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1. How can we support students who are easily distracted by movement or noise?

2. How can we make sure each group has enough time to complete their work without feeling rushed?

3. How can we adjust timing based on the needs of different learners?

4. Any ideas to redesign stations to maintain fairness and engagement?

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1. How can we assess students’ understanding from each group to ensure equity in learning outcomes?

2. How can we debrief after the lesson to identify any gaps or differences between the two groups?

3. How can we manage pacing if one group needs more time than the other?

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This co-teaching strategy requires strong coordination between the two homeroom teachers, as they need to deliver the same material simultaneously to different groups of students. I think it can be quite challenging if both teachers are in the same classroom teaching separate groups, since students may easily get distracted by noise from the other side. However, we can always modify the approach based on the actual situation in the classroom.

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This co-teaching strategy requires strong coordination between the two homeroom teachers, as they need to deliver the same material simultaneously to different groups of students. I think it can be quite challenging if both teachers are in the same classroom teaching separate groups, since students may easily get distracted by noise from the other side. However, we can always modify the approach based on the actual situation in the classroom.

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The “Teaming” concept allows students to experience what effective collaboration looks like, as two teachers model teamwork through co-teaching in the classroom. However, it can be somewhat challenging for students at the beginning, as they need to adjust to and adapt to two different teaching styles.

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The “Teaming” concept allows students to experience what effective collaboration looks like, as two teachers model teamwork through co-teaching in the classroom. However, it can be somewhat challenging for students at the beginning, as they need to adjust to and adapt to two different teaching styles.

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This model is more likely happening in my class. In my opinion, this model works better with lower class with a variety of students' understanding, skills and abilities. Sometimes, a co-teacher can also provide additional resources for explorations on the spot to help with the students who need hands-on materials/realia to understand the concepts. So, all students' needs are catered for by both teachers in the class.

By both teachers actively supporting the students, they can easily exchange information and ideas to develop the strategies and give inputs to one another when assessing students. So the assessment will be more objective and fair.

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I think alternative teaching works really well for PYP 6 because it gives me the flexibility to support students who need extra guidance while also extending those who are ready for more challenge. It helps ensure everyone gets what they need during inquiry or research time.

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Parallel teaching is also effective for PYP 6, especially when I want more active participation and discussion. With smaller groups, students feel more comfortable sharing ideas, and I can better monitor understanding during collaborative tasks or reflection sessions.

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I think this kind of team teaching is great if the two teachers have a similar teaching style, have a lot of trust in the other teacher and have a good balance. I have done this before with a good friend and it felt like we were just building each other up and making the class better and better but I have also had the experience of doing it with someone with quite a different teaching style and although we liked each other and respected our different styles, in the classroom it didn't feel smooth and certainly wasn't great for the kids.

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I think this is a great way to teach when it works but I tend to encounter two problems and one annoyance. 1. No matter how well I think I have timed the activities, there always seems to be one which is longer or shorter. 2. If a student gets confused about a question in the group without a teacher, they will either stay confused or interrupt the other group. Of course you can have peer support systems set up to help which can be good. My annoyance is that as a teacher, I want to be monitoring all the students and I find when I am with a small group then I feel like I don't have a take on how the whole class is doing even if the groups rotate.

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I think this can work really well. It can really allow some of the quieter students a chance to ask questions and you can build a bond with those who need a little extra time. It is also good to take the kids who need an extra challenge to keep them stimulated.

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I do this often in my class and I enjoy it. When we do segmenting, the kids find that a little more difficult so we split up the kids and teach it simultaneously and it works well.

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Team Teaching

Pros

Shared expertise: Teachers bring different strengths, ideas to lessons.

More individual attention: two teachers or more teachers can circulate and support different learners at once.

Differentiations: Easier to meet diverse needs.

Cons:

Planning time: Requires extra coordination

Team teaching takes more time to plan together effectively.

Communication: Misunderstandings can occur if communication is weak, lessons can feel disjointed or confusing.

There is a place and time for different types of co- teaching but training and monitoring must be in place in order for this culture to thrive.

