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In this co-teaching model the students are divided into small groups and rotate between stations with the teachers both teaching different stations. (Cassel, 2019)

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In this co-teaching model the students are divided into small groups and rotate between stations with the teachers both teaching different stations. (Cassel, 2019)

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Blackley, A. (2019). 8 Things Successful Co-Teachers Do. We Are Teachers. https://www.weareteachers.com/co-teaching-tips/

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Blackley, A. (2019). 8 Things Successful Co-Teachers Do. We Are Teachers. https://www.weareteachers.com/co-teaching-tips/

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In this co-teaching model one teacher teaches most of the students, while the other teacher teaches a small group of students based on their needs. (Cassel, 2019)

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In this co-teaching model one teacher teaches most of the students, while the other teacher teaches a small group of students based on their needs. (Cassel, 2019)

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In this model one of the co-teachers teaches the main instruction, while the other co-teacher assists the students that need more assistance. (Cassel, 2019)

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In this model one of the co-teachers teaches the main instruction, while the other co-teacher assists the students that need more assistance. (Cassel, 2019)

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The one teaching, one assisting model shows elements of effective collaboration because in order for this model to be effective there needs to be communication and shared goals between the co-teachers. This means that both teachers are working together to meet their students needs. (Mastropieri & Scruggs, 2018)

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The one teaching, one assisting model shows elements of effective collaboration because in order for this model to be effective there needs to be communication and shared goals between the co-teachers. This means that both teachers are working together to meet their students needs. (Mastropieri & Scruggs, 2018)

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One example of how this co-teaching model could look like when it is implemented is that there is a general education teacher that teaches the main lesson, while a special education teacher is in the class as an inclusion aid in order to provide assistance for all students especially ones that have IEP plans in place. 

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One example of how this co-teaching model could look like when it is implemented is that there is a general education teacher that teaches the main lesson, while a special education teacher is in the class as an inclusion aid in order to provide assistance for all students especially ones that have IEP plans in place. 

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This co-teaching model benefits the students in the classroom because the students that have IEP plans are included in the general education class and are still able to receive the assistance required in their IEP plans. 

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This co-teaching model benefits the students in the classroom because the students that have IEP plans are included in the general education class and are still able to receive the assistance required in their IEP plans. 

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The Station teaching model shows effective collaboration between the co-teachers because it take planning to be able to co-teach in stations, and which teacher would be teaching each station. This model of co-teaching also requires the co-teachers to know each others strengths and weakness in order to plan out each station, which is an important part of being on a co-teaching team. ( Blackley, 2019) 

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The Station teaching model shows effective collaboration between the co-teachers because it take planning to be able to co-teach in stations, and which teacher would be teaching each station. This model of co-teaching also requires the co-teachers to know each others strengths and weakness in order to plan out each station, which is an important part of being on a co-teaching team. ( Blackley, 2019) 

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For a kindergarten class this co-teaching model may look like having the students grouped by tables of 4 to 5 students and having them work through different stations with the different teachers teaching at different stations. Another example of how this co-teaching model may look like is in a special education classroom having the students divided into groups and rotating between the teachers and learning different parts of the lesson. 

# data[].attributes.subject
For a kindergarten class this co-teaching model may look like having the students grouped by tables of 4 to 5 students and having them work through different stations with the different teachers teaching at different stations. Another example of how this co-teaching model may look like is in a special education classroom having the students divided into groups and rotating between the teachers and learning different parts of the lesson. 

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This co-teaching model helps all students, not just the ones with IEP plans because they can receive more of the teacher's attention during their station and benefit by learning more about the certain topic being taught.

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This co-teaching model helps all students, not just the ones with IEP plans because they can receive more of the teacher's attention during their station and benefit by learning more about the certain topic being taught.

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The alternative teaching model shows effective collaboration between the co-teachers because roles are clearly defined before teaching begins and both teachers agree to them. This co-teaching model as with any co-teaching model takes the students best interest into account and requires planning. 

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The alternative teaching model shows effective collaboration between the co-teachers because roles are clearly defined before teaching begins and both teachers agree to them. This co-teaching model as with any co-teaching model takes the students best interest into account and requires planning. 

# data[].attributes.headline
One example of how this co-teaching model could look like when it is implemented is that there is a general education teacher that teaches the main lesson, while a special education teacher is in the class as an inclusion aid in order to provide assistance for the students that have IEP plans in place. 

# data[].attributes.subject
One example of how this co-teaching model could look like when it is implemented is that there is a general education teacher that teaches the main lesson, while a special education teacher is in the class as an inclusion aid in order to provide assistance for the students that have IEP plans in place. 

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This co-teaching model benefits students that have an IEP plan, but are also in the general educational setting, which ensures that their accommodations and modifications are being followed, and allows them to be able to meet their progress goals. 

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This co-teaching model benefits students that have an IEP plan, but are also in the general educational setting, which ensures that their accommodations and modifications are being followed, and allows them to be able to meet their progress goals. 

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Mastropieri, M. A., & Scruggs, T. E. (2018). The Inclusive Classroom: Strategies for Effective Differentiated Instruction.

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Mastropieri, M. A., & Scruggs, T. E. (2018). The Inclusive Classroom: Strategies for Effective Differentiated Instruction.