CO-TEACHING/INCLUSION
BEST PRACTICES
Current Knowledge level of
Co-Teaching/Modified Inclusion
1.
2.
3.
4.
5.
6.
7.
Whose students are they?
Who gives the grade?
How do we grade?
Whose classroom management rules are used?
What do we tell the students?
What do we tell the parents?
When is there time to co-plan?
Purpose



Bring an awareness level of current application of
Inclusion and where we need to go
Outside observer should come in and not know what
role each teacher has
Help teachers who may not have a opportunity to
co-teach and be aware of practices that will assist
their classrooms.
Rationale: Why Co-Teaching

Benefits Students:
Develops respect for
differences
 Creates a sense of
belonging
 Improved self-esteem
 Increased attention
 Provides peer-models
 Enables development of
friendships


Benefits Teachers:
Enhances instructional
knowledge base
 Collaborative problem
solving skills
 Shared responsibility
 More grouping options
 Teamwork
 Increased creativity
 Awareness for
individualized instruction

Rationale: Why Co-Teaching






Promotes a rigorous curriculum to all students
Appreciation for diversity
Positive academic and social benefits
Promotes civil rights for all students
Builds supportiveness within school building
Increases frequency to make AYP
 Bedford
Area and Everett School Districts
Jigsaw
•
•
•
You will be given a portion of a chapter from
Marilyn Friend’s book “Co-Teach!: A Handbook for
Creating and Sustaining Effective Classroom
Partnerships in Inclusive Schools”
Your group will be assigned a co-teaching
approach to read about. You may highlight, take
notes, etc.
Your group will “teach” the rest of us a co-teaching
approach.
CO-TEACHING MODELS
Best practices for the five most effective
Team Teaching



Both teachers share
instruction
One leads, one
demonstrates
Blends two teaching
styles from both
teachers
Parallel Teaching Model




Class is divided in half
Teachers plan jointly and
teach same subject matter
to heterogeneous
groupings at the same
time
Lower student to teacher
ratio
Increased interaction
between student and
teacher
Station Teaching




Material is divided into
segments around the
classroom
Both teachers share
responsibility in
presenting a lesson
Students can work
independently at a third
station
Grouped according to
skill level
Alternative Teaching



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One teacher works with
larger group, one
teacher works with
smaller group
Smaller group provides
enrichment or support
Teacher roles are
shared
All students benefit from
small group instruction
Wiki-Page

https://inclusion-strategies101.wikispaces.com/
A
resource for teachers to acquire information to
successful implementation
 Site used to collect feedback on inclusion practices
 Collaborative environment for regular and special
educators to respond confidentially
Ticket out the Door:

3 Things You learned about Co-Teaching
 1.
 2.
 3.

2 Questions you still have about Co-Teaching
 1.
 2.

1 Model you would be open to trying in your
classroom
 1.
Sources
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"C0-Teaching." http://wik.ed.uiuc.edu/index.php/Co-Teaching. 30/12/2010. CTER, Web. 10
Feb 2010. <index2.php?reqstyleid=0&start=#>.
"Benefits of CoTeaching."http://www.lucysmassanow.com/co%20teaching/BENEFITSOFCOteaching.pdf.
30/12/2004. Smassanow, Web. 10 Feb 2010. <index2.php?reqstyleid=0&start=#>.
"Team Teaching PowerPoint."https://www.dvusd.org/docs/StuSupportSvcs/Shared_Teaching.pdf.
Web. 10 Feb 2010. <index2.php?reqstyleid=0&start=#>.
"Co-Teaching in the
classroom."http://www.magonline.org/CoTeachingInTheClassroomREVMAGPresentation.pd
f. Prince Georges County Public Schools, Maryland, Web. 10 Feb 2010.
<index2.php?reqstyleid=0&start=#>.
Friend, Marilyn. Co-Teach: A Handbook for Creating and Sustaining Classroom Partnerships in
Inclusive Schools. 1st. 211. Print.