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I feel this model is great for differentiation and also support agency when it works well.

Challenges:

Ensuring that all students know what the expectations are and how to complete the task but most importantly the learning at each station (especially the independence station).

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Team teaching means teachers work together to plan, teach, and reflect on lessons. By sharing ideas and responsibilities, teachers can support each other and give students better learning experiences. Collaboration helps teachers learn from one another, improve their teaching, and create a positive classroom environment. Working as a team also shows students the importance of teamwork and respect.

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Teaming - Collaborating teachers show students what real teamwork looks like: communication, respect, and shared responsibility; essential life skills for any learner. in the other side, time constraints will be the challenge, finding common time to meet, plan, and reflect can be difficult. Busy schedules and overlapping responsibilities often limit deep collaboration.

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Parallel teaching works best with large classrooms or flexible spaces (better in separate rooms or a big room since sometimes some teachers have a very loud voice). In small or noisy rooms, it can be hard to manage two groups at once without distraction.

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Topic  : Business Plan _ Design Thinking in 4B ( Experience) 

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Topic  : Business Plan _ Design Thinking in 4B ( Experience) 

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My partner and I divided the class into two groups.

One group created bar graphs using data from their product surveys.

The other group analyzed their graphs to explore the relationship between demand and supply, helping them decide which products to produce more of based on the highest demand.

Challenges :

Keeping both groups at a similar pace was tricky. Some needed extra time to complete their graphs, while others were ready to move on to analysis. Balancing time and guidance between both groups required close coordination.

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With team teaching, we often teach together during whole-group times like morning meetings or story time. This helps us model social skills and language, and we can support each other in managing student attention.

Question : are there any strategies help ensure smooth communication between co-teachers during team teaching?

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The station teaching model is great for young learners because it keeps students active as they move between different stations. It encourages collaboration as students communicate with their peers and teachers, and helps build independence as they manage their own learning at each station. This approach is fun, engaging, and offers a lot of variety. For teachers, it allows the teachers to use their strengths effectively, while making it easier to observe and assess students’ understanding.

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I like this co-teaching model. I usually do with my partner. We support each other by adding some information or examples to the students.

Question: Is it ok if one of the teacher stay on the back even we are team teaching ?

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My teaching partner and I worked together to teach 2D and 3D shapes. We modified the lessons and shared roles during class — one introduced the topic while the other supported students in group activities. Students used manipulative tools to explore and understand the properties of different shapes. Through this experience, I learned the importance of clear communication, flexibility, and teamwork. Working together helped us give more attention to each student and made learning more engaging and effective.

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This model is a good teaching strategy for certain activities such as story time followed by class discussions and when introducing a new concept and modelling the skills which need 1 teacher to lead and other teacher to support ensuring their learning behaviour and assisting students who need attention.

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In 2C and 3C classess mostly we aredoing team teaching, it's effective to engage students and also observe their learning. We work together to help each other. We both adjust the planning and activities suit to the class need, we teach, and manage the class equally, so that, the students stay more focused and have equal access to ask the teacher when they need help. We usually deliverthe concepts together in the classroom by standing at the front or mobile around the class, depending on the need. Then,we usually divide the class into 2 or 3 groups when the students need more assistance when exploring or understanding the concept. We both moving around the class when the students do individual or group tasks.

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We also use differentiated teaching especially during space exploration or small-group activities. This help us to give more focused attention to students who still need time or support It also allows us to provide supervision, adjust strategies, and extend learning based on individual needs.

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We have implemented team teaching when teaching the topic of the scientific method, where we complemented each other in explaining concepts and giving oral questions or responding to students’ answers. The first step was to discuss the strategy to be used and the materials that needed to be prepared. The team teaching method is very suitable for our class because when one of us feels unsure, the other teacher can immediately cover. The benefit is that students receive more information, and the information they get is accurate.

