Model Description Pros Cons Example How does/might this work in your school? What enablers already exist for this to happen? What are/would be the challenges of enacting this in your school? What has changed/might have to change to make this work more effectively? What are/would be the pedagogical benefits for enacting this model in your school? One Teach, One Observe In this model, one individual (generally the stronger of the two teachers in the content or subject being taught) handles all instruction while the other teacher floats or observes the class. This model can be useful when completing student observations for IEPs or Functional Behavioural Analysis (FBA), but does not really allow both teachers to add to the classroom. Minimal coordination or collaboration is required when planning Allows the stronger teacher to deliver quality instruction without interruption Can conceal weaknesses on behalf of a weaker partner in general or on a particular subject Does not fully utilize each instructional specialist Can create a problem for the observing teacher if done regularly Can breed frustration or contempt from the instructional leader if used too often (unless by mutual choice) While one teacher teaches, the other sits in the back of the room observing and taking notes on one student for an IEP meeting. One One Assist In this model, one teacher instructs the class while the other teacher manages behaviour or assists individual students as needed. Allows a teacher who may be instructionally strong to deliver instruction without interruption Does not make full use of two instructional specialists Can establish one teacher as the "bad cop," resulting in negative feelings toward the behaviour manager While one teacher delivers the lesson, the other teacher walks around rewarding students with stickers, check marks, or private conversations. The floating teacher also narrates behaviour and enforces class as necessary.
Station Teaching (Rotational Teaching) In station teaching, each teacher and is responsible for a different aspect of the lesson, or for a different lesson entirely. There may also be independent work provided for the students. Students are divided into two or more groups depending on how many 'stations' are available, and either students travel from centre to centre or students stay in one position and a teacher or work travels to them. Each teacher can independently plan for an area or lesson of strength Each student is exposed to similar material, but groups can be differentiated by level Makes good use of two teachers for management purposes Requires excellent timing, which can take practice Requires management of students working independently May be logistically difficult depending on your classroom space One teacher teaches a reading lesson on making connections to other texts, one teacher teaches a writing lesson on how to introduce dialogue in an interesting way, and one group of students works independently on the computers or in social studies centres. remain in their groups and travel to each station during the course of the class period or block. Parallel Teaching In parallel teaching, the class is split in half and each teacher takes a half of the class to teach the same lesson. all receive the same material. Provides a smaller group and thus more individual attention Can provide control for socially-based behaviour problems between students Requires excellent timing, which can take practice Requires collaborative planning Can be difficult to invisibly differentiate in a smaller group Requires that each teacher be equally strong in the material to be presented The class is split in two, both teachers teach the same lesson on cell cycles to a smaller group of students
Alternative Teaching In alternative teaching, one teacher teaches the main lesson to a larger of students while the other teacher works with the smaller group of students on an entirely different lesson. Provides excellent differentiation opportunities Provides a chance for remediation or enrichment for students who need it Can provide behaviour control in the smaller group Must not 'pigeonhole' one group of students by consistently pulling them together May reduce the efficacy of inclusion by separating students with special needs May reduce students' exposure to the general education curriculum The large-group teacher teaches a lesson on writing introductions to a story while the small-group teacher helps students brainstorm on a topic for a story. Tag Team (Traditional Co-Teaching) In tag team teaching, both teachers plan and deliver instruction together, with each teacher equally responsible for the material in the lesson. This can be scripted or spontaneous. Models an excellent respectful working relationship between adults Allows both teachers to provide perspective on a topic Can allow teaching of two strategies or ideas simultaneously Promotes respect for both teachers Requires a rapport that cannot be rushed or faked Requires meticulous planning together, which can be During a lesson on multiplication, one teacher teaches the lattice method while one teacher teaches with the traditional method. Both teachers work together when students work in groups or independently.