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#10 Use the WHAT/HOW/WHO Approach: ensures that the lessons is standards-based, grade level content is paced out, and is fueled by the expertise areas of each teacher. There are several questions that can be used to guide your planning (e.g. what standard does the lesson address?, how comfortable do we both feel with the new content? And who needs accommodations or modifications or adapted materials?). This approach helps structure lesson planning for co-teachers struggling with this issue.

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#6 Co-teaching shares responsibility for planning, teaching, and assessing. Tasks should be divided and approached separately. Paralle and stations are an example. Teachers should collaborate on overall goals. Reduces the teacher-to-student ratio. Provide chunked content, brain breaks, and movement. Allows for Easier checks for understanding. Plan separately.

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10 (chart) - Ask yourself these questions when lesson planning:

What objective does my lesson have? Does this align with my content?

How comfortable do we both feel with the new content? Is there any misconceptions?

Who needs accommodations or modifications or adapted materials? Are you including students ? Are you meeting their needs?

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2. Select an Appropriate Environment Without Distractions. Be aware of outside distractions such as noise, traffic, and interruptions.

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#5: Determine Regular Roles and Responsibilities: To save time and work efficiently, co-teachers should discuss their strengths and preferences early in the partnership. By assigning regular tasks; such as one teacher handling warm-ups and the other managing the homework board. Each person knows their responsibilities without needing to re-discuss them during every planning session. Establishing clear, consistent roles helps streamline collaboration.

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#4 - Planning works best when you start each meeting by reviewing what you need to get done, and agree on how long you'll spend so nobody feels rushed or overwhelmed. If you run out of time, you’ll know what to come back to later. Try to stick to your scheduled time so planning doesn’t drag on longer than it needs to and frustrate anyone. You can save time by dividing tasks early - like one person always handling parent communication and the other updating homework. And don’t forget some snacks!

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TIP 1: There's never enough time to do everything that's needed to run a classroom. Co-teachers need to be able to find time to plan for at least 20 minutes a week. They should plan the time that works best for both teachers and it should be done regularly.

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1. Establish a Regular Time to Plan Collaboratively. It’s essential that this planning time be held regularly; if it is scheduled as a recurring event and viewed as important, teachers can respond to requests by accounting for the time in their schedules.

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Tip #7 - Keep a list of individual concerns

write down any individual student discussions you want to have at the end of your planning session.

Focus on planning what and how you are teaching your lesson first and then address individual student concerns when you have time.

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9. Always keep a copy of your lesson plan to avoid trying to remember it for another time.

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#2 Select an appropriate environment without distractions.

Tip: shut the door with a sign saying

“Unavailable" / be aware of distractions to choose a place for planning(noise, interruptions, traffic, phone)

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#8: Build in Regular Time for Assessment and Feedback

Co-teachers should communicate openly.

Discuss co-teaching progress at least monthly.

If you organize this type of check in early on on a preestablished schedule, the conversation itself will be much less difficult because it will be expected.

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Implementation: while im teaching the lesson my co- teacher can keep an eye on those who are somewhat disrupting the class like cutting the side chatter or those who are disengaged.

A little extra help when handing things like work sheets or rewards.

Maybe give my co- teacher a set of students like if my co- teacher is bilingual and im not, those students will be with the teacher

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One advantage is that is can be more engaging as two teachers are engaging in a conversation.

A challenge is that teachers need to thoroughly plan for it and need to be on the same page. Works best when teachers have good chemistry.

A disadvantage is that students don't get as much individualized attention

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Planning: coworkers would plan a lesson together to understand how the lesson should be taught and what it consists of.

Implementation: While one teacher is implementing the plan, the other is observing,

Next Steps: Teachers will discuss what worked, what didn't, and what they plan to do tomorrow.

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After the lesson, teachers should once again come together to compare and contrast their data and findings based on how lessons are going. Since this is a best practice when there is a lower teacher to student ratio, this allows for students who need to have extra support to receive close attention without feeling isolated. Teachers are working towards the same objectives but in appropriate ways based on the needs of their students.

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Station teaching involves co-teachers dividing both the content and students into stations, with each teacher leading instruction at a designated area while students rotate through. A third station often provides independent practice, giving students a chance to reinforce learning on their own. This model works well when a lesson includes multiple topics or skills, and it allows for customized grouping based on students' strengths or learning needs. Challenges can be managing student pace, get distracted by noise, or lose interest in certain activities.

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One advantage is that one co-teacher can gather information about the learning process

of specific students to inform future planning and

instruction.

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Advantage: allows educators to bring different strengths, teaching styles, and subject expertise to the classroom. Disadvantage: requires strong communication and planning. If teachers are not well-coordinated, it can lead to confusion, inconsistent instruction, or duplicated efforts, which may negatively impact student learning.

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One disadvantage could be that one co-teacher could distract some

students while the lesson is being developed.

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Pros: Both teachers deliver the same instruction simultaneously and are engaging in conversation NOT just taking turns teaching.

It requires a lot of planning and collaboration and works best when there's a high level and compatibility btwn both teachers.

Works best when all students are on the same level

Cons: There's less opportunity to help small groups or individual struggling learners

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One advantage is that it encourages professional growth through peer feedback. One disadvantage is that the observer cannot provide in-the-moment support to students.

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Negatives: If one teacher is in the back observing everything while the other teaches, that's a waste of an able body in the class. Students should look at teachers as someone to learn from, not someone teaching a teacher how to teach better. Teachers get observed by their admin, who knows what to look for in an observation. It's factual and not opinion-based.

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Another advantage is that you can get feedback on your instruction without being in a formal observation setting.

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This model allows for less collaboration between teachers during instruction. This method is good to use when the lesson has multiple steps. Station teaching will enable students to be grouped by strengths and or gaps. Eventually, having one station work independently.

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To prepare, teachers need to work collaboratively so that both are aware of the content and common misconceptions that may arise through the lesson.

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One advantage is that you will probably have quality actionable and detailed data that you can use to adjust instruction based on student strengths and needs