Pros:

1. Teachers complement each other in explaining concepts and responding to students.

2. Students receive more detailed and accurate information.

3. The learning process becomes more interactive and engaging.

4. When one teacher feels unsure, the other can immediately provide support.

5. The strategy discussion before teaching helps ensure good preparation and clear roles.

Cons:

1. Requires extra time for planning and coordination between teachers.

2. Differences in teaching styles may cause confusion if not well-aligned.

3. It can be challenging to balance speaking time between teachers.

4. If not well-prepared, the lesson flow may be disrupted.

5. Some students may become dependent on constant teacher support rather than developing independence.

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We have often implemented the alternative co-teaching model, where the main teacher delivers the core concept while the other teacher supports a small group of students through differentiated instruction ( during math lesson: draw linegraphs). This approach works well because the small group can focus more effectively and learn according to their individual levels. Meanwhile, the main teacher can move around the classroom to monitor students’ progress and provide additional support as needed.

Benefits:

1. Small groups allow students to receive more focused and individualized support.

2. Differentiated instruction helps meet diverse learning needs and abilities.

3. Students can learn at their own pace with better engagement.

4. The main teacher can monitor the entire class more effectively.

5. It encourages collaboration between teachers and supports inclusive learning.

Challenges:

1. Requires careful planning to align the main lesson with small-group activities.

2. Managing time between the main group and small group can be difficult.

3. The teacher working with the small group may miss what’s happening in the larger group.

4. Classroom noise or movement can become distracting if not well managed.

5. It demands strong communication and coordination between co-teachers.

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Experience: We discussed about Natural Disaster through both the Compass Point and Venn Diagram activities. After designated time, they were asked to move to another station.

Benefits:

- This model helped us achieve multiple goals in a class.

- The model is allowing each activity to run longer and giving students more opportunities to participate and share their thoughts.

- This approach also helped students develop a deeper understanding of the topic and encouraged them to ask more questions.

Questions: How can we ensure that each station provides meaningful learning experiences and not just busy tasks?

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As we are teaching 5-6 years old students with different level of understanding and skills, teaming is one of the co-teaching approaches that we often use in our classroom. For example, while one of us leads story time, the other can give extra help to students who need it, etc. We also take turns leading lessons to keep the students engaged and make sure everyone is included. Working together like this makes the classroom run more smoothly and helps the students feel supported.

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Station teaching works well for us. From our experience, we divide the class into small groups, and each of us takes charge of a station where we teach a specific activity. When we do station teaching, we make sure each group knows what to do—or that there’s a student who can help lead the group. The students rotate between stations, which helps keep them focused and makes the activities run smoothly. It also allows us to give more attention to each group. However, we’ve learned that this approach requires careful time management and planning for smooth transitions. It can get noisy or chaotic if the routines aren’t clear.

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This is an alternative co-teaching approach that we also use in our class, especially during literacy lessons where we have three teachers in the room. One big benefit is that it lets us support students based on their specific needs, grouping them in a way that makes differentiation easier and helps with intervention. However, we have to be careful not to label students when we group them, so it’s important to have a clear purpose behind each group to keep it positive and effective.

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When students learn in smaller groups, it helps maximize their focus, the teachers’ attention, and each student’s chance to participate actively. It’s also great for students who aren’t confident sharing in a larger group. Both teachers share equal responsibility. However, sometimes different teaching styles and personal approaches of each teacher can lead to challenges in maintaining consistency or smooth coordination.

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This video clearly illustrates the strengths of the team teaching model, where two educators share instructional responsibilities and model effective collaboration for students. I can relate to this approach in my own classroom — for example, when the main teacher is leading the lesson, I support by gently tapping students to help them refocus, or by joining in small drama activities to make the concept clearer and more engaging. These moments show how co-teaching allows us to respond to students’ needs in real time while maintaining lesson flow. It also demonstrates to students that teamwork and mutual support are a natural part of the learning process.

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I can see how this strategy supports engagement and differentiated learning. However, in our PG B class, it can be challenging to switch stations smoothly, as the children are still developing their understanding of routines and transitions. To help them, we could introduce clear visual or sound cues—such as a bell, song, or picture signal—to indicate switching time. This consistency can help students adjust better and make the transition process more manageable.

