Coteaching/Cooperative Teaching

Suzy Viragh
Dr. Nancy Perry
80202120
EPSE 512
March 20, 2013













https://sites.google.com/site/inclusionsecondaryclassroom/co-teaching


Purpose

An instructional approach that supports the inclusion
model and students with disabilities. (Hang, 2009)

Both teachers teach, share instructional planning,
presentation and assessment as well as classroom
management to promote successful outcomes for all
students.

Both teachers plan long-term goals and outcomes for
the class and specific goals for students with special
needs. (Vaughn et al., 2010)


How Coteaching Works


6 teaching models that teachers can choose
to alternate in a variety of ways during a
lesson, day or week.

The models are selected according to overall
instructional goals and the individual needs
of the students.


Model 1: One Teach, One Assist

One large group. One
teacher teaches,
while the other
circulates, checks for
understanding and
provides feedback
and suggestions.
Use only when
necessary .
(Vaughn et al., 2010)
http://epsy5121fall2010.wikispaces.com/Co-Teaching


Model 2: One Teach, One Observe

One large group. One
teacher teaches,
while the other
observes students.
Good for gathering
classroom data.
Can be useful once
every month.

(Vaughn et al., 2010)
http://epsy5121fall2010.wikispaces.com/Co-Teaching


Model 3: Parallel Teaching

Two mixed-ability
groups. Both teachers
teach the same
concepts at the same
time.
Reduces group size.
Use for teaching
difficult or new
content and small
group discussions.
(Vaugh et al., 2010)
http://epsy5121fall2010.wikispaces.com/Co-Teaching


Model 4: Alternative Teaching

Two same-ability
groups. One teacher re-
teaches while the other
provides alternative
information or
extension activities.
Good for reviewing
concepts.
Reduces the
student/teacher ratio.
(Vaughn et al., 2010)
http://epsy5121fall2010.wikispaces.com/Co-Teaching


Model 5: Station Teaching (Centers)


Multiple groups. Both
teachers monitor and
teach.
Use during cooperative
learning activities and
learning centers.
Good for working on
different things at the
same time.

(Vaughn et al., 2010)
http://epsy5121fall2010.wikispaces.com/Co-Teaching


Model 6: Team Teaching


Whole class. Two teachers
teach together.
The general teacher may
lead the lesson, and the
special education teacher
can interrupt to clarify
material, add strategies
that help students
remember key ideas and
organize information.
Requires a lot of planning.

(Vaughn et al., 2010)
http://epsy5121fall2010.wikispaces.com/Co-Teaching


Evidence-Based Practice
Supporting Coteaching


Research indicates that coteaching is evidence-based and that it
can support the learning of all students, if used effectively.

In general, studies report that many teachers consider co-
teaching to be worthwhile and that the approach contributes
positively to the academic and behavioural development of all
students (Austin, 2010; Hang, 2009; Scruggs, 2007).

Austin (2011) reports that some studies contrast with these
findings (Boudah et al. 1997). Do students on average learn material
better in a coteaching setting?

Debate over the effectiveness of coteaching as a way to meet the
needs of all students with disabilities.




Strengths of Coteaching


Both teachers can benefit professionally from the
experience.

When collaboration is effective, more students have access
to the curriculum.

Problem solving is easier.

Teachers can empower each other through coteaching , with
regards to collaborative decision making, confirming effective
practices, and sharing difficult situations.

(Austin, 2011; Scruggs, 2007; Hang, 2008)



Weaknesses of Coteaching

Takes a lot of practice.

Teacher pairings are not always successful.

The needs of some students with special needs
will not always be met in the regular classroom.

Special education teachers may find it difficult to
provide the kind of focused, explicit instruction
that they can provide in a confined special
education classroom.
(Vaughn, 2010; Austin, 2011; Scruggs, 2007; Hang, 2008)


Recommendations

Recommended for meeting the needs of some
students with disabilities in general education
classrooms.

It is recommended for teachers who choose to work
together, have compatible teaching styles and feel
comfortable discussing differences.

Good for those teachers who want to share the
responsibility of teaching a diverse classroom, who can
communicate effectively with each other and who trust
each other to plan and resolve conflicts.

Use with caution.
References

Austin, V.L. (2001). Teachers Beliefs About Co-Teaching. Remedial and Special Education, 22 (4), 245-255.

Hang, Q. & Rabren, K. (2008). An Examination of Co-Teaching: Perspectives and Efficacy Indicators.
Remedial and Special Education, 30(5), 259-268.

Ploessl, D. M., Rock, M. L., Schoenfeld, N. & Blanks, B. (2010). Practical Techniques to Enhance Co-Teaching
Interactions. Intervention in School and Clinic, 45(3), 158-168.

Salend, S. J., Gordon, J. & Lopez-Vona, K. (2002). Evaluating Cooperative Teaching Teams. Intervention in S
chool and Clinic, 37(4), 195-200.

Scruggs, T. E., Mastropieri, M. A. & McDuffie, K. A. (2007). Co-Teaching in Inclusive Classrooms: A
Metasynthesis of Qualitative Research. Exceptional Children, 73 (4), 392- 416.

Vaughn, S. (2012). Chapter 5: Coteaching and Collaborating: Working with Professionals and Families. In,
Strategies for Teaching Students with Learning and Behavior Problems, p. 131-138. Pearson
Education, Inc.

Wilson, G. L. (2008). Be an Active Co-teacher. Intervention in School and Clinic, 43 (4), 240- 243.