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  • One Teach, One Observe: Co-Teaching Strategy

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    Darcy Lopez
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    This document describes six co-teaching strategies: 1) One Teach, One Observe; 2) One Teach, One Drift; 3) Parallel Teaching; 4) Station Teaching; 5) Alternative Teaching; and 6) Team Teaching. Each strategy is defined in terms of its description and when it should be used. The strategies involve different levels of teacher involvement and interaction, from one teacher leading instruction while the other observes or assists students, to both teachers actively co-teaching the full class together.

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    0923Co-Teaching Strategies_PPT

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    This document describes six co-teaching strategies: 1) One Teach, One Observe; 2) One Teach, One Drift; 3) Parallel Teaching; 4) Station Teaching; 5) Alternative Teaching; and 6) Team Teaching. Each strategy is defined in terms of its description and when it should be used. The strategies involve different levels of teacher involvement and interaction, from one teacher leading instruction while the other observes or assists students, to both teachers actively co-teaching the full class together.

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    12 views7 pages

    One Teach, One Observe: Co-Teaching Strategy

    Uploaded by

    Darcy Lopez
    This document describes six co-teaching strategies: 1) One Teach, One Observe; 2) One Teach, One Drift; 3) Parallel Teaching; 4) Station Teaching; 5) Alternative Teaching; and 6) Team Teaching. Each strategy is defined in terms of its description and when it should be used. The strategies involve different levels of teacher involvement and interaction, from one teacher leading instruction while the other observes or assists students, to both teachers actively co-teaching the full class together.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    of 7

    Co-Teaching Strategy:

    1. One Teach, One Observe


    Description When to Use
    • A: Lead Teacher • New co-teaching situations
    • B: Observes teacher and/or stu • Check student progress
    dents to gather specific, predet • Increase teacher self-awarenes
    ermined data s
    Co-Teaching Strategy:
    2. One Teach, One Drift
    Description When to Use
    • A: Lead Teacher • Teacher has certain expertise
    • B: Circulates through room disc • Get to know co-teacher
    reetly helping students and ma • Student work needs close moni
    naging behavior toring
    • Behavioral intervention
    Co-Teaching Strategy:
    3. Parallel Teaching
    Description When to Use
    • A: Teaches half the class • A lower student-teacher ratio
    • B: Teaches the same lesson to t will increase efficiency
    he other half of class • Increase student participation
    • Re-teaching and test review
    • Clarify instructions and/or ques
    tions
    Co-Teaching Strategy:
    4. Station Teaching
    Description When to Use
    • A: Teaches half the class • Content is complex, but order o
    • B: Teaches separate, related les f instruction is flexible
    son to other half of class • 1 station is for review, allowing
    struggling students a chance to
    catch up
    • Examine different aspects of th
    e same topic, such as counting/
    spending money
    Co-Teaching Strategy:
    5. Alternative Teaching
    Description When to Use
    • A: Teaches according to curricul • Differentiation is needed due t
    um o different student readiness/a
    • B: Re-teaches material to strug bility levels
    gling students or teaches enric • Faster students need more chal
    hment material to faster stude lenge (enrichment)
    nts • Struggling students need more
    practice
    Co-Teaching Strategy:
    5. Alternative Teaching
    Description When to Use
    • A: Lead Teacher • New co-teaching situations
    • B: Observes teacher and/or stu • Check student progress
    dents to gather specific, predet • Increase teacher self-awarenes
    ermined data s
    Co-Teaching Strategy:
    6. Team Teaching
    Description When to Use
    • A & B teach together, creating • Instructional conversation is hel
    a specific experience for studen pful
    ts. Both teachers are comforta • Demonstrate specific interactio
    ble interjecting, teaching lead, n to students, such as conversa
    addressing questions and adap tion, study skills or a game
    ting their presentation to stude
    nt needs • Both teachers are highly confid
    ent and flexible

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