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I appreciate how this approach provides space for more focused, personalized instruction. In our class, this happens when we paint together in a small group, or when I remind one or two children to stay on task while the main teacher leads the lesson. It’s an effective way to ensure every child receives the attention they need and feels supported in their learning.

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I can see how this method allows for more focused interaction and participation. In our PG B PE class, we sometimes split the children into two groups—boys and girls—so everyone can join the same activity and use the time more effectively. This setup helps manage the group better while keeping all students actively engaged.

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The team teaching style allows two teachers to work together in delivering lessons and supporting children’s learning. It provides young learners with two role models who demonstrate cooperation and teamwork while keeping lessons more engaging and interactive. However, this approach sometimes confusing for students who are easily distracted by having two teachers speaking or moving at the same time.

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We apply this teaching style in class occasionally when students have the opportunity to explore different learning spaces in groups. It allows children to engage more deeply with the materials and receive more individualized attention from teachers. However, it can be challenging to design activities that take an equal amount of time and slightly difficult for students who need more time to adjust during transitions

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It benefits students who need more help or challenge by providing targeted attention, and allows all children to learn at their own level within the same theme. However, it requires careful planning, especially in managing space and noise levels.”

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I find parallel teaching effective because both teachers can focus on smaller groups, giving students more attention and chances to participate. However, it needs good coordination to make sure both groups learn the same content and can be a bit hard to manage when the classroom has limited space

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In unit 2, I plan to use a tiered differentiation approach through a storyboard project where students illustrate a day in an ancient civilizations. This approach ensures inclusivity, allowing all learners to engage with the same big idea at their own level of readiness.
It also promotes ownership, and deeper conceptual understanding.
I plan to try this differentiated storyboard soon to observe how it supports engagement and student agency in historical inquiry.

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We mostly use the teaming model, where both teachers plan and teach together in one classroom. This model helps create an active and engaging learning environment for upper-grade students.

Pluses:

Two teachers can support students at the same time.

Lessons become more creative because both teachers share ideas.

Students get more attention and feedback.

Teachers learn from each other and grow together.

Challenges:

It takes more time to plan lessons together.

Sometimes it’s hard to keep a balance so both teachers have equal roles.

Students can get confused if teachers have different ways of explaining or managing the class.

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In the station teaching model, students rotate between different learning stations managed by each teacher. This approach works well for upper grades because it allows smaller group interactions and targeted support.

Pluses:

Students stay active and engaged while moving between stations.

Teachers can focus on specific skills and give more personalized help.

It supports differentiation and varied learning styles.

Challenges:

Requires clear timing and transitions to keep the flow smooth.

Takes extra planning to prepare balanced and meaningful station activities.

Noise and movement can sometimes be distracting.

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In the alternative teaching model, one teacher teaches the whole class while the other works with a small group.

Pluses:

Students who need extra help or challenge get more attention.

Teaching can be more focused and personal.

Challenges:

Some students may feel left out if not handled well.

Teachers need to plan and communicate clearly.

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In parallel teaching, the class is split into two groups, and each teacher teaches the same lesson.

Pluses:

Students are in smaller groups, so it’s easier to learn.

Teachers can give more attention to each student.

Challenges:

Teachers must plan together.

Lessons need good timing.

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The small group setting ensures that all children receive enough attention. However, it might be challenging to apply when teaching a new concept, since each child learns at a different pace. By the end of the session, the number of concepts the children have understood may differ between groups.

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In certain subjects we use this approach especially to BIPA students and also in math to those who have fewer vocabulary and concepts.

This approach helps the students to understand the content/concepts in ways that suits their readiness and also to get fair opportunities to succeed at their own level.

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Station Teaching is a great model that promotes active student engagement and meaningful collaboration between teachers. It highlights how effective planning and teamwork can truly enhance learning. Watching this video reminded me of how powerful collaboration can be in teaching. This model really supports students’ diverse needs in a fun yet structured way.

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We really appreciate how station teaching keeps our young learners active and engaged. At this age, children learn best when they can move, explore, and try different activities. Setting up learning stations gives them that chance — they don’t need to sit for too long, and they stay curious because there’s always something new to discover.

