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Divide students into expert groups, each assigned one of the six co-teaching models (One Teach/One Observe, Station Teaching, Parallel Teaching, Alternative Teaching, Teaming, One Teach/One Assist). Using collaborative documents, each group researches their assigned model and creates a visual representation. Students then form new groups with one expert from each model to share knowledge. The activity concludes with a whole-class discussion on which models might work best in different educational scenarios.

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In pairs, students prepare a 10-minute mini-lesson implementing one specific co-teaching model. Using video conferencing breakout rooms, each pair delivers their lesson to another pair who act as students while also evaluating the effectiveness of the co-teaching approach. After the simulation, students provide feedback through a shared digital form. Rotate roles so everyone experiences both teaching and observing positions.

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Working in small groups, students design a digital co-planning template that addresses the essential elements of effective co-teaching: shared goals, defined roles, communication strategies, assessment approaches, and reflection methods. Using collaborative design tools (like Canva or Google Slides), groups create user-friendly templates that could be implemented in real educational settings. Templates are shared in a gallery walk format for peer feedback.

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Provide students with complex teaching scenarios that require collaborative solutions. In pairs, students analyze the case studies using a shared digital workspace, identifying potential challenges and recommending specific co-teaching approaches to address them. Each pair creates a brief presentation explaining their analysis and recommendations, emphasizing how technology could enhance their proposed co-teaching strategy.

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Present students with a standard lesson plan designed for a single teacher. In co-teaching pairs, students use collaborative editing tools to transform it into a co-taught lesson incorporating specific co-teaching models. Challenge them to enhance the original lesson by leveraging the strengths of two teachers and available technology tools. After completion, pairs exchange lesson plans for peer review and suggestions.

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Co-Teaching Barriers and Solutions Workshop

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Co-Teaching Barriers and Solutions Workshop

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Using a digital whiteboard (like Miro or Jamboard), facilitate a collaborative activity where students identify potential barriers to effective co-teaching in real educational settings. After brainstorming challenges, students work in small groups to develop practical, technology-enhanced solutions for each barrier. The class then votes on the most innovative and feasible solutions using a digital polling tool.

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In co-teaching pairs, students develop a comprehensive assessment strategy that allows two teachers to effectively evaluate student learning. The assessment plan should include formative and summative approaches, incorporate technology tools, and clearly define each teacher's role in the assessment process. Pairs create a digital flowchart showing how assessment data would be collected, analyzed, and used to inform instruction.

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Students work in small groups to develop a digital communication protocol for co-teachers. The protocol should address planning meetings, in-the-moment classroom communication, feedback methods, conflict resolution, and technology tools to support ongoing collaboration. Groups create a visual guide and example templates that could be implemented by co-teaching teams. Share final protocols on a class digital bulletin board for discussion.

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Students participate in structured role-plays of challenging conversations that might occur between co-teachers (e.g., disagreements about teaching methods, unequal workload, conflicting assessment philosophies). Using video recording, pairs practice using effective communication strategies to navigate these difficult discussions. After recording, students analyze their conversations using a provided rubric and discuss strategies for improving professional communication in co-teaching relationships.

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Students form co-teaching pairs to design a technology-enhanced learning experience that specifically leverages the co-teaching model. Projects should demonstrate how two teachers can better utilize technology together than either could alone. Each pair creates a detailed implementation plan including lesson objectives, technology tools, differentiation strategies, and clearly defined roles for each teacher. Final projects are presented to the class for feedback.

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Using a shared digital document, co-teaching pairs maintain an ongoing reflection journal throughout their practice experiences. The journal should include sections for planning notes, post-teaching reflections, questions that arise, and next steps. Periodically, facilitate structured peer review sessions where pairs exchange journals and provide constructive feedback on both the co-teaching process and the quality of reflective practice evident in the journal.

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Organize a structured debate about the effectiveness of different co-teaching models for specific educational contexts. Assign students to teams, each advocating for a particular model. Using collaborative research tools, teams prepare evidence-based arguments for their assigned model. During the debate, use digital polling to gauge audience opinions before and after each round. Conclude with a reflective discussion on how context influences the choice of co-teaching approaches.