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Types of Co-Teaching

1. Grazing








a. The co-teacher wanders the room, keeping an eye
on student progress and offering assistance where they’re
a. Similar to grazing, the co-teacher actively keeps
students on-task with subtle cues to stay focused. Examples
are a small reminder, handing a student a pen, showing them a
page in the book, or clarifying instructions.
a. A co-teacher may “land” by a student, clarifying a
question or reviewing a piece of work.
a. An extension of Landing, targeting has a co-teacher
staying with a student for 1-5 minutes for quick, individualized,
intensive instruction.
a. The co-teacher sits with a particular student with a
specific concern, giving an individualized version of the lead coteacher’s general lesson.
Form a Minigroup
a. The co-teacher takes a small group of three or four
students who are having particular specific difficulties and
teaches a mini lesson to assist them.
Observe student behaviors
a. While the lead co-teacher is presenting the general
lesson, the partner teacher can take the opportunity to observe
the class for specific behaviors, specific students, or do a
running record of student behavior
Observe student questions and responses
a. Using a marking system, place a check next to
students’ names when they answer a question, a question mark
is they ask one, and an R when they raise their hands. This

serves as a running record of student response rate, and allows
the teachers to tweak their curriculum.
9. Observe the presenting teacher’s questions.
a. Keep track of the frequency and type of questions
being asked to better tweak the curriculum
Brainstorm Adaptations and Modifications.
a. Consider how the lesson could be tweaked during
the next co-planning session to better help facilitate learning.
Make an assignment.
a. While observing the class, create a lesson that
incorporates the students’ knowledge of the topic.
Scan an assignment.
a. Use the time when the other teacher is presenting
to check for student understanding.
Create a graphic organizer.
a. While the lesson is being taught, the co-teacher can
create a graphic organizer that supports the topic that the
students can use.
Check a notebook
a. Spot-check a random student’s notebook and offer
advice and comments.
Check Homework
a. Do a quick check for understanding in the students’
homework, noting which students had difficulties.
Take notes
a. Take notes of the lesson being taught and compare
it to a student’s. Make notes of where they had difficulties.
Write directions or notes on the board.
a. While the co-teacher is presenting, the partner
teacher may offer visual aid on the board.
Create Exit questions.
a. During the lesson, create questions to be given at
the end of class to check for understanding.
Interject a different point of view
a. Joining in on the lecture offers a unique perspective
for the students, watching two authorities discuss differing
opinions or possible solutions.
Verbalize potential confusion.

If the material being taught is complicated, the coteacher could serve as the embodiment of the questions
students in the class are probably thinking.