We also value how this approach allows us to work closely with a small group while others are engaged in independent or partner activities. It gives us time to observe, support, and guide more intentionally.

Through stations, we can also help children develop independence and collaboration. They learn to follow instructions, take care of materials, and work together with friends. It’s wonderful to see them problem-solve and support one another during these times.

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Works well with complementary personalities and shared understanding of lesson outcomes.

Challenging to maintain a balance from both teachers during the lesson

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Rotations are a great way to implement this. Teachers can take on areas where they feel more comfortable or can contribute more expertise.

Can feel rushed and also not account for more time needed for different types of activities e.g. use of manipulatives or devices if used together.

Need to consider transition times

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Differentiation, individualised support, customising materials.

Extra planning and preparation required

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Better for practical lessons like experiments and when groups are too large

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Station teaching is great when we want to assess student's prior knowledge or introduce new concept. The timing is crucial and can affect the learning engagement.

Questions : How to ensure that the student's learning/ still confused about the concept?

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I feel like my students would benefit from observing a clear model of how to work with a partner. If done consistently, and if it includes how to approach disagreements and ask for suggestions, I would hope to see this lead to more positive pair work among students.

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I use station teaching regularly, and the students are always eager to take part in these types of activities. By doing this type of activity weekly, students are becoming more comfortable working independently, however, I’m still tweaking the activities to make them more effective.

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An effective way to support and challenge students of different abilities. It can be especially successful with careful planning and forethought.

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I like the idea of reducing the teacher to student ratio. Potential concerns would be overlap of teachers/groups talking and ensuring work is completed at a similar pace.

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I use rotations for a double English lesson. Guided reading with me, spelling, independent writing and grammar (or revision). I am blessed to have Ms. Fatma and Mr. Army in my class during this time which allows me to focus on the small group in front of me (great way to differentiate). I know that they are working with other students in the class who need support and guidance. My students understand the routine, they hear the 2 minute warning to rotate, a 10 second warning and then they move for the next activity. I count down from 20 when they are transitioning between activities. I try to ensure they receive clear instructions at the beginning - expectations and reminders and the same routine each Thursday.

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What we've done in team teaching is by collaborating the planning especially with the transdisplinary subjects, then we can share the jobs. Once we are explaining in the circle time, we do it how it works collaboratively, and then we can divide them into certain tasks and we assiste thme in different ways.

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Station teaching model works well with my teaching partner, where each of the teacher can assist the students in different station as needed. The use of the stasion model can be based on the students' interest or their ability. Usually the teachers divide them based on their ability, one of the teacher can always assist them wherever the students are in the stastions. The other teacher can walk around and observe the independent students.

Other benefits are alot, another thing is that students can experience with different materials or hands on activities.

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We have applied this co-teaching strategy in daily basis for almost all subjects. One teacher will focus on the big group while the other will take a smaller group. We personally think that this strategy works really well or effective esp for lower graders. It allows teachers to cater the learning needs of all students as we can observe or identify closely which students still struggle or good at which learning topics.

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Challenging to set an equal duration for each station

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How flexible is the “parallel teaching” approach when unexpected situations occur during a lesson that affect student engagement and call for on-the-spot adjustments?

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During the Unit of Inquiry, we also use stations to explore knowledge.
For example, in our Cause and Effect exploration:

-At the Cause Station, students match explorers with their motivations and create related questions.

-At the Effect Station, students rank the effects of exploration using a diamond ranking task.

However, one challenge we noticed is that some students tend to be followers rather than active thinkers during station work.

Question : How can we ensure that all students grasp the key concepts, even though we already use exit tickets?

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In early years or PYP classrooms, team teaching usually happens when one teacher leads an activity while the other provides support to individual students, both teachers work with children in small groups, or they take turns leading during circle time or inquiry-based play. This approach aims to strengthen learning through collaboration, offer more personalized attention, and create richer and more engaging learning experiences for the students. For example, while one teacher leads the class, the other observes and provides encouragement to students who need additional support to stay focused on the lesson.

