Co-Teaching in Student Teaching: A Collaborative Approach
Co-teaching in student teaching involves mentor teachers and student teachers working together to plan, deliver, and assess instruction while sharing responsibilities and opportunities for collaborative pedagogy. It is a model that enhances student learning by engaging two teachers actively in the classroom, leading to a more enriching educational experience. Contrasted with traditional student teaching, co-teaching emphasizes shared responsibilities and collaborative planning between mentor and student teachers.
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WHAT IS CO-TEACHING CO-TEACHING IN STUDENT TEACHING IS DEFINED AS: TWO TEACHERS (A MENTOR TEACHER AND A STUDENT TEACHER) WORKING TOGETHER WITH GROUPS OF STUDENTS; SHARING THE PLANNING, ORGANIZATION, DELIVERY AND ASSESSMENT OF INSTRUCTION, AS WELL AS THE PHYSICAL SPACE, (BACHARACH, HECK & DANK, 2004).
CO-TEACHING: WHAT IT IS AND WHAT IT IS NOT CO-TEACHING IS NOT: ONE PERSON TEACHING ONE SUBJECT FOLLOWED BY ANOTHER WHO TEACHES A DIFFERENT SUBJECT ONE PERSON TEACHING ONE SUBJECT WHILE ANOTHER PERSON PREPARES INSTRUCTIONAL MATERIALS AT THE XEROX MACHINE OR CORRECTS STUDENT PAPERS IN THE TEACHERS LOUNGE ONE PERSON TEACHING WHILE THE OTHER SITS AND WATCHES ONE PERSON S IDEAS PREVAILING REGARDING WHAT WILL BE TAUGHT AND HOW IT WILL BE TAUGHT ONE PERSON SIMPLY ASSIGNED TO ACT AS A TUTOR. CO-TEACHING IS: TWO TEACHERS (MENTOR TEACHER AND STUDENT TEACHER) SHARING THE RESPONSIBILITIES OF TEACHING STUDENTS AND LEADING THEM TO SUCCESS. TWO TEACHERS SHARING AN OPPORTUNITY TO INCORPORATE CO-TEACHING PEDAGOGY, GROUPING STUDENTS IN WAYS THAT ARE NOT POSSIBLE WITH JUST ONE TEACHER. TWO TEACHERS ACTIVELY ENGAGED IN THE CLASSROOM, AND ENHANCES THE QUALITY OF LEARNING FOR P-12 STUDENTS.
THE CO THE CO- -TEACHING MODEL VS. THE TRADITIONAL MODEL OF TEACHING MODEL VS. THE TRADITIONAL MODEL OF STUDENT TEACHING STUDENT TEACHING IN CO-TEACHING, THE PAIR ( MENTOR TEACHER AND STUDENT TEACHER) IS ENCOURAGED TO CO-PLAN AND QUICKLY INCORPORATE THE CO-TEACHING STRATEGIES IN THEIR PRACTICE, PROVIDING MORE OPPORTUNITIES FOR THE STUDENTS TO ENGAGE WITH BOTH ADULTS IN THE CLASSROOM. THE MENTOR TEACHER REMAINS ENGAGED, USING THE STRATEGIES TO SUPPORT STUDENT LEARNING AND ENGAGEMENT. THE CO-TEACHING PAIR COLLABORATES THROUGHOUT THEEXPERIENCE, WITH LEADERSHIP IN RESPONSIBILITY AND DECISION-MAKING SHIFTING OVER TIME TO THE STUDENT TEACHER. ULTIMATELY, THE STUDENT TEACHER ASSUMES LEADERSHIP IN ALL ASPECTS OF THE CLASSROOM, INCLUDING DIRECTING THE ACTIVITIES OF THE MENTOR TEACHER AND OTHER ADULTS WORKING WITH THE STUDENTS, FOR A PRE-DETERMINED AMOUNT OFTIME. IT IS IMPORTANT THAT THE STUDENT TEACHER DOES HAVE OPPORTUNITIES TO SOLO TEACH TOO, BUT THE GOAL IS TO CO-TEACH ONCE THE STUDENT TEACHER HAS ESTABLISHED CLASSROOM LEADERSHIP SKILLS AND STUDENTS INTERACT WITH BOTH ADULTS AS THEIR TEACHERS. IN A TRADITIONAL STUDENT-TEACHING MODEL, A STUDENT TEACHER OFTEN OBSERVES THE MENTOR TEACHER FOR AN EXTENDED AMOUNT OF TIME. LITTLE BY LITTLE, THE STUDENT TEACHER TAKES ON MORE RESPONSIBILITY, EVENTUALLY SOLO TEACHING BY PLANNING INSTRUCTION, ASSESSING STUDENT WORK, AND MANAGING CLASSROOM ROUTINES. HISTORICALLY, THE MENTOR TEACHER DOES NOT USE CO-TEACHING STRATEGIES TO TEACH WITH THE CANDIDATE IN THE TRADITIONAL MODEL.
