Effective Co-Teaching Strategies for Inclusive Classrooms

Approaches to Co-Teaching

Station Teaching

Students choose a preference or style for learning. Station teaching provides opportunities to work on new concepts in small groups and to review previously taught lessons.

1. One teacher teaches half the content to half of the students while the other teaches the other half of the students.
2. Groups switch and each teacher repeats their part of the lesson.
3. Form a third group of "learning buddies" who tutor each other.

Parallel Teaching

Each teacher instructs half of the class separately. Teachers utilize various learning modalities. Students choose a preference or style for learning.

Alternative Teaching

The class is divided into one large and one small group. Prepares students who struggle to learn to have a "jump-start." Benefits students who require preteaching of concepts. Elicits enrichment and interest as students become active in learning activities. Avoid remediation grouping.

Team Teaching

Teachers share leadership in the classroom and allow for shared lessons between two teachers. Teachers' styles may not be compatible. Encourages role-playing and modeling.

One Teaches, One Assists

Support, facilitate.

One Teaches, One Observes

One teacher leads the lesson while the other gathers data on students to understand them better and to make instructional decisions. Each teacher leads the class while the other observes, earning credibility with the students.

Example: The general education teacher teaches the class as the special education teacher observes and documents.

Collaborating with Families

Interact with families in many settings and attend after-school activities and community events.

• Learn about the strengths, experiences, attitudes, and communities of families.
• Understand families' cultures and cultural perspectives about education.
• Provide flexible, usable, and understandable services to families.
• Invite families to visit or attend classroom and school events.
• Plan meetings (be sure to identify the reason and agenda for the meeting).
• Structure the meeting to promote communication (ensure appropriate furniture, room layout, and seating arrangements promote communication).
• Conduct conferences (be positive and promote understanding, participation, and collaboration).
• Provide visuals (e.g., graph of student progress) and recent work samples.
• When teleconferencing, be sure that all members have access to all information presented.