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We used team teaching during role-play activities to help students grasp concepts such as taking turns, collaborating while playing with blocks, and sharing the swing. When one teacher read a story or led a discussion, the other supported students who needed help or modelled how to ask questions.

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In PG A, by using alternative (differentiated) teaching, we can adjust activities to meet each child’s needs, interests, and learning styles. Teachers design various types of play and provide support so that every child can participate during lessons. For example, during a reading aloud session, we noticed that one student had difficulty focusing and preferred to walk around looking for other activities that interested them. After discussing this, we tried a different approach—reading the same book while singing at the same time—which helped engage the student more effectively.

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In PG B, we also applied the station teaching model. Sometimes we divided the students into two groups (a noisy area and a quiet area) and set a timer. When the bell or alarm rang, the students rotated between the stations. However, they are still adjusting to this model. We also used this approach during small group learning, dividing the students into two groups, each led by a teacher. After finishing their activity, the groups would swap.

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In PG A, we already use the station teaching method during exploration time. We set up different stations for the children to move around, try, and learn through various hands-on experiences. Each station has its own learning goal — for example, a blowing station to support oral motor development and a jumping station to strengthen gross motor skills. This approach helps children explore and learn through play in an engaging and active way.

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Differentiated (Alternative) Teaching in Early Years

Advantages

1. Meets individual needs

Every child learns differently — some through play, others through talking, drawing, or movement. Differentiation helps all children learn at their own pace and style.

2. Encourages active learning

Children engage more when lessons match their interests (e.g., choosing between building with blocks or drawing to show understanding).

3. Builds confidence

When tasks are “just right,” not too easy or too hard, children feel successful and develop a positive attitude toward learning.

Challenges:

1. Takes more planning time

Preparing different materials or activities for various levels requires extra effort from the teacher.

2. Classroom management can be tricky

When children are doing different tasks, it can be harder to monitor everyone effectively.

3. Needs adequate resources

Differentiation works best with enough materials, space, and support (e.g., small group time).

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If a student is struggling, the Alternative Teaching model suggests that a student may need a "completely different person" or method. How do co-teachers determine which teacher should take the small group for intervention, based on subject-specific expertise, connection with the student, or perceived difference in teaching style?

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In our co-teaching approach, my teaching partner and I work collaboratively of the learning process. We planned and implemented our planning in class. During planning, we discussed and designed lessons, sharing ideas and strategies to meet students’ diverse needs. We communicate openly to ensure that both of us are aware of the learning goals, success criteria, and differentiation strategies.

In the classroom, our partnership is based on mutual support and complementing each other’s strengths. We share responsibilities equally and handle students together according to their needs. At times, one of us takes the initiative to record observations, write key points, or support the explanation, while the other leads the main instruction. We are staying responsive and flexible during teaching.

This co-teaching model works effectively, especially in lower grades, as it enables us to provide more focused attention, immediate feedback, and continuous support to our students. It also fosters a strong sense of teamwork and shared ownership of student learning

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Both Parallel Teaching and Station Teaching note the importance of managing the noise level. What specific classroom management techniques are recommended within these models to control the simultaneous instruction or multiple group activities and prevent distraction?

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Our co-teaching approach works effectively in the classroom because it allows both teachers to collaborate closely in supporting student learning. At times, we use learning stations to make the lessons more engaging and to integrate different subject areas. This approach helps each student participate actively and learn at their own pace.

With smaller groups at each station, it becomes easier for us to observe and identify students’ individual needs. We can provide direct support to those who need more guidance, while other students can work more independently. This structure ensures that every student remains engaged and receives the right level of support.

It needs clear communication and shared understanding between us. We discuss our learning goals and strategies and how we guide students toward achieving those goals. By planning and reflecting together, we maintain a strong partnership that supports both teaching effectiveness and student learning outcomes.

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Two 1st-grade teachers are leading a lesson on Pendidikan Pancasila. One teacher (Teacher A) stands at the board leading the discussion on rules in daily life, while the co-teacher (Teacher B) records the key points as notes on the Google Slide for later review. Teacher B is also roaming around. When a student asks a complex question, Teacher A and Teacher B interact to demonstrate how to think through the answer in different ways, thereby modeling collaboration and diverse thinking styles.

