Module 6 Co-Teaching

Pam and Jim are covering the same curriculum but have divided the class down the middle to create smaller groups and target specific student needs.

• Parallel Teaching

• Station Teaching

• Team Teaching

• Alternative Teaching

Answer explanation

In parallel teaching, both teachers are engaged in the same instruction but with two smaller groups. Using smaller groups in parallel teaching allows the teachers to give students more intensive and direct teaching and feedback.

Susan takes the lead on a lesson while the Chris takes notes on their lesson and the students. During their next co-planning time, both teachers reflect on the lesson and consider ways to improve it.

• Team Teaching

• Station Teaching

• One Teach, One Observe

• One Teach, One Assist

Answer explanation

Observational data from one teach, one observe are critical to reflecting on instruction and determining what works well for a group of students.

Both teachers, and sometimes additional supporting teachers or independent working groups, rotate around the room to work with each teacher to receive targeted instruction. Each small group visits each teacher once as they rotate.

• Team Teaching

• Parallel Teaching

• One Teach, One Observe

• Station Teaching

Answer explanation

Station teaching offers the opportunity for students to work in smaller groups, get more personalized support from their teachers, and target skills in smaller chunks.

Bob and Sally simultaneously instruct the whole group on the same curriculum. They take turns in taking "the lead" for particular aspects of the lesson, but both teachers have equal responsibility for the content taught.

• Station Teaching

• Alternative Teaching

• Co-Teaching

• Team Teaching

Answer explanation

Team teaching has both instructors teaching the same content simultaneously in a pair. This approach takes planning and practice but can be rewarding.

Molly takes "the lead" on a particular lesson while Tamika floats and ensures students are supported with their various needs.

• One Teach, One Assist

• Parallel Teaching

• Station Teaching

• Team Teaching

Answer explanation

One teach, one assist is an approach in which one teacher is primarily responsible for instruction while another provides support.

Two co-teachers were planning a science-based lesson. The lesson itself had a dense instructional period introducing new terms and concepts, which was then followed by a lab. The terminology was critical to understand in order to be successful with the lab portion of the class. The class had five English learners (ELs) who would need more targeted support to understand the terminology and break down the meaning. What type of co-teaching model would best be used in this scenario?

• Parallel Teaching

• One Teach, One Observe

• One Teach, One Assist

• Alternative co-teaching

Answer explanation

Alternate co-teaching allows the teacher to specifically target the terminology or concepts that might be challenging ahead of the lab portion of the class with the ELs.

Two co-teachers were planning a math lesson focused on math strategy. The goal of the lesson was to teach the students various ways to interact with numbers and draw conclusions. There were three different math strategies the teachers wanted to tackle. Two of the strategies were new and the third was review.

• Team Teaching

• Parallel Teaching

• Station Teaching

• Alternative Teaching

Answer explanation

Station teaching as a model aligns best because it allows each math strategy to be a separate station for students to learn more. Each group will rotate through each station, meaning everyone will get a chance to learn about each math strategy in a small group.

A math teacher and special education teacher co-teach several classes. When planning an upcoming lesson on a new unit, the two teachers were discussing which co-teaching model best fit their needs. The special education teacher stated they were not as comfortable teaching the new material as they were with previously covered topics.

• Parallel Teaching

• One Teach, One Observe

• Team Teaching

• One Teach, One Assist

Answer explanation

One teach, one assist allows for a teacher who may be more familiar with particular content to take the lead while the other circulates the room, answers questions, provides one-to-one support as needed, and models when necessary.

Two teachers were reviewing data from a co-taught lesson earlier in the day. They realized a few students struggled with understanding some of the concepts as evidenced on the "exit assessment" they took at the end of the lesson. Both teachers felt it would be important for the handful of students to review the content and solidify critical concepts.

• Alternative Teaching

• Team Teaching

• One Teach, One assist

• One Teach, One Observe

Answer explanation

Alternate teaching offers the opportunity for a small group of students to receive more intensive and targeted support from one teacher while the other students receive whole group instruction from the other co-teacher.

A student with autism in your classroom feels anxious when noise levels are high. Often, the student is stressed when you co-teach with another instructor. This tends to happen in one of the larger interdisciplinary classes connecting English and social studies when both instructors are teaching. The student has a difficult time maintaining attention on the group and instructor. Which co-teaching model likely presents the greatest sensory challenge for this student in the classroom?

• Team Teaching

• Parallel Teaching

• Alternative Teaching

• Station Teaching

Answer explanation

Parallel teaching consists of splitting a large group into two with both co-teachers instructing the same content simultaneously. This could pose a problem in terms of noise and focus for the student with autism.