meets the diverse needs of students with learning disabilities. This approach also requires co-planning to ensure the needed skills and concepts are covered in the small group (Embury & Kroeger, 2012). teaching” is a fifth approach that involves each teacher instructing the “Parallel content to half of the students in the class. Both teachers are presenting the same information. However, the student-teacher ratio is smaller which could benefit a variety of instructional activities including hands-on and partner work. This model requires prior co-planning to ensure that both teachers are presenting the same material to the different groups of students (Embury & Kroeger, 2012). A model is teaching”. In team both teachers are equal in the “team co-planning and the presentation of the material. Teachers may take turns presenting the content or present it together with each person building off what the previous teacher just stated. This co-teaching approach requires co-planning and a level of comfort to present the material together (Cook & Friend, 1995). Co-Planning Murawski (2012) notes, is both the most important and the “co-planning most difficult component of co-teaching” (p. 8). Without co-planning teachers do not prepare for differentiation of material and often will automatically fall to the teach / “one one assist” co-teaching model (Murawski, 2012). For effective co-planning that result in effective co-teaching, teachers need to dedicate time for the planning stage (Murawski, 2012). Co-teachers to be equally invested and have equal status in the classroom” “need (Howard & Potts, 2009, p. 3); this includes taking ownership of the partnership and dedicating time to meet, plan, and prepare for co-teaching. Areas of focus during
meets the diverse needs of students with learning disabilities. This approach also requires co-planning to ensure the needed skills and concepts are covered in the small group (Embury & Kroeger, 2012). “Parallel teaching” is a fifth approach that involves each teacher instructing the content to half of the students in the class. Both teachers are presenting the same information. However, the student-teacher ratio is smaller which could benefit a variety of instructional activities including hands-on and partner work. This model requires prior co-planning to ensure that both teachers are presenting the same material to the different groups of students (Embury & Kroeger, 2012). A model is “team teaching”. In team both teachers are equal in the co-planning and the presentation of the material. Teachers may take turns presenting the content or present it together with each person building off what the previous teacher just stated. This co-teaching approach requires co-planning and a level of comfort to present the material together (Cook & Friend, 1995). Co-Planning Murawski (2012) notes, “co-planning is both the most important and the most difficult component of co-teaching” (p. 8). Without co-planning teachers do not prepare for differentiation of material and often will automatically fall to the “one teach / one assist” co-teaching model (Murawski, 2012). For effective co-planning that result in effective co-teaching, teachers need to dedicate time for the planning stage (Murawski, 2012). Co-teachers “need to be equally invested and have equal status in the classroom” (Howard & Potts, 2009, p. 3); this includes taking ownership of the partnership and dedicating time to meet, plan, and prepare for co-teaching. Areas of focus during