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The Models
of Co-Teaching
Monitoring
&
Parallel
Stations
Differentiated
Active
Split
Partnership
Kim Trendel &
Michelle Koenig
Franklin Public Schools
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Kim Trendel
 Nationally
Specialist
 In
Board Certified- Exceptional Needs
my 13th year of teaching at FPMS
 Cross-categorical
 Teach
Base
 6th
teacher
self-contained math, Math Lab and Home
year co-teaching in regular education math
classrooms
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Michelle Koenig
 Nationally
Board Certified-EA Math
 12th
year of teaching
 FHS
& FPMS
 Currently
teaching 8th grade math & algebra, Core
Plus, and Home Base
 6th
year team teaching
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Feedback
 Evaluations/
 Please


Feedback forms
provide specific comments:
What did you learn?
How will you implement what you learned today?
 Any
suggestions for improvement
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Questions
Your questions are important to us, but we also want to
make sure we get to cover all of our material.

As we present, please fill out the question sheet. We will
answer questions at the end of the presentation.

If we run out of time, we will use your contact info (as given to
us on the sheet) to get an answer to you.
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Forest Park in Franklin
 Middle
class suburban district
 600
students in our school (about 300 per grade
level)
 Grades
7 & 8 (ran out of room for grade 6)
 Organized
 Specialist
in House system
is assigned to each House (CWD or ELL)
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Population of our
Team-Teaching Hour
 Students
 Math
labeled with a disability (SLD, EBD, or OHI)
Lab students
 Students
that are basic or minimal on WKCE
 Students
that struggle in math
 Students
that “hate” math
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Our Definition
Equal partnership in planning and
implementing curriculum and assessing
student work to best meet the needs of
all students in the same classroom.
There are different models to reach this
goal based on instructional and
student need.
K. Trendel & M. Koenig 2010
Co-Teaching
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Are all models of co-teaching
the same?
We think that there is a difference
between team teaching and co-teaching.
You will probably start team teaching,
but our goal is to get you to the co-teaching level…
this is where students will
be taken to the next level.
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What’s the Difference?
Team Teaching:
Co-Teaching:
 Share
in planning
 Plan
 Share
instruction load
 Share
lessons together
instruction load
 Share
 Create
 Provide
 Both
in creation of
assessments
accommodations and
modifications
and grade
assessments together
actively assess
student work
 *Embed
specialized
instruction*
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Models
Team-Teaching
Co-Teaching
Monitoring
Station Teaching
Parallel
Differentiated
Teaching
Split Class
Active
Partnership
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Monitoring
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Monitoring Teacher
 This
situation occurs when one teacher
assumes the responsibility for instructing
the entire class, while the other teacher
circulates the room and monitors student
understanding and behavior
 Roles
should shift between teachers during
the class period or week
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Monitoring:
What it is
 Lead
teacher: takes responsibility in the delivery
of instruction, planning, and leading the classroom
 Support
teacher: takes responsibility for
classroom management, paperwork, adaptations,
and support as needed, should have the same
authority as the lead teacher, can quickly and
quietly remove students as to not disrupt
classroom learning environment, this role is an
active role to improve the quality of learning.
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Monitoring:
What it is
 Both
teachers should share in the role of assessment
 Teachers
should check-in and make any necessary
changes to lesson or management
 Students
 These
 This
remain in whole class instruction
roles should change on a regular basis- PARITY!
model should be used in conjunction with other
co-teaching models
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Monitoring:
What it is NOT
 One
teach, one grade
 One
teach, one make copies
 One
teach, one check email
 One
teach, one get caught up on
paperwork
 Every
day regular ed teacher teach, special
ed teacher support
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Monitoring
There
is no student benefit to using
this model if the special education
teacher has no role in lesson
planning.
This
strategy should be used only
about 15 – 20% of time.
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Pros of using Monitoring
 Similar
to traditional
teaching
 Comfortable
teachers
 Little
for
to no prep time
 Classroom
management
 Can
increase
instructional time
 Struggling
students
can be identified
 Both
teachers can
lead
 Ensures
that
accommodations
and modifications
will be in place
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Cons of using Monitoring