CO CO- -TEACHING MODEL VS. TRADITIONAL MODEL OF TEACHING MODEL VS. TRADITIONAL MODEL OF STUDENT TEACHING ACTIVITY STUDENT TEACHING ACTIVITY IDENTIFY THE STATEMENT AS EITHER THE CO-TEACHING MODEL OR THE TRADITIONAL MODEL OF STUDENT TEACHING. 1. ULTIMATELY, STUDENT TEACHERS BECOME FULLY RESPONSIBLE FOR THECLASSROOM, BUT MENTOR TEACHERS REMAIN ACTIVELY ENGAGED AS CO-TEACHERS. CO-TEACHING MODEL 2. MENTOR TEACHERS OBSERVE A GREAT DEAL, OFTEN FROM A STATIONARYPOSITION. TRADITIONAL MODEL
3. MENTOR TEACHERS PARTNER WITH THEIR STUDENT TEACHERS INSTEAD OF 'HANDING OVER' RESPONSIBILITY. CO-TEACHING MODEL 4. STUDENT TEACHERS ASSUME THE LEAD ROLE, MANAGING THE CLASSROOMAND PLANNING INSTRUCTION USING CO-TEACHING. CO-TEACHING MODEL 5. PAIRS COLLABORATIVELY PLAN FOR INSTRUCTION AND EVALUATION. CO-TEACHING MODEL 6. STUDENT TEACHERS TAKE OVER A VARIETY OF TASKS OR PORTIONS OFLESSONS AFTER WEEKS OF OBSERVING. TRADITIONAL MODEL
7. AT SOME POINT, THE MENTOR TEACHER HANDS OVER ALL RESPONSIBILITIES TO THE STUDENT TEACHER WHO BECOMES FULLY IN CHARGE (SOLO) FOR MEETING THE NEEDS OF ALL STUDENTS. TRADITIONAL MODEL 8. ONE PERSON PLANNING IN ISOLATION, GIVING THE INSTRUCTIONAL PLAN TO THE OTHER TO TEACH AS DIRECTED. TRADITIONAL MODEL 9. STUDENT TEACHER AND MENTOR TEACHER SHARE IDEAS REGARDING WHATWILL BE TAUGHT AND HOW IT WILL BE TAUGHT AND PLAN WAYS OF SHARING TEACHING RESPONSIBILITIES. CO-TEACHING MODEL 10. THE STUDENT TEACHER HAS OPPORTUNITIES TO SOLO TEACH, BUT MOST INSTRUCTION IS SHARED. CO-TEACHING MODEL
WHY CO-TEACH MANY MENTOR TEACHERS WORRY THAT WHEN THEY PUT THEIR CLASSROOMS IN THE HANDS OF A STUDENT TEACHERS, THEIR STUDENTS WILL NOT GET THE BEST INSTRUCTION AND EXPERIENCE. DATA FROM THE CO-TEACHING MODEL HELPS THEM KNOW AND REALIZE THAT TOGETHER THE STUDENT TEACHER AND THE MENTOR TEACHER CAN MAKE AN EVEN BIGGER IMPACT UPON STUDENTS LEARNING.
CO-TEACHING PROVIDES: HELP WITH CLASSROOM MANAGEMENT HELP WITH MANAGING THE DIVERSITY AND SIZE OF TODAY S CLASSROOMS BY REDUCING STUDENT/TEACHER RATIO INCREASING INSTRUCTIONAL OPTIONS FOR ALL STUDENTS ALLOWING A VARIETY OF INSTRUCTIONAL STYLES INCREASING STUDENT ENGAGED TIME PERMITTING GREATER STUDENT PARTICIPATION LEVELS INCREASED OPTIONS FOR FLEXIBLE GROUPING OF STUDENTS ENHANCED COLLABORATION SKILLS FOR THE TEACHER STUDENT TEACHER AND MENTOR TEACHER PROFESSIONAL SUPPORT FOR BOTH THE MENTOR TEACHER AND THE STUDENT TEACHER ANOTHER SET OF EYES TO WATCH AND HELP PROBLEM SOLVE FLEXIBILITY TO TRY THINGS YOU WOULDN T BE AS WILLING TO DO ALONE HELP IN CLASSROOM AND LESSON PREPARATION
CO-TEACHING BENEFITS MENTOR TEACHER MENTOR TEACHERS REPORTED EXPERIENCING A VARIETY OF BENEFITS AS A RESULT OF PARTICIPATING IN CO-TEACHING. THEY COMPLETED PROJECTS MORE SUCCESSFULLY; FOUND CLASS TIME TO BE MORE PRODUCTIVE; MODELED AND PARTICIPATED IN EFFECTIVE TEAMWORK; AND BELIEVED THAT THEIR STUDENT TEACHERS BECAME COMPETENT MORE QUICKLY.
