Types of Co-Teaching Models

Model When To Use Planning time Applications Comments

One Teach, One
Observe-more
detailed observation
of one or more
students-decide
hat types of
information and
meet to analy!e data
When "uestions
arise about students
Chec# student
progress
Compare target
students to others in
class
$o Which students
initiate
conversations in
cooperative groups
%tudent or# pace
%pecific student&s
attention
'o students
problem solve
Use carbon or (C)
paper for copies to
share
Use it to get
coaching feedbac#-
*o + call on some
students more than
others,
One Teach, One
*rift-one person
primary
responsibility for
teaching other
circulates the room-
provide unobtrusive
assistance to
struggling students
When lesson lends
itself to delivery by
one teacher
When one teacher
has a particular
e-pertise
+n ne situations
for teachers
When lesson
stresses processing-
students need close
monitoring
$o Teachers favorite
topic
'o ell do the
students understand
the steps
to..multiplication
%tudents learning
ho to ta#e notes
(ot helpful in
focusing student
attention-can
distract students
/ach teacher should
have the opportunity
to lead the class and
drift if this is used
Parallel Teaching-
both teachers are
teaching the same
information 0divide
the class and
conduct the lesson
simultaneously
When loer adult
student teacher ratio
is needed to improve
instructional
efficiency
Medium 1oster student
participation in
discussions
Activities such as
drill and practice-
re-teach-test and
revie
2ives teacher active
but separate
instructional role in
the classroom
Topic ith multiple
dimensions can be
presented and
groups brought
together at the end
%tudents can
strategically be
placed in the to
groups
%tation Teaching-
teachers divide
content and students
%tudents rotate from
one teacher to the
other-also use an
independent station
%tudents access
each teacher
Content is comple-
but not hierarchical
When part of
instruction is revie
When several topics
comprise instruction
Medium *uring $A one
station address
comprehension, one
focus on editing a
recent assignment,
one revie a s#ill
being taught
%% e-amine
geography, economy
and culture of a
region or country
May be more
appropriate in
higher level classes
+f students cannot
or# independently-
to groups can be
formed
Alternative
Teaching-%mall
group needs or#
and the group as a
hole can move
forard
Alternative lesson
could be taught at a
different level
Could be for a fe
minutes or entire
lesson
Where students
mastery varies
greatly
Where high levels of
mastery are
e-pected
Where some
students are
or#ing in parallel
curriculum
'igh $arge group
completes the
assignment, small
group receives
additional
instruction
One group chec#s
homeor# and
small group is pre-
taught lesson
$arge group
or#ing on pro3ects
small group being
assessed
%mall group
membership should
vary
Team Teaching-both
teachers are
delivering the same
instruction at the
same time-/ach
spea#s freely-
instruction becomes
a conversation
Teachers e-perience
is comparable and
complimentary
Teachers have a
high sense of
comfort and
compatibility
When the goal is to
demonstrate some
type of interaction to
students
'igh +n science one
demonstrates use of
materials and one
conducts the
e-periment
%ocial %tudies-
debater foreign
policy
Math one e-plains
the other does a
thin# aloud
One tal#s and the
other demonstrates
note ta#ing of the
topic
Affected by teachers
personalities and
teaching styles
Most interpersonally
comple- co teaching
approach