Does not work for all students

No real “pay-off” if one
teacher is always in the
support role

Can lack collaboration

Teachers might feel that when
they are not lead teacher they
can do other work instead of
working with students
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May not have similar
philosophies and styles for
management, assessment,
classroom expectations, rules
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Spec ed teacher often
becomes an assistant
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If spec ed teacher only works
with spec ed students a stigma
can be created
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Can turn into a reactive
approach rather than a
proactive approach (instead of
planning individual needs into
the lesson the spec ed teacher
must rely on triage, preteaching or re-teaching)
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Monitoring
If co-teachers are merely taking turns
delivering instruction, it begs the question:
“What is substantively different about this
class as compared to that of a traditionally
solo taught class?”
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EXAMPLES
of
Monitoring

Correcting homework

Giving directions
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Lesson recap
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Parallel Instruction
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Parallel Instruction
In
this setting the class is divided into
2 large groups/smaller
groups/partners and both teachers
circulate and provide individualized
support
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Parallel Instruction:
What it is
 Both
teachers are responsible for planning and
delivering instruction, management, and
assessment while students are working in small
groups or pairs.
 Dual
partnership
 Allows
small group activities for students while
getting individualized help from 2 different
instructors
 Students
doing the same activity
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Parallel Instruction
What it is NOT
 Regular
ed teacher works with regular ed students
and special ed teacher works with special ed
students
 One
teacher doing classroom management
 One
teacher leading and one teacher MIA
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Pros of using Parallel Instruction
 Students
are more
likely to ask questions
and participate
 Students
 Peer
partner work is
an authentic way to
integrate social and
behavior goals for
special ed students
are active in
learning
 Good
integration of
special ed students
with their peers
 Both
teachers know the
instructional goal

Students complete the
same activity while
assignments can be
tiered for
differentiation
 Get
absent students
caught up
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Cons of using Parallel Instruction
 Both
teachers have to know and be
comfortable with the material
 Noisy
and distracting classroom environment
 Transitions
can be noisy and time consuming
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EXAMPLES
of
Parallel
Instruction
Group/ partner work
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KEYS in Co-Teaching:
1. Always demonstrate parity (teachers and students)
 Use plural language
 Both should have adult furniture
 Spec ed students see the spec ed teacher is their “leader”
 Both should have a place for supplies
 Sharing grading responsibility
 Both names should be on classroom materials
 Send home a classroom letter
 Communicate with parents as a team (conferences, email,
phone calls)
 Both give input at CST meetings
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KEYS in Co-Teaching:
2. Vary instructional models
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Look through content to take advantage of all the
models to ensure an increase in achievement
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Station Teaching
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Station Teaching
 Students
are divided into groups and rotate
through organized stations. Both teachers are
teaching at their own station.
 Two
ways to accomplish this task: 1) Same
material is taught but teacher stations address
different learning styles or 2) different material
related to the same concept is taught in both
teacher stations.
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Station Teaching:
What it is
 Both
teachers plan a lesson in which students
rotate through stations that are lead by a teacher or
independent work stations.
 There
can be between 2 and 4 (or more stations)
occupied by students at any given time.
 Stations
are created to “chunk” information.
 Teachers
will need to plan for which students start
in particular stations and how the stations will be
rotated
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Station Teaching:
What it is
 Students
should rotate through all stations
 Both
teachers create student groups and
determine how to rotate them
 Students
will need to be taught how to
rotate between stations and how to behave
in independent work stations
 Both
teachers lead stations and/or monitor
independent stations
 Station
groups should change occasionally
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Station Teaching:
What it is NOT
 For
lessons that are linear in which one skill
depends on a previous skill
 Should
not be used to divide students only on
ability
 Tracking
groups
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Pros of using Station Teaching

Smaller student-teacher
ratios

Smaller groups provide for
safer environment for
students to ask questions or
participate

Allows for movement
breaks

Helps students focus on
one task

Share materials- especially
useful if a whole-class set
isn’t available

Allows teachers to teach
the topic they feel most
comfortable

Allows teachers to become
an expert at their station
because teachers will teach
it several times
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Can be a time to provide
intensive interventions
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Cons of using Station Teaching

