Christophe, Kiyanna EDUC637 week 3 assign Collaborative Model_ Co-Teaching
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School
American Public University *
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Course
637
Subject
Health Science
Date
Dec 6, 2023
Type
pptx
Pages
10
Uploaded by keeks2101
Collaborativ
e Model: Co-
Teaching
Kiyanna Christophe
Educ637: Meaningful Inclsuve
Instruction and Co-Teaching
What is Co-Teaching?
●
Involves two or more teachers sharing
responsibility of teaching students inside the
classroom (Brendle, 2017)
●
Allows for more interaction and attention
between students and teachers
●
Works because teachers have different
strengths
●
Different ways models for co-teaching:
-parallel teaching
-lead and support
-team teaching
-alternative teaching
-one-teach-one-drift
-station teaching
-one-teach-one-observe
Communication with Stakeholders
●
Crucial aspect of collaborative teaching
●
Teachers communicate regularly to plan
lessons, objectives, discuss student
progress, address any challenges (Woods,
2018)
●
Through in person meetings, emails, or
online tools
●
Communication with parents and
administrators important too
●
Through parent-teacher conferences in
person or over video call, newsletters,
weekly/monthly meetings
(Woods, 2018)
●
May be more often in challenges arise
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Curriculum Decisions
●
Both teachers make decisions about
curriculum (Boschman, 2014)
●
Bring their different perspectives together
●
Work together to design lesson plans to
meet needs of students
●
Decide on their co-teaching model for
lesson
●
Divide responsibilities based on strengths
and knowledge
●
Adaptability because plans change
One Teach, One Observe
●
One teacher teaches lesson, other teacher
observes students and documents student
behavior (Brendle, 2017)
●
Learn ways to better teach students
●
Used to observe how students approach
lesson, project, task, etc.
●
If needing to observe specific student for
IEP
●
Following observation, both teachers
analyze results
●
Come up with solutions to any problems
observed
Parallel Teaching
●
Both teachers teach at the same time
to different groups of students
(Friend, 1993)
●
Students split in half, teachers teach
same lesson at the same time
●
Students benefit in smaller groups
●
More focused, individualized attention
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Station Teaching
●
Teachers divide students,
content into groups then
teachers one group while
others work on different station
(Gurgur, 2011)
●
Ensures needs of students
being met through application
●
Students rotate stations
●
Benefit from working in small
groups
●
Beneficial for social
development and peer learning
from other students
Team Teaching
●
Two or more teachers work together to
deliver instruction to students at the
same time (Gurgur, 2011)
●
Work as a tag team to bounce ideas off
each other
●
Most complex model, but successful
●
Can be challenging due to different
teaching styles
●
Can find middle ground, two brains is
better than one
In the Classroom
●
Find a teacher able to share teaching
responsibilities with
●
Spend time planning
●
Reviewing different teaching
methods and philosophies
●
Discuss roles and expectations
●
Continue to communicate and adjust
as needed
●
Remember you are there to help
students be as successful as possible
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References
Boschman, F., McKenney, S., & Voogt, J. (2014). Understanding decision making in teachers’ curriculum design approaches.
Educational technology research and development
,
62
, 393-416.
Brendle, J., Lock, R., & Piazza, K. (2017). A study of co-teaching identifying effective implementation strategies.
International Journal
of Special Education
,
32
(3), 538-550.
Friend, M., Reising, M., & Cook, L. (1993). Co-teaching: An overview of the past, a glimpse at the present, and considerations for the
future.
Preventing School Failure: Alternative Education for Children and Youth
,
37
(4), 6-10.
Gurgur, H., & Uzuner, Y. (2011). Examining the implementation of two co‐teaching models: team teaching and station teaching.
International Journal of Inclusive Education
,
15
(6), 589-610.
Woods, A. D., Morrison, F. J., & Palincsar, A. S. (2018). Perceptions of communication practices among stakeholders in special
education.
Journal of Emotional and Behavioral Disorders
,
26
(4), 209-224.