Co teaching

Co teaching
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  • Teaming
  • When you’re adding fractions you have to have the same denominator.
  • Why are they both teaching?
  • It’s like adding apples and pears. We can add or subtract any number ofapples together to get a total number of apples and the same for pears.However, we can't add/subtract an apple to/from a pear to say we have a totalnumber of apples or a total number of pears, because they are two differentthings.
  • One teaching, One Obseving
  • Hello Everyone, today we will be learning all about fractions! Fractionsshow up in so many areas of life. For example how many of you enjoy pizza?....
  • One Teaching, One Assisting
  • Today Mrs. Clay will be teaching you our new lesson. If you have any questions duringthe lesson or in general I will be glad to assist you. I will also be making sure everyone is staying on task and paying attention.
  • Today we will be learning how to reducefractions! Can you guys tell me anything about reducing or simplifying fractions?
  • Co-teaching may be defined as the partnering of a general education teacher and a special education teacher or another specialist for the purpose of jointly delivering instruction to a diverse group of students, including those with disabilities or other special needs (Friend, 2008). This co-teaching method is called teaming. Both teachers teach the large group and provides supporting points aside from just taking turns.
  • Station Teaching
  • Mrs. Jay and I have planned and set up 3 stations today. We have placed everyone in pre-selected groups of 5. Each group will spend 20 minutes at each station.
  • Everything you need to work in today’s lessonhas been prepared and is waiting at each station. We are working in stationsfor today’s lesson to provide you'll with different teaching techniques that will engage you more in the lesson. Are there any questions?
  • In this style of co-teaching one teacher teaches the students while the other one observes. The observer is looking for whatever type of information was decided upon by both teachers. After class both teachers will look over the data observed and then decide how to use the information.
  • Parallel Teaching
  • So there will be two groups. GroupA and Group B. Group A consists of…… 
  • Today we are going to be doing a fun activity to understand how to simplify fractions. We’re going to be gettinginto two small groups so that everyone’s questions can be answered clearly andto provide you’ll with a better understanding of the lesson. Also, we will be monitoring to make sure you guys are undestanding the lesson.
  • In this style of co-teaching one teacher teaches the students while the other walks around the room providing assistance the students without being a disturbance.
  • Alternative Teaching
  • In today’s lesson we will be learning about adding and subtracting fractions!This requires a tad bit more work that dividing and multiplying fractions!
  • In this style of co-teaching there are stations set up. In this scenario there are three. At two of the stations the students will while work with an instructor while at the last station the students will work independently. This style of instructing tends to engage students more.
  • In parallel teaching, Both teachers are covering the same type of information. However, they simply divide the class in two groups and teach them. This gives the students a chance to work and learn in a smaller setting.
  • In Alternative teacher one teacher teaches the majority of the group while another teacher teachers a smaller portion. In this scenario the teacher teaching the smaller group is reviewing the previous day's lesson for students who might have needed more time with it. This allows these students to get the help they need and the other students to move on to the next lesson.
  • Today we will be reviewingover multiplying and dividing fractions. After we review and complete somepractice problems we will move on to adding and subtracting fractions. Does anyonehave any questions?
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