I will work with students on editing their essays.
I will work with students on their vocabulary assignment.
I will take half the class and teach them about cause and effect from the lesson plan we created together.
Great! I'll take the other half and do the same!
I will pre-teach with the green group at my table.
Ok, I will review yesterdays lesson with the other groups before we get started on todays content.
Station teaching is when both teachers share responsibility for planning and divide instructional content among them. It is generally used for students to move from one station to another on a predetermined schedule where they may work independently, participate in peer tutoring, or work under supervision (Friend & Cook, 2013).
I will deliver todays lesson and walk throughout the room to check for understanding.
I will demonstrate the concept on the board after your instruction.
Parallel teaching lowers the teacher-student ratio by splitting the class into half and having each teacher deliver the instruction to their group. The students do not switch like in station teaching. Both teachers are responsible for planning and instructing the lesson which is coordinated together to teach essentially the same thing to both groups (Friend & Cook, 2013).
I think for this lesson station teaching will work best.
I agree! Lets get started planning the lesson.
I feel like that lesson went really well. I was able to interact more closely with the students during the lesson.
Alternative teaching is used when a small group of students receive different instruction than the rest of the class such as pre-teaching or enrichment. This approach provides highly intensive instruction in the general education classroom and ensures all students receive the opportunity to interact with a teacher in a small group (Friend & Cook, 2013).
It did go well, I appreciated the help lesson planning and enjoyed co-teaching with you.
Teaming is an approach where both teachers are responsible for the lesson. They share the instruction of all students in a large group and have the opportunity to circulate around the room to answer questions and have discussions with students. Teachers who are teaming can role play, debate, simulate conflict, and model appropriate question asking or summarizing (Friend & Cook, 2013).
Co-teaching requires respect, collaboration, and communication to be effective. Regular communication reduces partner stress and makes co-teaching appear seamless to students. Through experience co-teachers will learn how to best integrate themselves into lesson plans and how to spread attention across all students to differentiate. A planning routine can help teachers develop and implement impactful lessons (VA DOE, 2014).
Co-teaching is beneficial because students receive extra attention, co-teachers are able to collaborate and share instruction with a co-worker, and it alleviates the stress of one teacher doing all the planning, instruction, and individualized attention. Students with special needs are able to learn in the general education classroom and feel more confident in general (Stark, 2015).