Co-Teaching Models Between General and Special Education Teachers Complementary Station Teaching Parallel Alternative Shared Teaching Teaching Teaching Teaching Monitoring Lead teacher Lead teacher Lead teacher and .Lead teacher and Lead teacher and and support uses support teacher support teacher support teacher teacher to use pre-assessment monitor their own pre-assess the the determine to determine how groups of students. students to plan students. students' need students are Lead teacher and for alternative Lead teacher for support. selected for support teacher lessons. and support Support stations (e.g., skills, use post lesson Lead teacher and reflection to share teacher teacher interests, random, support teacher assess the assesses etc.) their expectations assess the using the same students students' skills Given the students during during the and facilitates organizational lesson plan with the formal structure and different groups of formal lesson self-regulation lesson to identify students. to identify during the of each station, students who lesson. assessment done students who would benefit would benefit Students use by students can be from the used during the from alternative lesson. alternative as lessons. they request lessons. Student assistance during or after and/or a formal lesson. encourages students to articulate their need for alternative forms of instruction. Benefits Having two teachers Facilitates small group Parallel teaching is very Allows us to use Team teaching is to help individual learning and is helpful whenever we alternative methods very powerful students after the responsive to individual want to increase the to re-teach or when the entire lesson is presented needs. The notions of likelihood of extend the lesson up class is (individual guided "mini0lesson", participation, or down. This model participating in a practice). "mastery learning", publication, and reminds us that we particular inquiry "accelerated learning", sharing. Also, it allows may need more project like a and other ideas that us to work intensively thematic unit. visual, auditory, teach to many with a small group of tactile, kinesthetic achievement levels can students. support to be readily addressed in successfully this mode. communicate certain skills, concepts and ideas. Page 29
Co-Teaching Models Between General and Special Education Teachers Complementary Teaching Station Teaching Parallel Teaching Alternative Teaching Shared Teaching Monitoring Lead teacher uses to determine students' need for support. Support teacher assesses students' skills and facilitates self-regulation during the lesson. Students use as they request assistance during or after a formal lesson. Lead teacher and support teacher use pre-assessment to determine how students are selected for stations (e.g., skills, interests, random, etc.) Given the organizational structure and of each station, assessment done by students can be used during the lesson. .Lead teacher and support teacher monitor their own groups of students. Lead teacher and support teacher use post lesson reflection to share their expectations using the same lesson plan with different groups of students. Lead teacher and support teacher pre-assess the students to plan for alternative lessons. Lead teacher and support teacher assess the students during the formal lesson to identify students who would benefit from the alternative lessons. Student and/or encourages students to articulate their need for alternative forms of instruction. Lead teacher and support teacher the students. Lead teacher and support teacher assess the students during the formal lesson to identify students who would benefit from alternative lessons. Benefits Having two teachers to help individual students after the lesson is presented (individual guided practice). Facilitates small group learning and is responsive to individual needs. The notions of "mini0lesson", "mastery learning", "accelerated learning", and other ideas that teach to many achievement levels can be readily addressed in this mode. Parallel teaching is very helpful whenever we want to increase the likelihood of participation, publication, and sharing. Also, it allows us to work intensively with a small group of students. Allows us to use alternative methods to re-teach or extend the lesson up or down. This model reminds us that we may need more visual, auditory, tactile, kinesthetic support to successfully communicate certain skills, concepts and ideas. Team teaching is very powerful when the entire class is participating in a particular inquiry project like a thematic unit. Page 29
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