Section 2 Models of Co-Teaching One Teach, One Drift Station Teaching Design Design Lead teacher models organization of the content. Lead teacher identifies skills and strategies needed for groups Lead teacher and support teacher segment the lesson content. and individual students to complete the task(s) of the lesson. Lead teacher and support teacher divide the number of stations they are responsible for. Support teacher assists. Both teachers plan and organize their station activities with attention to possible group differences. Instruction Lead teacher conducts formal teaching. Instruction Support teacher teaches components of lessons with Lead and support teacher segment learning to small groups or groups of students. individual students at the stations they design. Support teacher provides content support to lead teacher’s lesson. Monitoring Lead teacher and support teacher use pre-assessment to Monitoring determine how students are selected for stations (e.g. skills, Lead teacher uses pre-assessment to determine students’ need interests, random). for support. Given the organizational structure and tasks of each station, Support teacher assesses students’ skills and facilitates self- assessment done by students can also be used during the lesson. regulation during the lesson. Students use self-assessment as they request assistance during or Benefits after a formal lesson. Facilitates small group learning and is responsive to individual needs. The notions of learning,’ learning,’ Benefits “mini-lesson,’ ‘accelerated ‘mastery and other ideas that teach to many levels can be readily addressed. Having two teachers to help individual students after the lesson is presented (individual guided practice).
Section 2 Models of Co-Teaching One Teach, One Drift Design Lead teacher models organization of the content. Lead teacher identifies skills and strategies needed for groups and individual students to complete the task(s) of the lesson. Support teacher assists. Instruction Lead teacher conducts formal teaching. Support teacher teaches components of lessons with groups of students. Support teacher provides content support to lead teacher’s lesson. Monitoring Lead teacher uses pre-assessment to determine students’ need for support. Support teacher assesses students’ skills and facilitates self- regulation during the lesson. Students use self-assessment as they request assistance during or after a formal lesson. Benefits Having two teachers to help individual students after the lesson is presented (individual guided practice). Station Teaching Design Lead teacher and support teacher segment the lesson content. Lead teacher and support teacher divide the number of stations they are responsible for. Both teachers plan and organize their station activities with attention to possible group differences. Instruction Lead and support teacher segment learning to small groups or individual students at the stations they design. Monitoring Lead teacher and support teacher use pre-assessment to determine how students are selected for stations (e.g. skills, interests, random). Given the organizational structure and tasks of each station, assessment done by students can also be used during the lesson. Benefits Facilitates small group learning and is responsive to individual needs. The notions of “mini-lesson,’ ‘accelerated learning,’ ‘mastery learning,’ and other ideas that teach to many levels can be readily addressed.
Secondary%20PDS%20Handbook.docx