CO-TEACHING BENFITS-STUDENT TEACHERS STUDENT TEACHERS FOUND THAT WHEN THEY CO-PLANNED AND CO- TAUGHT, THEY PROGRESSED THROUGH THE STAGES OF STUDENT TEACHING AT A FASTER RATE. STUDENT TEACHERS FELT THEY RECEIVED FAR MORE EXPERIENCE IN PLANNING, INSTRUCTION, AND MANAGEMENT FROM THE VERY BEGINNING, AND BECAME MORE ENGAGED IN THE TEACHING OF LESSONS RIGHT AWAY.
CO-TEACHING BENEFITS -STUDENTS ACCORDING TO DATA COLLECTED BY ST. CLOUD UNIVERSITY, STUDENTS TAUGHT IN CLASSROOMS THAT USED THE CO-TEACHING MODEL STATICALLY OUTPERFORMED THEIR PEERS IN CLASSROOMS WITH ONE TEACHER AS WELL AS THOSE CLASSROOMS UTILIZING THE TRADITIONAL MODEL OF STUDENT TEACHING. THEIR RESEARCH DEMONSTRATED THAT CO-TEACHING IN STUDENT TEACHING MADE AN INCREDIBLE DIFFERENCE FOR THEIR STUDENTS.
CO-TEACHING IS COLLABORATION BOTH THE MENTOR TEACHER AND THE STUDENT TEACHER ARE ACTIVELY INVOLVED AND ENGAGED IN ALL ASPECTS OF INSTRUCTION. IT ISNOT SIMPLY DIVIDING THE TASKS AND RESPONSIBILITIES BETWEEN TWO PEOPLE. THERE IS A DIFFERENCE BETWEEN COOPERATION AND COLLABORATION. COLLABORATION IS A PHILOSOPHY OF INTERACTIONS WITH THE FOCUS ON THE PROCESS OF WORKING TOGETHER; COOPERATION STRESSES THE PRODUCT OFSUCH WORK.
CO-TEACHING MEANS BUILDING RELATIONSHIPS CO-TEACHING REQUIRES THAT THE STUDENT TEACHER AND MENTOR TEACHERBUILD A STRONG RELATIONSHIP SO THEY CAN COLLABORATIVELY PLAN, TEACH AND ASSESS THE STUDENTS IN THEIR CLASSROOM. IT IS VERY IMPORTANT TO APPRECIATE THE STRENGTHS OF EACH PERSON,BE AWARE OF THE DIFFERENCES, AND TO MANAGE THE DIFFERENCES. BEGIN BY GETTING TO KNOW EACH OTHER IN ORDER TO IDENTIFY THOSE STRENGTHS AND WEAKNESSES. COMMUNICATION IS ESSENTIAL.
CO-TEACHING STRATEGIES STRATEGY ONE TEACH, ONE ASSIST DEFINITION/EXAMPLE AN EXTENSION OF ONE TEACH, ONE OBSERVE. ONE TEACHER HAS PRIMARY INSTRUCTIONAL RESPONSIBILITY WHILE THE OTHER ASSISTS STUDENTS WITH THEIR WORK, MONITORS BEHAVIORS, OR CORRECTS ASSIGNMENTS. EXAMPLE EXAMPLE:WHILE ONE TEACHER HAS THE INSTRUCTIONAL LEAD, THE PERSON ASSISTING CAN BE THE VOICE FOR THE STUDENTS WHEN THEY DON T UNDERSTAND OR ARE HAVING DIFFICULTIES. VIDEO
CO-TEACHING STRATEGIES STRATEGY ONE TEACH, ONE TEACH, ONE ONE OBSERVE OBSERVE DEFINITION/EXAMPLE ONE TEACHER HAS PRIMARY RESPONSIBILITY WHILE THE OTHER GATHERS SPECIFIC OBSERVATIONAL INFORMATION ON STUDENTS OR THE (INSTRUCTING) TEACHER. THE KEY TO THIS STRATEGY IS TO FOCUS THE OBSERVATION WHERE THE TEACHER DOING THE OBSERVATION IS OBSERVING SPECIFIC BEHAVIORS. EXAMPLE: EXAMPLE:ONE TEACHER CAN OBSERVE STUDENTS FOR THEIR UNDERSTANDING OF DIRECTIONS WHILE THE OTHER LEADS. VIDEO
