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Co-Teaching & Models Screen Shot 2022-10-18 at 10.59.25 AM -…

- - - - Takes time and trust for teachers to build a working relationship that values each teacher equally in the classroom
      - Necessitates a lot of planning time and coordination of schedules
      - Requires teachers to have equal involvement not just in planning, but also in grading, which means assignments need to be evaluated using a rubric or other non-subjective methods
- - - - Provides both teachers with an active instructional role
      - Lowers the student-teacher ratio and reduces the load of teaching a large class
      - Allows for small group instruction, which can be especially helpful for students who learn and think differently
      - Gives students the chance to ask more questions during lesson time
      - Provides a chance for students to work in heterogeneous groups (made up of varying abilities instead of groups of students with similar strengths and challenges)
      - Keeps the academic rigor of a demanding lesson, but splits the responsibility between both teachers
    - - Cons of Parallel Teaching
        
        Requires both teachers have strong knowledge of the content so students will learn the same thing
        
        Can be challenging to control for noise, distraction, and space when working in the same classroom
        
        Requires careful timing to make sure both teachers end the lesson at the same time
- - - - Provides both teachers with an active instructional role
      - Allows teachers to use flexible grouping to tailor teaching to each groups’ needs
      - Lowers the student-teacher ratio
      - Resets student focus with each station rotation, increasing engagement
      - Provides time for students to engage with the content on their own as well as with teachers
      - Supports a UDL approach to teaching
      - Allows for more material to be covered in a shorter time frame
      - Provides a clear teaching responsibility for each adult in the room
    - - Cons of Station Teaching
        
        equires significant planning for teaching and material preparation
        
        Students may not get to all of the stations if they’re not moving at the same pace
        
        May be noisy and distracting for some students
        
        Requires pre-teaching around expectations for independent work time
- - - - Provides both teachers with an active instructional role
      - Allows for a lower student-teacher ratio
      - Provides additional support to struggling students without specifically singling them out
      - Gives a chance to re-teach, review, and pre-teach
      - Allows for intervention as well as enrichment opportunities
      - Lets teachers use flexible groups
  - - - Requires strong data collection in order to group students appropriately
      - May make students feel self-conscious, especially if they’re often in the small group
      - Can be challenging to control for noise, distraction, and enough space when working in the same classroom
      - Needs careful planning to make sure students don’t miss material being taught to the large group
- - - - Allows one teacher to teach a lesson without interruption from students who need assistance
      - Gives real-time help for students who need it
      - Allows teachers to use proximity to keep students on task
      - Provides for increased classroom management, which can be helpful if the class makeup is particularly challenging
      - Can provide newer teachers with the opportunity to observe more experienced teachers
  - - - Can create a dynamic in which students see one teacher as the one who manages behavior
      - Can appear as though one teacher is more “in charge” than the other
      - Sets up a possible expectation that one-to-one support can always be immediate
      - Requires solid planning to make sure the supporting teacher is used efficiently