Two Heads Are Better Than One

In this model, one teacher instructs a small group whose data suggests that they need more support, while the other works with a larger group who does not need remediation on this particular skill. identify. This method allows both teachers to address the needs of all students.

• Parallel Teaching

• Alternative Teaching

• Station Teaching

• One Teach, One Assist

With this model, the lesson is divided into segments as the teachers each instruct part of the lesson at independent stations or rotate between groups of students. This allows teachers to provide specialized support when delivering content in areas they may have more expertise in, or if their style better fits a certain part of a lesson.

• Team Teaching

• Alternative Teaching

• Station Teaching

• Parallel Teaching

In this model, the teachers divide the class into two groups and they instruct each group with the same content simultaneously. In this arrangement, the smaller groups allow closer supervision and more opportunities for interaction between the students and teacher.

• Team Teaching

• Alternative Teaching

• Station Teaching

• Parallel Teaching

In this method, one teacher handles a larger group, while the other teaches a small group who need specialized attention and additional supports.

• Alternative Teaching

• Parallel Teaching

• Team Teaching

• Station Teaching

This model requires the strongest partnership, but can be one of the most fulfilling methods of co-teaching. With this model, the co-teachers share responsibility and deliver instruction at the same time as a “tag team".

• Parallel Teaching

• Alternative Teaching

• Station Teaching

• Team Teaching

When the co-teachers are prepared to use various models and are comfortable sharing their classroom as equals, the experience for students can be seamless and effective. Co planning is essential for this success.

• True

• False

• Sometimes true

• Sometimes false

The goal of co-teaching is...

• for students with disabilities to access the grade-level curriculum but also learn the strategies that will help them succeed throughout their lives.

• for educators to strive for essentially the same role.
• For students to not be able to tell the difference between the special educator and the general educator.
• For all students to receive exactly the same instruction, in exactly the same way.

Specially Designed Instruction in a co taught classroom includes which of the following...

• only to occur in 1:1 or small group settings, not delivered in a general education classroom. 
•  Instruction directly connected to the student’s IEP goals and his or her documented needs.
• only to occur in high need areas like reading or math.
• does not include curriculum differentiation!

Co-teaching can consist of all of the following except...

• Two general education teachers working together to teach a diverse group of students.

• A special education teacher working alone in a classroom.

• A special education teacher and a general education teacher, or other specialist, working together to teach a diverse group of students.

• A general education teacher working with a paraprofessional.

Mr. Jones and Ms. Brown want to plan a lesson to teach to their entire class. They want to introduce 2 concepts during this lesson so that they can move on with the content on the next day. They are have a planning period together to figure this out. Which co-teaching model would work best for them for this lesson?

• Parallel Teaching

• Stations Teaching

• Alternative Teaching

• Team Teaching