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Co-teaching in the Mathematics Classroom

What does it look like and how can I implement it in my classroom?

What is Co-teaching?
The

following definition of co-teaching comes from a website called The Co-Teaching Connection by Dr. Marilyn Friend:
A service delivery mechanism Two or more professionals Share instructional responsibility and accountability Shared classroom Level of participation varies based on needs of students

Co-teaching Styles

The succeeding slides describing each co-teaching style also comes from the website: The Co-Teaching Connection by Dr. Marilyn Friend
One Teach, One Observe Station Teaching Parallel Teaching Alternative Teaching

1. 2. 3. 4.

5.
6.

Teaming
One Teach, One Assist

One Teach, One Observe

Usually done by a general education teacher and a

special education teacher

Useful

for observing students during learning

Decide in advance what observational information will be gathered during instruction After instruction, teachers analyze information together
Teachers

take turns being the teacher and and being the observer

One Teach, One Observe in Math

Student:
Got

an F on first quarter report card in math class Not turning in homework assignments on time Not getting good grades on tests Previous normative assessments show that ability level is within the normal range when compared to peers

One Teach, One Observe in Math contd.

While one teacher teaches, the other teacher can collect data on student

Data collector is looking for reasons why homework isnt completed

not enough time too much talking not getting questions answered getting hung up with basic math facts difficulty navigating textbook difficulty reading directions

Station Teaching

Teachers divide content to be taught

Students are put into groups Teacher teaches content to one group, and then switches and teaches the same content to the next group Additional stations can be added for independently working groups

Station Teaching in Math Class

Lesson: Converting Improper Fractions into Mixed Numbers, and Mixed Numbers into Improper Fractions

Teacher 1/Station 1: Converting Improper Fractions into Mixed Numbers Teacher 2/Station 2: Converting Mixed Numbers into Improper Fractions Station 3: Independent Practice Station 4: Making models to represent the equivalent Mixed Numbers and Improper Fractions

Parallel Teaching
Teachers

teach the same content at the same time to two separate groups of students
students more supervision and the opportunity for more interaction the option for leveled groups where one group may work with manipulatives while the other group does not

Gives

Offers

Parallel Teaching in Math Class

Lesson:

Adding and Subtracting Integers

Split students into leveled groups One teacher takes the lower students

Integer chips Number lines Uses numbers from -20 to +20

Other teacher takes takes the higher leveled group and teacher

Focuses on strategies that use only paper and pencil Uses numbers of any quantity

Alternative Teaching
One

teacher has responsibility for the majority of students, other teacher takes a small group
group may consist of students who need:

Small

More individualized attention Remediation Pre-teaching

Can

also be used to help absent students catch up

Alternative Teaching in the Math Class

Lesson: Solving multi-variable equations involving fractions, improper fractions and mixed numbers
One teacher teaches the lesson The other teacher takes a small group of students who are still learning how to work with fractions.

Students are unable to add, subtract, multiply, and divide fractions Unable to convert mixed numbers and improper fractions interchangeably Teachers works with small group on these fraction skills

Teaming
Both

teachers deliver the same instruction to whole class

complex

Most

Delivers

the best overall results

on teachers styles

Depends Also

known as tag team teaching

Teaming in Math Class

Lesson: Order of Operations

One teacher begins to teach the lesson The other teacher creates steps within the mnemonic device on the board next to where the lesson is happening

Teaches mnemonic device This teacher identifies where teacher 1s process is within the mnemonic device

Both teachers must feel comfortable interjecting appropriately

One Teach, One Assist

One

teacher teachers

Second

teacher walks around and provides help to the students be used least often

Should

One Teach, One Assist in Math Class

Lesson:
One

Solving Quadratic Equations

teacher teaches the lesson

Delivers practice problems Assigns homework

Other

teacher helps out

Keeps students focused Asks kids to stop talking Helps pass out papers Answers questions individual students have

Co-Teaching In Action

YouTube video of all the styles

https://www.youtube.com/watch?v=6llQCG8QhBE

https://www.youtube.com/watch?v=TCn4qDyuZVE

References

Alexander, C. (2009, April 3). Co Teaching Strategies. Retrieved April 17, 2013 from https://www.youtube.com/watch?v=TCn4qDyuZVE
Brewer, A. (2013, August 8). Co teaching examples. Retrieved April 17, 2013, from https://www.youtube.com/watch?v=6llQCG8QhBE Friend, M. (2007). Co-Teaching Connection: Co-teaching Defined. Retrieved from http://www.marilynfriend.com/basics.htm Friend, M. (2007). Co-Teaching Connection: Co-teaching Approaches. Retrieved from http://www.marilynfriend.com/approaches.htm