Co-Teaching Models for the Inclusive Classroom

Co-Teaching Models for the Inclusive Classroom

There is diversity in our modern classrooms. Laws like the Individuals with Disabilities Act and No Child Left Behind Act have emphasized the need for inclusive classrooms, in which students with special needs learn in standard classrooms.

To create an efficient and effective inclusive classroom and learning program, some schools have implemented the co-teaching strategy.

Co-teaching is the practice of pairing teachers, mostly general and special education teachers, to share the responsibilities of the class. Together, they decide the learning objectives and implement class schedules and activities.

Co-Teaching Models

There are six co-teaching models that teachers can use to deliver content in the classroom. These include:

Parallel Teaching

In this model, co-teachers teach the same content simultaneously to students, in two groups.

• Advantages: Parallel co-teaching allows co-teachers to give individualized attention to their students as it reduces the student to teacher ratio. It also enables them to easily identify student needs and facilitate interaction within the group.
• Disadvantages: Co-teachers have to share physical space and resources. Also, teachers lecturing simultaneously can be confusing and distracting for the students.
• Solutions: Co-teachers can plan and work out a teaching schedule in advance, alternating between teaching and doing independent classwork. They can also organize and decide on use of space and class resources accordingly.

Station Teaching:

In station teaching, the content is divided and taught to students at different stations in the classroom. Co-teachers divide the content, and each becomes an “expert” at their half. Teachers are assigned a station and student groups circulate around the stations receiving information about the topic.

• Advantage: Students can move around instead of being restricted to their sitting areas. The approach also enables teachers to choose and deliver the content best suited to their expertise or teaching style.
• Disadvantage: Classroom management can be difficult. As information is given in parts, students may fail to connect the pieces of the content to understand the overall topic.
• Solution: Student to teacher ratio can be reduced by grouping students into smaller groups or assigning them in pairs. Additional stations can be made for students to engage in independent work. Activities can focus on helping students connect and synthesize information from its individual parts.

Alternative Teaching:

In the alternative teaching model, one teacher works with majority of the students while the co-teacher works with a smaller group of students.

• Advantage: The teacher assigned to the smaller group will be able to give individualized attention, address any learning needs, and teach content using additional supports and accommodations.
• Disadvantage: Some students may feel stigmatized and may not be comfortable about being singled out.
• Solution: All students can be called to the smaller group in turns to address their individual academic needs and concerns, making it more of an “extra help group.”

One teaches, One Assists:

Also known as the “one teaches, one drifts” approach, co-teachers switch between delivering content and assisting the students by giving individual attention, answering questions, and helping students with their tasks.

• Disadvantage: Students may interrupt the flow of lecture when they ask the assisting co-teachers their questions.
• Solution: Students can be given paper to write their questions during lecture. This paper can be handed over to the assisting co-teacher who can then clarify the information.

One Teach, One Observe

The co-teachers switch between teaching and observing.

• Advantage: Student behaviors and teaching methods are observed. After the session, teachers can analyze the information gathered from the observations to identify student needs and gain feedback about student learning and teaching practice. In doing so, teachers can improve their teaching practices as well as identify methods and strategies that are most effective for the students

Team Teaching:

Co-teachers are part of a tag team and deliver instruction to the whole group at the same time. This is a more complex style of co-teaching, and requires very specific coordination.

Co-teachers may practice different co-teaching models in the classroom to ensure that their partnership is productive and that student learning is attained. Often, co-teaching can expand viewpoints, cater more efficiently to student needs, and provide valuable insight for teachers.

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