"If our definition of inclusiveness does not reach beyond the boundaries of our own personal comfort, can we call ourselves truly inclusive?" - Rabbi Brad Hirschfield
Collaborative teaching is a complex endeavour, but it is one that we must undertake if we are to truly promote inclusive education. It is a process that will test your limits as well as enrich your practice. Unfortunately, many teachers do not have a full conception of what co-teaching and planning really looks like. There is often the misconception that support teachers in a co-teaching role are merely another set of hands in the classroom. It is therefore useful to explore the variety of co-teaching models that are available. Below are five co-teaching models and the advantages and disadvantages of each. Please note that there are various names in the literature for the co-teaching models below. The terminology that we use come from Bos and Vaughn (2012).
Before reading about the advantages and disadvantages of each co-teaching model, please check out the two video clips below for some orientation about co-teaching. This prior knowledge will be beneficial in understanding the implications inherent within each co-teaching model.
Before reading about the advantages and disadvantages of each co-teaching model, please check out the two video clips below for some orientation about co-teaching. This prior knowledge will be beneficial in understanding the implications inherent within each co-teaching model.
Co-Teaching ModelModel A: One Group. One Lead Teacher, One Teacher "Teaching on Purpose"
How it Works:
Model B: Two Mixed-Ability Groups. Two Teachers Teach the Same Content.
How it works: The class is divided into two heterogeneous groups and each teacher instructs one group. The smaller student-teacher ratio benefits the students when they are learning difficult concepts because they are better able to interact with the teacher to clarify misconceptions or extend understandings. The class then comes back together to share what they learned. |
Advantages
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Disadvantages
See the following video for what this model should not look like.
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Model C: Two Same-Ability Groups. Teachers Teach Different Content.
How it Works:
Model D: Multiple Groups. Teachers both Monitor and Teach.
How it Works: In this model there is a set lead teacher and support teacher which plan and make decisions together. The lead teacher takes charge of the lesson teaching, while the support teacher implements activities for before or after the lesson. Both teachers asses the students to find out who needs extra help. This model allows us to use alternative methods to re-teach or extend the lesson. Model E: Co-Teaching. Two Teachers Teaching the Same Concept together to the Whole Class.
How it Works: In this model two teachers work together to teach the lesson to the entire class. It is also referred to as having one brain and two bodies. There is no one leader. Both teachers share instruction equally and are free to interject information. Both are equally available to assist students, answer questions, and deal with behaviour. Even though this seems the most challenging of the 5 strategies, it is also the most rewarding for teachers and beneficial for students. |
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Here is a visual image of what the different co-teaching styles may look like. The terminology used in this illustration differs from the terminology we used above. It is beneficial to be familiar with all of the different terminologies that are present in the literature. To facilitate collaboration, make sure that both co-teachers are using the same terminology. The use of common terminology, especially technical, is one of the signs of effective collaboration (Davison, 2006). One Teach, One observe and One Teach, One Assist can both correspond to Model A: One group. One lead teacher, one teacher "teaching on purpose". Parallel Teaching and Alternative Teaching can both refer to Model B: Two mixed-ability groups. Two teachers teach the same content and Model C: Two same-ability groups. Teachers teach different content. Station Teaching corresponds to Model D: Multiple groups. Teachers monitor/teach. Teaming corresponds to Model E: Whole class. Two teachers teach together.