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A smaller group reduces the chance for students who might "want to hide", increasing participation. Teachers must maintain control over the noise level.

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This co-teaching model mostly we do at the beginning of the new concepts since we have some students who needs more learning approaches based on learning ability. We sometimes use this model during Bahasa Indonesia (BIPA and non-BIPA) lessons or when delivering mathematics concepts. By doing so, we can provide more targeted support and use various learning aids to help students better understand abstract ideas.

This approach is especially helpful for students who require more guidance or different learning strategies. It allows us to focus on student’s needs, clarify concepts, and adapt instruction as needed.

As teachers, we realize to close the learning achievement gaps, which can sometimes be quite wide. Through continuous collaboration, observation, and reflection, we aim to ensure that every student receives the right level of support to reach their full potential.

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In station teaching ,studnets could move, interact, and engage with different tasks instead of sitting passively. It will encourage teamwork and active communication.

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It allows teachers to collaborate, share expertise, and plan more meaningful learning experiences that meet diverse student needs. Students benefit from receiving more personalized support, a wider range of teaching strategies, and a stronger sense of community in the classroom. In addition, classroom management becomes more effective, and lessons become more engaging and dynamic. Overall, the teaming model fosters collaboration, reflection, and a positive learning environment that enhances student achievement.

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This model is mostly applied in the Early Years class to support the differentiation strategies. 1 teacher will focus with a small group of students who needs intensive support and the other teacher will move around to observe and facilitate the learning.

The challenge in applying this model is when there is a wide range of abilities in the class we need to support for example, more students who need intensive support with different needs.

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This model allows for more personalized instruction, active student engagement, and effective differentiation. With two teachers working together, lessons become more dynamic and efficient, giving students opportunities to practice various skills and receive closer support. It also helps develop students’ collaboration and self-management skills while promoting teamwork between teachers.

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I wish I can apply this strategy for teaching STEAM, especially when dealing with coding and robotic.

Questions:

Who will assess the students understanding in both group?

How to make sure that each group is at the same pace and understanding by the end of the lesson?

What strategies can help synchronize lesson timing and assessment between two parallel groups?

How might technology tools support collaboration and reflection after the two groups come back together?

In what situations might parallel teaching not be the most effective co-teaching model?

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This approach allows for smaller group sizes, giving teachers more opportunities to interact with students, check understanding, and provide immediate feedback. It helps increase student participation and confidence, especially for those who may feel shy in larger groups. Parallel teaching also supports better classroom management and enables teachers to observe student progress more closely while ensuring that all learners receive consistent instruction.

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The positive : Workload is shared with the team , and it (should )reducing burnout and improving time management.

more teachers facilitate students inquiry/questions

However sometimes the teamhave different teaching methodology /expectation/assessment

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I like this co teaching model .

This method will allow group with the same "specific concern" will get targeted support and guidance.

However sometimes , the students in small group feel embarassed as it is labbelled as students "with difficulties"

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The alternate teaching model worked well in supporting the targeted students in our class. It allowed us to focus on their specific learning needs. We usually called 2–3 students to work in a small group with a teacher, while the rest explored the classroom with supervise

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Last time, we tried this approach with our literacy teacher, and it worked quite well. However, with the current number of students and teachers, it is a bit challenging to implement

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+effective planning from detailed reflection, shared ideas and dstributing the responsibilites/tasks/goals.

Strengthen the team working by close n consistant communication.

-different perspectives of each teacher and need more time to find the agreement which to apply.

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+niche area in smaller group allowing detailed observation on each stud.

Enhance stud engagement in exploring several skills: thinking, social, language, fine/gross motor.

Stud have mpre chances to learn from other kids.

-too noisy

Not independent enough

More conflicts often appear

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Plan with Purpose

Choose 1 ATL skill to emphasize per lesson (e.g., “self-management: using time wisely” or “communication: sharing ideas clearly”).

Decide who models the skill and who reinforces it during practice.

