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.

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.

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

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".

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.

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

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

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?

Mr. Rogers and Mr. Perkins meet up every day after class to discuss what they will be doing the next day together. They are planning on teaching a new unit together. They both plan to teach the same content with different delivery models. What kind of teaching method will they use?

Mr. Davis has just introduced his students to two digit multiplication. He wants to have the students practice two digit multiplication while also having them review single digit multiplication. Ms. Taylor pushes into Mr. Davis’ classroom during math time, and he wants to utilize her assistance while also giving the students the opportunity to work independently. Which model of co-teaching should Mr. Davis choose?

With which model do you need to be careful not to use the same group of students each time?