Co-Teaching Models

Whole Group Teachers alternate

roles of teaching lessons and observing students for an understanding of academic and social functioning

Planning Time Requirement: Low

One Teach, One Observe

Whole Group Teachers alternate

roles of teaching and supporting the instructional process

Planning Time Requirement: Low

One Teach, One Assist

Small Group Small groups of

students rotate to various stations for instruction, review, and/or practice

Planning Time Requirement: Medium

Station Teaching

Small Group Students are divided

into mixed ability groups and each co-teaching partner teaches the same material to one of the groups

Planning Time Requirement: Medium

Parallel Teaching

Big Group/Small Group

One person teaches, re-teaches, or enriches a concept for a small group while the other monitors or teaches the remaining class members

Planning Time Requirement: High

Alternative Teaching

Whole Group Teachers alternate

the roles of presenting, reviewing, and monitoring instruction

Planning Time Requirement: High

Interactive Teaching

Consider what the research says:Teachers might use a minimum of 3 approaches initially

With experience, all 6 approaches can be used

Friend, M. (2007, January & March). Collaborating for Success. Workshop for VASSP/VSFEL in collaboration with Virginia DOE and The College of William and Mary, Richmond, VA.

What is the “ideal” usage?

One teach, One observe: 5-10%

Station teaching: 30%Parallel teaching: 30%Alternative: 20%Teaming/interactive: 30% One teach, One assist: under 20%

Friend, M. (2007, January & March). Collaborating for Success. Workshop for VASSP/VSFEL in collaboration with Virginia DOE and The College of William and Mary, Richmond, VA.

Regarding collaboration, what has worked well in your building?

What hasn’t worked well in your building?

Write down three things that you will do next semester to continue moving forward.

Where is your school in its inclusive journey?