudents need
close monitoring
Teachers favorite
topic
How well do the
students
understand the
steps
to..multiplication
Students learning
how to take notes
Comments
Use carbon or
NCR paper for
copies to share
Use it to get
coaching
feedback-Do I
call on some
students more
than others?
Not helpful in
focusing student
attention-can
distract students
Each teacher
should have the
opportunity to
lead the class and
drift if this is
used
Parallel
Teaching-both
teachers are
teaching the
same information
–divide the class
and conduct the
lesson
simultaneously
30%-40% of the
time
When lower
adult student
teacher ratio is
needed to
improve
instructional
efficiency
Medium
Foster student
participation in
discussions
Activities such as
drill and practicere-teach-test and
review
Gives teacher
active but
separate
instructional role
in the classroom
Topic with
multiple
dimensions can
be presented and
groups brought
together at the
end
Students can
strategically be
placed in the two
groups
Station
Teachingteachers divide
content and
students
Students rotate
from one teacher
to the other-also
use an
independent
station
Students access
each teacher
30% of the time
Content is
complex but not
hierarchical
When part of
instruction is
review
When several
topics comprise
instruction
Medium
During LA one
station address
comprehension,
one focus on
editing a recent
assignment, one
review a skill
being taught
SS examine
geography,
economy and
culture of a region
or country
May be more
appropriate in
higher level
classes
If students
cannot work
independentlytwo groups can
be formed
Alternative
Teaching-Small
group needs work
and the group as
a whole can
move forward
Alternative
lesson could be
taught at a
different level
Could be for a
few minutes or
entire lesson
20%-30% of the
time
Where students
mastery varies
greatly
Where high
levels of mastery
are expected
Where some
students are
working in
parallel
curriculum
High
Large group
Small group
completes the
membership
assignment, small should vary
group receives
additional
instruction
One group checks
homework and
small group is pretaught lesson
Large group
working on
projects small
group being
assessed
Team Teachingboth teachers are
delivering the
same instruction
at the same timeEach speaks
freely-instruction
becomes a
conversation
(as needed)
Teachers
experience is
comparable and
complimentary
Teachers have a
high sense of
comfort and
compatibility
When the goal is
to demonstrate
some type of
interaction to
students
High
In science one
demonstrates use
of materials and
one conducts the
experiment
Social Studiesdebater foreign
policy
Math one explains
the other does a
think aloud
One talks and the
other
demonstrates note
taking of the topic
Affected by
teachers
personalities and
teaching styles
Most
interpersonally
complex co
teaching
approach