Use Micro-Modeling

Show the ATL skill in action in 1–2 minutes (e.g., “Watch how I use my organizer to group ideas”).

Then ask students to imitate or apply it immediately.

Embed ATL Reflection in Transitions

Use short sentence stems:

“What helped you stay focused today?” (Self-management)

“How did you and your partner share ideas?” (Social/Communication)

Use Visual Prompts

Post an ATL Skill of the Day on the board with an emoji or color code.

Co-teacher refers to it during feedback and praise (“I noticed you used your thinking skill when…”).

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EY: How to use Station co-teaching with young learners ?

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EY: How to use Station co-teaching with young learners ?

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Station station is highly effective with all students when planned properly. It promotes movement, short attention spans, and small-group interaction. Below I provide an explanation how you can do that with EY so you can visualize the flow of the lesson.

1. First, Keep It Simple: Limit to 3–4 Stations

Too many rotations = chaos.

3 stations is ideal: one teacher-led, one support-teacher-led, one independent.

Each station should have a clear and short task (7–10 minutes max).

Example setup:
1. Teacher A Station : Guided reading or writing ( tracing letters or copying words)
2.Teacher B Station : Vocabulary or phonics focus (word & picture activity or sorting word per initial sound etc)
3. Independent Station – Listening, drawing, or matching task.

Important Tip: Label stations with numbers or colors and use matching table mats or baskets for materials.

2. Second: Plan Stations Around Purpose, Not Time

Ask yourself: “What do I want students to practice or produce at each station?”

Station 1 : Guided practice (teacher models or supports)

Station 2 : Application (students try the skill with light support)

Station 3 : Reinforcement (students demonstrate understanding)

Example Theme:

Book focus: The Dot by Peter H. Reynolds

Station 1: Read a page together and identify feelings (Teacher A)

Station 2: Create a “dot” art + describe it with sentence frames (Teacher B)

Station 3: Vocabulary match (“brave,” “create,” “inspire”)

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Teachers Roles :

Both teachers are actively teaching, not assisting.

Groups are smaller: more interaction, more feedback.

EAL students get language-rich, hands-on support, while fluent peers are challenged through reasoning.

Both groups reach the same objective, but through different paths. Then students are divided into two equal groups for parallel instruction.

Parallel co-teaching Math Lesson (Fractions)

Co-Planning (Before the Lesson)

Both teachers meet briefly to:

Agree on the learning objective:

Students will identify and represent fractions (½, ⅓, ¼) using visual models and real-life examples.

Decide on grouping:

Group A: Students needing more language scaffolds and visual support (EAL / developing learners)

Group B: Students ready for more challenge and extension

Align on:

Teaching language (key vocabulary, sentence frames)

Strategies for checking understanding

Timing (both groups finish within 25 minutes)

Mini lesson ( warm-up /5 mns Max)

Lead Teacher: Begins with a quick interactive opener using visuals.

“Who can show me half of this circle? What about one-third?”

Co-Teacher: Supports with language scaffolding:

Repeats/rephrases questions

Models gestures (show halves with hands)

Pre-teaches key words on board: whole, half, third, fourth

Prallel Teaching (25 mns)

Group 1- Lead Teacher : uses hands-on materials and visual anchor chart to model fractions .

Lead teacher models the language and uses cutting paper to make different fractions. Lead teacher checks for understand by asking : Which fraction is bigger than...?

Group 2: Support Teacher ( Extension-Focused group) focuses on application and reasoning. The goal is to use fraction in real life context .

The teacher encourages mathematical talk ( example: the fraction that shows Tom's part is ___)

This teacher chcks for understanding by using for example 'whiteboard fraction comparison race'

Both groups will come together at the end of 25 minutes and will have a reflection . They will use the SAME exit ticket . Ex: Draw and label one half of any object and label it .

Tips for Success

-Use the same visual anchors (fraction circles, bars) in both groups.

Align assessments — both groups complete the same exit ticket or mini-task.

Switch groups next time so all students benefit from both teaching styles.

Use parallel anchor charts with matching vocabulary and visuals.