Friend's co teaching model
description
Transcript of Friend's co teaching model
Co-Teaching Models
Source:
Friend & Cook (2000). Interactions
Objectives
Define co-teachingDescribe the rationale for using co-
teachingIdentify six approaches to co-teaching and
provide examples of each
Co-teaching Rationale
Meets the individual needs of studentsGoal is to provide individualized instruction (less
fragmented and more contextualized) in a general education environment
Reduce stigma attached by pull-out programsProvide opportunities for flexible schedulingCreates positive social interactionsCo-teachers have a sense of collegial support
Characteristics of Co-teachingTwo or more professionals (Peers with shared teaching
responsibility)Jointly delivering instruction (General education provides
the instructional framework, yet the curriculum may be modified for students with disabilities or others who need accommodations)
Diverse group of students (Allows for teachers to respond to the diverse range of needs of their students, lowers student/teacher ratio and expands professional expertise)
Shared classroom space (Co-teachers teach in a single classroom)
Co-teaching Approaches
Station TeachingParallel TeachingAlternative TeachingTeam TeachingOne Teaching~One Observing (not APS
approved)One Teaching~One Drifting (not APS
approved)
Station Teaching
Each professional has separate responsibility for delivering instruction
Lower teacher:student ratioStudents with disabilities can be more
easily integrated into small groupsNoise level can be distractingMovement can be distracting
Parallel Teaching
Lower teacher:student ratioHeterogeneous groupingAllows for more creativity in lesson
deliveryTeachers must both be comfortable in
content and confident in teaching the content
Should not be used for initial instruction
Alternative Teaching
Helps with attention problem studentsAllows for re-teaching, tutoring, or
enrichmentCan be stigmatizing to group who is
alternatively taughtESE teacher can be viewed as an
assistant if he/she is always in alternative teaching role
Team Teaching
Greatest amount of shared responsibilityAllows for creativity in lesson deliveryPrompts teachers to try innovative
techniques neither professional would have tried alone
Requires greatest amount of trust and commitment
Most difficult to implement
One Teaching/One Observing (not APS approved)
Requires little joint planning timeProvides opportunity for ESE teachers to
learn about General Education CurriculumParticularly effective for teachers new to
collaborationCan result in special educator as being
relegated to role of an assistant
One Teaching/One Drifting (not APS approved)
Requires little joint planning timeProvides opportunity for ESE teachers to learn
about General Education CurriculumParticularly effective for teachers new to
collaborationCan result in special educator as being relegated
to role of an assistantThe second teacher can sometimes be a
distractionStudents can become dependent on the “drifter”
School-wide Factors that Influence Co-teaching
Administrative SupportPEC teacher’s caseloadVoluntary vs. Involuntary ParticipationScheduling (For teaching and planning)Problem-solving techniques