Co teaching models have become part and parcel of modern education systems, which provide different strategies for collaboration in pursuit of improving better learning outcomes. Be you the teacher, administrator, or a parent, the various co teaching models need to be known in order that the right approach is selected for your students. The uniqueness with which each model stands out entails much improvement in classroom performance and engagement of students.
What are Co Teaching Models?
Co teaching models involve multiple approaches to instruction in which two or more educators teach a class. The teachers come together to assume the responsibility of planning, teaching, and assessing students. Co teaching models offer flexibility and adaptability which allows educators to facilitate learning needs in the classroom. These models are very popular in inclusive classrooms where the students learn among other peers that may have special needs.
There are several well-known co teaching models, each offering somewhat different approaches to collaborative teaching. Let’s take a closer look at these models to see which model might work best for your classroom.
One Teach, One Observe Model Offers Close Monitoring
In the One Teach, One Observe model of co-teaching, one teacher teaches while the other observes pupils and gathers useful information on their learning behavior. The observing teacher can focus on specific students and provide insights that help alter instructional methods to better help them. This model is great for tracking student progress and helping to figure out areas where extra support may be necessary.
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Although the observer teacher does not participate actively in teaching the lesson, he still plays an important role in the improvement of the lesson through gaining insight. It has been found effective in a classroom where the teacher would like to judge how students in various groups react to different teaching styles.
Team Teaching Model Promotes Complete Collaboration
The most collaborative model of co-teaching is probably the Team Teaching model in which both teachers share an equal responsibility to deliver the lesson to the whole class. They take turns in explaining concepts, answering questions, and their work with the students. This allows for the pooling of strengths toward rich experience for the students.
Team teaching is a model that demands much planning and coordination between teachers because it typically involves an active interest by both. It flourishes when both teachers share a good rapport and feel free to interchange each other’s roles without second-guessing. In this model, students get the advantage of getting various opinions and modes of teaching, which supports good understanding and participation.
One Teach, One Assist Model Focuses on Student Support
In the One Teach, One Assist co teaching models, one teacher leads the lesson, while the other offers individual support to students when needed. The assisting teacher works around the classroom to help students who may be having problems in understanding what the teacher says. This way, if the whole class has to wait in order for the teacher to help a single student, then this model would defeat the purpose of a lesson learned in class.
This is particularly helpful in large classrooms where the leading teacher is not in a position to offer individual care for every student. The assistant teacher will help ensure that no student gets left behind, offering personalized support wherever needed.
Parallel Teaching Model Splits the Class for Small Group Instruction
There exists the Parallel Teaching model, whereby class time is split into two smaller groups. In this scenario, one teacher teaches to one group as the other teacher teaches to the other group. In this scenario, preparation of lessons is still shared equally between both teachers, but each teaches differently. Such an approach creates smaller groups that make student-teacher interaction easier to facilitate as well as more student-centered in instruction.
Parallel teaching is appropriate in cases of differentiated instruction to cater for varied needs in learning. This can be through creating sub-groups where a teacher can concentrate on specific skills while providing additional support to learners where necessary. This model also minimizes the interference factors in class as students are more likely to sit up more attentively in a smaller group.
Station Teaching Model Breaks Lessons into Segments
In the Station Teaching co teaching models, the lesson is divided into segments, or “stations,” where students rotate through the stations. Each teacher is responsible for one station and can direct a group of students to complete a different part of the lesson at different stations. This model is very interactive, enabling students to interact with material in multiple ways.
For example, where hands-on activities or group work are the norm, subjects such as science or language arts, station teaching is very effective; it also allows the teacher to focus on specific skills or concepts in his or her station and provide a more targeted learning experience for his or her students.
Alternative Teaching Model Offers Remedial Support
Alternative Teaching Model In the alternative teaching model, one teacher teaches most of the class and the other can still work with a small group of children that may need to be reviewed further or supported as they need more. This is particularly during remedial instruction or for challenging advanced students. Such focused attention by the small group will ensure that every child is moving on to another thing and thriving.
Alternative teaching can be very helpful in heterogeneous classrooms because it will make different instruction possible without necessarily watering down the real lesson. More so, it is an effective way of delivering more support to the students based on their individual learning levels.
Selecting the Right Co-Teaching Model for Your Classroom
What is important for co teaching models and choices is to consider the needs of the students, the subject to be taught, and the teaching styles of the people involved. Some such models, like Team Teaching or One Teach, One Assist, might be perfect for general classroom instruction, while others, like Parallel Teaching or Station Teaching, should be used for more distinct subjects or when teaching big classes. Read Here.
Each co-teaching model has its unique advantage; thus, flexibility and willingness to change according to what works best for their students is of prime importance. The best way to experiment with co teaching models is for teachers to find the right approach for their unique classroom dynamics.
1. Which is the best co-teaching model for an inclusive classroom?
This model will be the most effective for a student in an inclusive classroom; it may be either the One Teach, One Assist or the Team Teaching model. With such models, one teacher can focus on the entire class while the other focuses on providing additional support to students with special needs.
2. What determines which co-teaching model teachers use?
Teachers make a selection of the co-teaching model suitable to the content area, class size, and students’ unique needs. Flexibility and exploration by trying different models usually lead to the best outcome.
3. May I mix different co-teaching models?
Yes, teachers can use a mix of co teaching models. For example, a teacher may choose Parallel Teaching for some lessons while using Team Teaching in other lessons based on the goals of instruction and the needs of students.
4. What are the primary benefits of co-teaching models?
The primary benefits of co teaching models involve better student engagement that occurs within classes, provision of more personalized instruction, and the opportunity for sharing of professional expertise among teachers. Co-teaching further facilitates effective management of diverse classrooms.
5. How do co-teaching models address the support needs of students with special needs?
Co-teaching models allow for more differentiated instruction, which helps students with disabilities, and it is especially so when utilizing models such as One Teach, One Assist or Alternative Teaching. This way, these students who need to be pulled out of the general classroom for support can remain behind to follow alternate teaching.
Conclusion
One of the models of co-teaching brings flexibility and collaboration into the teaching profession through the delivery of instruction in ways that best suit the needs of students. Exploring and applying the varying models bring a teacher one inclusive and dynamic environment to learn. One can, therefore, use every model for his or her needs at appropriate times as knowledge of the strengths of each has become available. Educators now know what is best for their classrooms and work together towards attaining better outcomes for students.
