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An overview of seven different co-teaching models, each with a unique class setup and description. The models include: one teacher leads, one teacher provides minilessons; both teachers teach the same content; one teacher teaches, one assesses; two teachers teach the same content with differentiated strategies; one teacher pre-teaches, one teaches alternative information; and two teachers monitor and teach. The document also includes notes on additional class setups for some models.
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Table 4.1 Seven Co-Teaching Models Co-Teaching Model Description Class Setup One student group: One lead teacher and another teacher teaching on purpose The mainstream and ESL teachers take turns assuming the lead role. One leads while the other provides minilessons to individuals or small groups in order to pre-teach or clarify a concept or skill. One student group: Two teachers teach the same content Both teachers direct a whole-class lesson and work cooperatively to teach the same lesson at the same time. A,B,C One student group: One teacher teaches, one assesses Two teachers are engaged in conducting the same lesson; one teacher takes the lead, and the other circulates throughout the room and assesses targeted students through observations, checklists, and anecdotal records. NOTES Two student groups: Two teachers teach the same content Students are divided into two learning groups. The teachers engage in parallel teaching, presenting the same content using differentiated learning strategies. A,B,C A,B,C = Two student groups: One teacher pre-teaches, one teaches alternative information Teachers assign students to one of two groups based on their readiness levels related to a designated topic or skill. Students who have limited prior knowledge of the target content or skill are grouped together to receive instruction to bridge the gap in their background knowledge. A,B,C D,E,F ≠ (Continued)
Co-Teaching Model Description Class Setup Two student groups: One teacher re-teaches, one teaches alternative information Flexible grouping provides students at various proficiency levels with the support they need for specific content. Student group composition changes as needed. A,B,C A,B,C D,E,F ≠ Multiple student groups: Two teachers monitor and teach Multiple groupings allow both teachers to monitor and facilitate student work while targeting selected students with assistance for their particular learning needs. Table 4.1 (Continued)