CO-TEACHING STRATEGIES STRATEGY STATION STATION TEACHING TEACHING DEFINITION/EXAMPLE THE CO-TEACHING PAIR DIVIDES THE INSTRUCTIONAL CONTENT INTO PARTS EACH TEACHER INSTRUCTS ONE OF THE GROUPS, GROUPS THEN ROTATE OR SPEND A DESIGNATED AMOUNT OF TIME AT EACH STATION OFTEN AN INDEPENDENT STATION WILL BE USED ALONG WITH THE TEACHER LED STATIONS. EXAMPLE: EXAMPLE:ONE TEACHER MIGHT LEAD A STATION WHERE THE STUDENTS PLAY A MONEY MATH GAME AND THE OTHER TEACHER COULD HAVE A MOCK STORE WHERE THE STUDENTS PURCHASE ITEMS AND MAKE CHANGE.\ VIDEO
CO-TEACHING STRATEGIES STRATEGY PARALLEL TEACHING DEFINITION/EXAMPLE EACH TEACHER INSTRUCTS HALF THE STUDENTS. THE TWO TEACHERS ARE ADDRESSING THE SAME INSTRUCTIONAL MATERIAL AND PRESENTING THE MATERIAL USING THE SAME TEACHING STRATEGY. THE GREATEST BENEFIT TO THIS APPROACH IS THE REDUCTION OF STUDENT TO TEACHER RATIO. EXAMPLE EXAMPLE: BOTH TEACHERS ARE LEADING A QUESTION AND ANSWER DISCUSSION ON SPECIFIC CURRENT EVENTS AND THE IMPACT THEY HAVE ON OUR ECONOMY. VIDEO
CO-TEACHING STRATEGIES STRATEGY SUPPLEMENTAL TEACHING DEFINITION/EXAMPLE THIS STRATEGY ALLOWS ONE TEACHER TO WORK WITH STUDENTS AT THEIR EXPECTED GRADE LEVEL, WHILE THE OTHER TEACHER WORKS WITH THOSE STUDENTS WHO NEED THE INFORMATION AND/OR MATERIALS RETAUGHT, EXTENDED OR REMEDIATED. EXAMPLE EXAMPLE:ONE TEACHER MAY WORK WITH STUDENTS WHO NEED RETEACHINGOF A CONCEPT WHILE THE OTHER TEACHER WORKS WITH THE REST OF THE STUDENTS ON ENRICHMENT. VIDEO
CO-TEACHING STRATEGIES STRATEGY ALTERNATIVE ALTERNATIVE (DIFFERENTIATED) (DIFFERENTIATED) TEACHING TEACHING DEFINITION/EXAMPLE ALTERNATIVE TEACHING STRATEGIES PROVIDE TWO DIFFERENT APPROACHESTO TEACHING THE SAME INFORMATION. THE LEARNING OUTCOME IS THE SAMEFOR ALL STUDENTS HOWEVER THE AVENUE FOR GETTING THERE IS DIFFERENT. EXAMPLE EXAMPLE:ONE INSTRUCTOR MAY LEAD A GROUP IN PREDICTING PRIOR TO READING BY LOOKING AT THE COVER OF THE BOOK AND THE ILLUSTRATIONS, ETC. THE OTHER INSTRUCTOR ACCOMPLISHES THE SAME OUTCOME BUT WITH HIS/HER GROUP, THE STUDENTS PREDICT BY CONNECTING THE ITEMS PULLED OUT OF THE BAG WITH THE STORY. VIDEO
CO-TEACHING STRATEGIES STRATEGY TEAM TEACHING TEAM TEACHING DEFINITION/EXAMPLE WELL PLANNED, TEAM TAUGHT LESSONS, EXHIBIT AN INVISIBLE FLOW OF INSTRUCTION WITH NO PRESCRIBED DIVISION OF AUTHORITY. USING A TEAM TEACHING STRATEGY, BOTH TEACHERS ARE ACTIVELY INVOLVED IN THE LESSON. FROM A STUDENTS PERSPECTIVE, THERE IS NO CLEARLY DEFINED LEADER AS BOTH TEACHERS SHARE THE INSTRUCTION, ARE FREE TO INTERJECT INFORMATION, AND AVAILABLE TO ASSIST STUDENTS AND ANSWER QUESTIONS. EXAMPLE: EXAMPLE:BOTH INSTRUCTORS CAN SHARE THE READING OF A STORY OR TEXT SO THAT THE STUDENTS ARE HEARING TWO VOICES. VIDEO
