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Uploaded by School of Education - CSU, Chico on 2015-07-22.

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Tips & Strategies for Effective Differentiation & Instruction

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Part Two in our series explores more of the benefits and "how to's" of co-teaching.

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Part One in our series demonstrates the benefits and "how to's" of co-teaching.

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Friend, M. (2006). Special education: Contemporary perspectives for school professionals. Boston, MA: Pearson

School of Education - CSU, Chico. (2015). Co-Teaching Overview. Retrieved from https://www.youtube.com/watch?v=RWB8cg0K3DE&list=PLCDsTyftAA2D_buI_Rti5phLZ1DdFsAMc&index=1

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One teacher acts as the primary teacher while the other supports the learners. Roles can be switched. The primary teacher can focus on creating an experience for the students, while the co-teacher monitors student work, addresses behavior issues, distributes materials, asks higher-level questions, and checks for understanding.

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One teacher leads the lesson while the other professional gathers academic, behavioral, or social data for a student or the class. The purpose of this strategy is to gather information or data on students while teaching to find the best practices the teacher needs to use.

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The co-teachers divide their class into small groups to provide instruction at separate stations. Teachers provide individualized attention to smaller groups of students. Students also work independently at a station. Station teaching reduces the student-teacher ratio, and increases student participation and monitoring of students. It is a highly engaging educational format. Activities at each station should function independently of each other.

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One teacher manages a large group of students while the other takes a small group for enrichment, remediation, or assessment.

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A service delivery model in which two educators, one typically a general education teacher and one a special education teacher or another specialist, combine their expertise to jointly teach a heterogeneous group of students, some of whom have disabilities or other special needs, in a single classroom for part or all of the school day. (Friend, 2006, p. 140)

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The co-teachers divide the class and instruct them on the same material. Instruction is differentiated depending on the needs of the students in each group. The benefit is the student to teacher ratio is reduced. Students have more teacher attention. A smaller group increases student participation opportunities and allows more thought out answers from the students.

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Both teachers are in front of the classroom sharing lead instruction by lecturing, debating, or individualizing for specific students' needs. This strategy shows students how to collaborate. Both teachers are fully engaged in lesson delivery. This approach is energizing and increases student engagement. Scaffolding is happening all the time. Teachers emphasize their strengths. This strategy models working together.

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Co-Teaching is about collaboration. Planning, instruction, and assessment are shared. Each teacher needs to be able to talk about his or her strengths and weaknesses as teachers and meet regularly.

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Equal authority and equal responsibility are needed in order for co-teaching to be successful.