Co-Teaching Classroom Practices Reference Chart Mod ‘Advantages Disadvantages Recommended 4 _Use Paral Teaching Flexi in teaching: | Teachers must provide equivalont Frequent increases students" | instruction pacing of nstucon can be a | response time chalenge | Elemeniay teachers are | Stalons must fanconindepondenty; | Frequoat comfortable witnths | noise lvels ‘model small groups : Teaming ‘Anpopriae forall grade | Loses valuabe instructional sratogy af — Occasional and content areas; very energizing ‘grouping: comfort level of both teachers (most popular with teachers) ‘Attemmative Teaching | Provides iniense, small- | Smal-group instruction may be sean as | Occasional ‘group instruction; ‘equivalent to a special education ‘enrichment and oie CIE CIS (15 | Ts CE EE eee ~ FRONTModel—Alternative Teaching Recommended Use (Limited) One teacher takes responsibilty forthe large group while the other works with a smaller group. ‘The smaller group isnot @ permanent subset of the class and can be pulled aside for pre- teaching, ervchment, tiered intervention, to develop a special actly to present tothe remainder of the class, or for presentation of content using an alternative method or strategy Implementation: © Teachers nee o determine isructnsntrvenion needs of css (rouping fore day who manages specie rope, sonal need of rus) (© The teacher who works wih the smaller group follows the same lesson pan being implemented by teacher in he larger group. (© The small group instructor makes accommodations andloe madifictions to instruction to meet the needs of students pe cemun es Use when students contont knowledge varie tremendously. (© Use for managing student behavior to focus student learning. ‘© Use for monitoring student performance to provide immediate feedback, postve reinforcement, and correction. (© Use forinformal assessment o inform instruction and meet needs of students, (© Use for prereteaching, enrichment activites, and intentional observation tim. Challenges: © Students with disables may always be inthe same group atthe same tie, © Students may perceive @ stigma of being placed ito smal group. © Teachers may have dificult nding adequate planning time. © One teacher may dominate the other in content andlor teaching style.One Teach, One Observe Classroom Setup Model ; B CS oS oS Ce CS CS BACKModel—One Teach, One Assist Recommended Use (Seldom) ‘ne person takes primary responsbiy fr teaching the content ofa esson whe the oer prtesional cults trough the oom proving unotiruive aesstance to Students a8 needed. During certain ype fnsacion or cetin portons of a cast period, his aporoech canbe Repu I sould no be ovensed, and teachers shoud Eten oes so tat one ant the primary provicer of content an the others the primary “asian inthe lesson, Implementation: (© Assisting teacher may collect data and observe to ensure student understancing © Assising teacher may provide assistance to struggling students). © Assisting teacher may monitor student behavior. © Instructing teacher orchestrates learning tasks and classroom discussion, Opportunities: © Students may sienty signal an adult fr assistance. ‘© Teachers may monitor more closely studets’ social and academic behavior. Challenges: © Assisng tachermay acs a pssve pare while srucing teacher trata a weionatoching med © Students may view one teacher as the rea” teacher and the other as an assistant ora © Students may be dstacted when one teacher walks around, © Students may expect one-on-one assistance. © Special educators need tobe experts in the content area ‘© Teachers should use this model sparingly, and only fora portion of the Instruction tne, Teachers should altemate roles, balancing instruction and assisting. 18Alternative Teaching Classroom Setup Model +E 1B EE WE OE re WE OE 1K = #8 0k 0 HE WE WIE iE re WE OE 0B OB FRONT EE EE WE iE 8Model—One Teach, One Observe Recommended Use (Limited) (One teacher manages instruction ofthe entire class while another teacher systematical ‘gathers data tha the two teachers have determined tobe important. This approach may best be Used during the fst weeks of schoo! and near the end ofthe school year. Teachers should use ‘his model ie to ten percent ofthe time during a class period Implementation: '© Teachers review instruction and master of concepts. '* Teachers review and record student behavior(s for decision making, © Teachers use this mode to evaluate the effectiveness and delivery of hsesonal stages Opportunities: © Teachers focus on students’ naeds more explcly ‘© Teachers may monitor ther un skis © Teachers collect data for Individualized Education Program (IEP) planing, Challenges: © Teachers ned okrow howto cole and anaiyze appropriate data © Teachers tst level neds tobe song © Teachers may overuse, 16One Teach, One Assist aaatass + Vel Vial Wap? Vel Van Va AAR AAA Vag? Val Ve) Vp Va Va | AAA AA Nel Van Ve? Va? Val Lat i AAR BAA | Tiel Van! Va Sap Va Ua