Teachers might be tempted to always group by
ability

Can be noisy, transitions can be difficult

Students may have a difficult time putting
together the “chunks” or making connections
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Teachers may need to manage more than one
station
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 Activities
 Direct
EXAMPLES
of
Station Teaching
instruction
 Independent work
 Multi-media- video clips
 Reading textbooks, articles,
newspaper
 Cooperative learning
activity
 Project work- group or
independent
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Differentiated Split
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Differentiated Split Class
This
type of teaching involves
dividing the class into smaller groups
according to learning needs.
Each
educator provides the
respective group with the instruction
required to meet their learning
needs.
This
could be remedial or enrichment
instruction.
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Differentiated Split:
What it is
 Both
teachers share in lesson planning and
instruction by breaking the class into
groups and instructs their group with the
added benefit of smaller student-teacher
ratio. Both teachers need to feel
comfortable with the material for this
model to be successful.
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Differentiated Split:
What it is
 There
are 3 different ways to use this model
 Teach
the same material in the same way
 Teach the same material in a different way
 Take into account students likes/dislikes,
learning styles, readiness levels, differentiate
material and tier assignments
 Teach different material
 Students won’t switch groups and repeat
instruction
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Differentiated Split:
What it is
 Teachers
face each other, students face
away from each other to help minimize
noise and help keep students focused on
their lesson
 Both
teachers make modifications and
accommodations as necessary.
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Differentiated Split:
What it is NOT
 “Separate
 Yours
but equal” approach
and mine
 Special
ed students always in the same group
 Tracking
 Pull-out
program
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Pros of using Differentiated Split

Both teachers are actively
involved in the lesson

Both teachers are lead
teachers
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
Encourages teachers to be
more creative and teach to
different learning styles

Allows teachers to “chunk”
information in to smaller
manageable pieces

Teachers can plan their
own group which is less
time than planning with coteacher
Smaller student-teacher
ratio

Flexibility in that students
may work with one teacher
or both teachers
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Teachers can be creative
when grouping students
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Cons of using Differentiated Split

Teachers may feel the need
to do their own thing rather
than collaborating with coteacher
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Teachers may feel
uncomfortable with the
material
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Room space, noise and
board-space can be an
issue
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All activities must be the
same amount of time

Not all topics can be
divided into differentiated
split groups
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Some may be
encouraged/inclined to
always group the special
ed students together in the
same group
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The assumption is that the
special ed teacher always
works with remedial group
and/or special ed students
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EXAMPLES
of
Differentiated
Split
 Flexible
grouping
 Fractions
 Graphing linear equations
with tables
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Active Partnership
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Active Partnership:
 The
teachers actively share the instruction of
content and skills to all students
 Examples:
One teaches while one constructs concept map
 Dialog between teachers is exchanging and
discussing ideas in front of learners
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Active Partnership:
What it is
 Teachers
share in the lesson planning to
deliver to a whole class as teachers work as
a team to deliver instruction, work on
building skills, clarify information, and
facilitate learning and classroom
management
 Teachers
much trust and respect each other
so they can share the stage
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Active Partnership:
What it is
 Teachers
much be able to go back and forth as
each are teaching, sharing information, asking
questions, clarifying for each other, take notes,
model, role play, and/or debate.
 Allows
for students to see different view points or
strategies and for students to realize there is many
different ways to get the correct answer
 Both
teachers can share their strengths and
learning styles with students
 It
is worthwhile discussion that adds to instruction
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Active Partnership:
What it is NOT
 For
teachers that haven’t developed trust and
respect for each other
 For
teachers that don’t feel comfortable sharing
more than one “right” way to complete something
 For
teachers who don’t feel comfortable “jumping
in” on a lesson
 For
teachers that don’t feel confident with the
material
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Pros of using Active Partnership

Helps to demonstrate
parity among teachers

Both teachers have
ownership because they
are integral to this
approach

Takes full use of two
teachers with strategies
that cannot be done with
one teacher alone
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Students get multiple paths
to information and can
choose which works best
for them
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Students see teachers
cooperate and work
together
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Cons of using Active Partnership

Multiple strategies for everything could confuse
students and slow down instructional pace

Can be difficult if trust and respect hasn’t been
established

Will take planning time, co-teachers have to give up
a little control

Teachers need to be open minded
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EXAMPLES
of
Active
Partnership
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Drawing 3-D models
Calculating surface area and
volume
Exponents
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Contact Information

Kim Trendel, Special Education Teacher
Kimberly.Trendel@franklin.k12.wi.us

Michelle Koenig, Regular Education Math Teacher
Michelle.Koenig@franklin.k12.wi.us
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Thank you for your feedback!
 Evaluations/
 Please


Feedback forms
provide specific comments:
What did you learn?
How will you implement what you learned today?
 Any
suggestions for improvement