Co-teaching Approaches

1. One Teach, One Observe.

One of the advantages in co-teaching is
that more detailed observation of students engaged in the learning
process can occur. With this approach, for example, co-teachers
can decide in advance what types of specific observational
information to gather during instruction and can agree on a system
for gathering the data. Afterward, the teachers should analyze the
information together.

2. One Teach, One Drift.

In a second approach to co-teaching, one
person would keep primary responsibility for teaching while the
other professional circulated through the room providing
unobtrusive assistance to students as needed.

3. Parallel Teaching.

On occasion, student learning would be greatly
facilitated if they just had more supervision by the teacher or more
opportunity to respond. In parallel teaching, the teachers are both
teaching the same information, but they divide the class group and
do so simultaneously.

4. Station Teaching.

In this co-teaching approach, teachers divide
content and students. Each teacher then teachers the content to
one group and subsequently repeats the instruction for the other
group. If appropriate, a third "station" could require that students
work independently.

5. Alternative Teaching:

In most class groups, occasions arise in which
several students need specialized attention. In alternative
teaching, one teacher takes responsibility for the large group while
the other works with a smaller group.

6. Team Teaching:

In team teaching, both teachers are delivering the
same instruction at the same time. Some teachers refer to this as
having “one brain in two bodies.” Others call it “tag team
teaching.” Most co-teachers consider this approach the most
complex but satisfying way to co-teach, but the approach that is
most dependent on teachers’ styles.