Co-Teaching Models
During mental math/slate activities, Mrs. L. gave addition and subtraction fact problems while
Ms. B. took notes on note cards regarding the students’ responses. This also gave Ms. B. an
opportunity to observe one particular student who is struggling. We were able to gather more
formative data observing from afar. She did not know attention was focused on her answers since
all the students were holding their slates up.
Model____________________________
This has worked well during differentiated instruction with our leveled readers during reading.
Mrs. L. takes a lower group to read from easier readers or a curriculum that reviews skills for our
learning support students. Mrs. B. takes a middle or higher group and reads with them. The third
group reads on their own, with partners, or with a small group and completes a literacy activity
while waiting to work with a teacher.
Model ____________________________
We are trying to incorporate more of the co-teaching models into the curriculum and format that
has been given to us from the math and reading departments. Although the beginning vocabulary
story and paired selection at the end is under the whole group part of the lesson, we sometimes
split the class into two and teach this same lesson separately. Mrs. L. can move slowly and
review basic concepts, while Ms. B. may move a bit faster and go into some deeper meanings and
discussions.
Model_____________________________
This has happened during a variety of assignments during testing. Although both teachers work
with all students, Mrs. L. will work in small groups with the learning support students more often.
If there is a difficult assignment or one where some students may need a more quiet area to
concentrate with less distractions, Mrs. L. will take students in the hall or to her room. They are
given extra attention or extra time to complete a test or assignment. This method involves
flexible grouping and usually includes students who are not labeled learning support, but benefit
from being in this environment. This also assists students who are able to have modificationssuch as test being read to them- without disturbing others.
Model_______________________________
This is the area where we first began our co-teaching last year and may be one of the areas where
we excel because we seem to read each other’s minds! We both circulate or will be on opposite
sides of the classroom. Mr. L. may call on people to read and we both stop to ask questions or to
get someone back on task. We both have our vocabulary prompts and Q&A questions handy so
we are on the same page (no pun intended)! We have been known to finish each other’s
sentences!
Model _______________________________
We take turns with this one. For example, Ms. B. may present the new grammar lesson on the
elmo while Ms. L. walks around or sits at different tables to make sure everyone is on task and
checking for any mistakes/misunderstandings. When we return from our RTI think and do half
hour, we begin our reading. This is also the time when roll is taken, notes and lunch money
collected, etc. Ms. B. will have daily language sentence to be corrected on the board, the journal
launch is on another board for a written response in notebooks, and paper is ready to be passed
out for our daily Eager Readers Trivia contest. Mrs. L. can then take over and coordinate these
activities while Ms. B. puts in the attendance on the computer, checks the notes, etc.
Model____________________________________