Classroom Configurations (Models) for Co-Teaching
There are numerous configurations in which teachers can share classrooms. Teachers should determine the most appropriate model for each lesson or activity based on student needs and instructional goals. Six common models and their descriptions are shown below.
| One Teach, One Observe | |
| Teachers | One teacher is teaching the class (direct instruction); other teacher is observing certain students for behavior, participation, comprehension, etc. Teachers plan ahead what will be observed. |
| Students | Students are together in whole group, usually listening to and participating in direct instruction |
| Teachers should be sure to… | Trade roles – one person should not be the observer all the time; not use this model too often |
| Type of instruction | Mini-lesson, “lecture,” read-aloud, direct instruction of whole group |
| Types of | Presenting new skill(s) or concept(s) to whole class; exposure to new skill(s) or concept (s); listening to books read aloud to class; demonstration of procedures or tasks |
| Advantages/ strengths of this model | Observer can collect detailed information about specific students; observer can reflect and share on overall success of lesson, or give feedback to co-teacher trying a new strategy or activity; requires little joint planning |
| Disadvantages/ challenges of this model | If used too frequently, does not utilize full potential of the observing teacher and may undermine credibility with students |
| One Teach, One Drift | |
| Teachers | One teacher is teaching the class (direct instruction); other teacher is drifting and helping certain kids, explaining concepts, checking for understanding and participation, etc. |
| Students | Students are together in whole group, usually listening to and/or participating in direct instruction or an individual task that all are doing |
| Teachers should be sure to… | Trade roles – one person should not be the observer all the time; not use this model too often |
| Type of instruction | Mini-lesson, “lecture,” direct instruction of whole group, step-by-step test-taking or activity |
| Types of | Presenting new skill(s) or concept(s) to whole class; exposure to new skill(s) or concept (s); listening to books read aloud to class; demonstration of procedures or tasks |
| Advantages/ strengths of this model | Teachers can ensure the understanding of students who need extra support, even during direct instruction; requires little joint planning |
| Disadvantages/ challenges of this model | If used too frequently, does not utilize full potential of the drifting teacher; may encourage students to become too dependent on the “helper” teacher |
| Station Teaching | |
| Teachers | There are three stations: two with teachers and one for independent work |
| Students | Students are grouped and rotate between the three stations |
| Teachers should be sure to… | Pay attention to timing of rotation; teach students skills for working independently |
| Type of instruction | Review, independent work, presentation of new skill(s) or concept(s), pre-teaching (possibly in students’ native language) |
| Types of | Understanding of and practice with new skill(s) or concept (s); oral language development through dialogue/conversation, either social or academic; build background knowledge prior to whole-group instruction |
| Advantages/ Strengths of this model | Each teacher has responsibility for one part of class – relatively little joint planning |
| Disadvantages/ Challenges of this model | If used too frequently, does not utilize full potential of the drifting teacher; may encourage students to become too dependent on the “helper” teacher |
| Parallel Teaching | |
| Teachers | Class is split and teachers teach same content, one to each group. |
| