CO-TEACHIN

G: ICS

TEACHIN

G MODELS

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E 5

- LA

L

ACTION RESEARCH QUESTION

Which ICS model would work best for a fifth grade LAL inclusion class?

• Complementary Teaching

• Station Teaching

• Parallel Teaching

• Alternative Teaching

• Shared Teaching

COMPLEM

ENTARY

TEA

CHING

“One

teac

h, one

assi

st”

Lead

teac

her m

odel

s or

ganiz

atio

n, iden

tifies

skill

s an

d str

ateg

ies

Support t

each

er a

ssis

ts

Lead

teac

h con

ducts

form

al te

achin

g

Support p

rovi

des c

onte

nt suppor

t appro

ach

COMPLEMENTARY TEACHING BENEFITS

Having two teachers allows for individualized instruction after the lesson is presented

Lowers student to teacher ratio

Allows support teacher to assess skills of students during the lesson

Allows support teacher to teach component of lesson with small group of students

COMPLEMENTARY TEACHING

Mrs. Fisher and I began with this model

Allowed for a “break-in” period between our two styles

Found it to be very beneficial in beginning of the year

Gave us immediate feedback about the students

PARALLEL TEACHING

Lead and support teacher collaborate to organize and plan lesson content

Lead and support teacher jointly decide how to divide students into two groups

Lead and support teacher jointly identify and evaluate strategies for each group

Lead and support teacher each teach same lesson to their own group simultaneously

PARALLEL TEACHING RESULTS

We hoped to increase level of participation and sharing by students

Our students found it to be too disruptive

Students weren’t able to focus on their own group

Noise level rose as lesson progressed

One teacher always seemed to finish before the other

STATION TEACHING

Lead and support teacher plan to divide the lesson into various stations

Each teacher is responsible for a number of stations

Each teacher responsible to plan activities for their stations

Lead and support teacher pre-assess the students to form groups

Facilitates small group learning through differentiated mini-lessons

STATION TEACHING RESULTS

We tried having three stations, two were teacher led, and one was independent

Split the class into three groups for 20 minute rotations

Two groups were able to rotate and work independently

Third group wasn’t able to work independently

Distraction created by third group’s behavior minimized effect of grouping

STATION TEACHING RESULTS (CONT.)

Student Teacher joined our class in Jan.

We were able to revisit this model with better results

We were able to eliminate independent station and replace it with one “manned” by student teacher

Students responded to smaller group setting in this model

ALTERNATIVE TEACHING

Lead and support teacher plan lesson

Lead teacher and support teacher pre-assess students for alternative lessons

Lead teacher and support teacher assess students during the formal lesson to identify students who would benefit from alternative lessons

Can extend or re-teach lesson using more visual, auditory, tactile, and kinesthetic approach

ALTERNATIVE TEACHING RESULTS

Allowed for the opportunity to re-teach and extend the lesson in smaller group setting

Allowed for the opportunity for multiple means of delivery (i.e. smart board, Elmo)

Worked well with students who were struggling. Made them feel they were “not alone”

Test grades showed marked improvement

SHARED TEACHING

Lead and support teacher both pre-assess the students

Lead and support both plan lesson and delivery

Both lead and support teacher jointly deliver the lesson. Students should not “know” who lead teacher is

SHARED TEACHING RESULTS

Most effective model used

Students were actively engaged when two teachers were “teaching”

Both teachers could deal with discipline and other issues

“Tag Team” style enabled us to build a good teacher to teacher relationship

Comprehension scores, class participation improved

THANKS TO ROOM 11 - AFTERNOON CLASS

SURVEY RESULTS

• “Having two teachers was great, it helped me learn”

• “It made class fun”

• “I was always able to get the extra help when I needed it”

• “Why does my friend’s class only have one teacher”

• “Mr. Matthius is awesome”

REFERENCES

Cook, L. H., & Friend, M. (1995). Co-teaching guidelines for creating effective practices, Focus on Exceptional Children, 28(2),1-12

Cook, L. H., & Friend, M. (2003). Interactions: Collaboration skills for school professionals (4th ed.). Boston: Allyn and Bacon

Gately, S.E. (2005). Two are better than one. Principal Leadership, 5(9), 36-41

Gately, S.E., & Gately, F.J.(2001). Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40-47