Consider the materials you can now more readily use because your group is smaller! More technology- iPads, laptops, etc. More kinesthetic materials- white boards, index cards, picture sorts, drawing, etc. The possibilities are endless! Basically when you get into a smaller group you can do anything- sort, build, cut, paste, cook, dance, act, write… anything!!! Keep in mind that other Co-Teaching models are strong as well but, for different purposes and strategies. The options are endless.
That being said, we need a plan to fade back from that much adult support- because that Model is not sustainable and it does not allow the student to be independent! After that initial one-to-one teacher support, we need to shift our focus to teaching the student to use strategies or a tool by themselves as much as possible; replace the direct instruction with supported practice, guided practice and then repeated independent practice.
When one teacher is directly instructing the students, the other should be observing. The observing teacher is collecting data, which can be useful in determining what instruction takes place next, which students need additional help, and what co-teaching model may be used next to address any identified needs.
Cons: loss of one instructor, can be used too often due to a lack of planning or a lack of content knowledge or self-efficacy, can be underutilized for its intended purpose without focused data collection. One Teaching, One Assisting: This model is often implemented in a one-sided fashion, with one teacher left in the role of assistant. This model can be extremely useful if the teachers swap roles so that both gain comfort in teaching the content and in assisting students one-on-one.
Cons: loss of one instructor, can be used too often due to a lack of planning or a lack of content knowledge or self-efficacy, can be underutilized for its intended purpose without a focused group of students to assist based on the lesson design. By breaking the students into two groups and teaching the lesson simultaneously, more students can get the close, small-group instruction that research indicates helps struggling learners.
More students have the opportunity to ask questions throughout the process than they would in a larger group. This is also a great model when the content is extremely challenging because it allows each teacher to really differentiate instruction for each student in the smaller group.
Pros: smaller instructional groups, more time for students to fill in instructional gaps, classroom management is easier. This template can be used to plan two alternative lessons to be taught by a pair of co-teachers based on assessment data. This is a pre-completed version of the Alternative Teaching Lesson Plan Template, completed for your reference. As you can see, both station teaching and alternative teaching are instructional models that will greatly benefit students when planned well.
This is due to the opportunities for differentiation they offer, as well as a lower teacher-to-student ratio. With the tools provided here for you, you can plan and implement a lesson with your co-teacher and see the benefits firsthand! The components of an inquiry-led lesson will be outlined and discussed, and participants will learn to develop and plan an inquiry-led lesson.
Throughout the course, participants will design their own cycle of PBL they can immediately implement in their own classroom.
Classroom Management. Leadership Development. Math Instruction. Parent Involvement. Science Instruction. Special Education. Teaching Strategies. Technology In The Classroom. Writing Instruction. This resource is a table that describes the six instructional models of co-teaching, including advantages and disadvantages of each one, as well as when each model is appropriate to use.
Think of an upcoming lesson you and co-teacher are in the process of planning. Decide whether your students would benefit from station teaching or alternative teaching, and use the appropriate planning resource to plan a detailed lesson you can both implement.
Contact Info Kensington Dr. Email: courses modelteaching. Web: www. Station Teaching Overview In the station teaching model of instruction, students and content are divided into three or more groups. Forming Flexible Groups for Station Teaching How you form groups for station teaching will be primarily based on the content being taught at each station. A Classroom Snapshot of Station Teaching Here is a look inside an elementary classroom where two first grade teachers are co-teaching a literacy block.
Here is what it might look like in a secondary setting: Two high school math teachers are co-teaching an algebra class. Station Teaching Lesson Plan Template This template can be used by teachers to plan a set of stations based on assessment data. Alternative Teaching Overview In the alternative teaching model of instruction, one teacher teaches a lesson to the majority of the class, while a second teacher pulls a small group for an alternate or modified lesson. Forming Flexible Groups for Alternative Teaching Because alternative teaching is done when a teacher pulls a small group for a different lesson, groups are usually homogeneous based on academic level.
A Classroom Snapshot of Alternative Teaching Here is an example of alternative teaching in a middle school classroom. Planning For Alternative Teaching Use the resource shown here to help you and your co-teacher plan a successful set of stations for an upcoming lesson. Alternative Teaching Lesson Plan Template This template can be used to plan two alternative lessons to be taught by a pair of co-teachers based on assessment data.
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