Jamie Shepherd/EDE 474/Spring 2011 Co-Teaching Strategy Definitions
Date: Feb 21-25 Co-Teaching Plan One teach, one observe: One teacher has primary
instructional responsibility while the other gathers
specific observational information on student or the
Research shows that planning time is critical to the success of co-teaching (instructing) teacher. The key to this strategy is to
focus the observation, so that the teacher doing the
observation is observing specific behaviors. It is
Learning Target Assessment Activities Co-Teaching Strategy important to remember that either (teacher
candidate or cooperating teacher) could take on
I can apply my (Formative) In self-chosen heterogeneous groups students: Team Teaching: Both both roles.
understanding of paper—check of Students read brief analyses of “Young Goodman Mentor Teacher and Teacher
critical lenses to Candidate circulate among One teach, one assist: An extension of One teach,
student writing Brown” and decide as a group which “lens” it is
one observe. One teacher has primary instructional
write an oral—listen to student written through small groups, sitting in on
Monday responsibility while the other assists students with
interpretation of a conversation with peers Students choose 3 stories they’ve read and write a groups and listening
story I’ve read. to/responding to students their work, monitors behaviors, or corrects
and with teacher brief interpretation as viewed through 2 different
assignments. The assisting teacher often lends a
voice to students or groups who would hesitate to
participate or add comments.
I can apply literary (Formative) Students share interpretations through critical One Teach, One Assist:
lenses to short oral—listen and lenses with the class. Other students try to guess Mentor Teacher leads Station teaching: The co-teachers divide the
stories. respond to students in which critical lens was used. discussion. Teacher instructional content into parts. Each teacher
groups, and in whole- Students develop 2 themes for 3 different stories Candidate helps pass out instructs one of the groups. Groups then rotate or
spend a designated amount of time at each station.
Tuesday I can explain the class discussion Students review in groups the differences materials and listens in on
differences (Summative) small group discussions to Often an independent station will be used along
between literary and commercial fiction with a
between paper—students turn in check for understanding with the teacher-led stations.
commercial and completed theme sheet and/or difficulties with Parallel teaching: Each teacher instructs half the
literary fiction. assignment students. The two teachers are addressing the
I can create a (Formative) same instructional material, using the same
group disaster oral—listen in on Students are given a hypothetical “plane wreck” One Teach, One Assist: teaching strategies. The greatest benefit to this
plan to explore students in small groups scenario and asked to create a plan explaining Teacher Candidate leads class approach is the reduction of student-to-teacher
how we create the as they work what rules they would have, what leaders, jobs, and Mentor Teacher assists, ratio.
Wednesday structures and oral—students report and punishments. If none, why? (Frontloading corrects papers, takes Supplemental teaching: This strategy allows one
rules for society. group decisions to class; activity for Lord of the Flies). attendance. teacher to work with students at their expected
teacher can respond grade level, while the other teacher works with
those students who need the information and/or
materials re-taught, extended or remediated.
I can explain how (Formative) Students write a summary of Books 22-23 of The
suffering changes oral—student Odyssey Alternative (Differentiated): Alternative strategies
Odysseus and understanding assessed Students work alone or in groups to list how Solo Teaching: Teacher provide two different approaches to teaching the
Penelope and through class discussion Odysseus and Penelope suffered, who suffered Candidate prepared and same information. The learning outcome is the
Thursday argue who paper—chart more, and why delivers instruction for same for all students; however, the instructional
suffered more completed by group Discuss findings as a class—recognize that an lesson. approach is different.
with supporting turned in argument for either character suffering more is Team Teaching: Well planned, team-taught lessons,
examples paper—student supportable through the text. exhibit an invisible flow of instruction with no
summary prescribed division of authority. It is not “taking
turns teaching.” Using a Team Teaching strategy,
I can be an (Summative) Discussion of expectations for participation and Team Teaching: Mentor
both teachers are actively involved in the lesson.
effective, oral/visual—noting how behavior in a Socratic Seminar. Teacher attends to Seminar,
From a student’s perspective, there is no clearly
respectful many times student Complete Socratic Seminar. directing students as needed,
defined leader – as both teachers share the
participant in a contributes to Teachers note student contributions and behaviors, and Teacher Candidate keeps
Socratic Seminar track of student participation instruction, are free to interject information, and
Friday conversation and both positive and negative.
and behaviors. In the available to assist students and answer questions.
behaviors following period, teachers Solo Teaching: The teacher candidate is the lead
reverse roles. planner and teacher for the lesson. The lesson is
specifically designed for only one teacher.
Adapted from St. Cloud State University, Teacher Quality Enhancement Center, 2009: Research funded by a US Department of Education, Teacher Quality Enhancement Grant -- 1 --
Adapted from St. Cloud State University, Teacher Quality Enhancement Center, 2009: Research funded by a US Department of Education, Teacher Quality Enhancement Grant -- 2 --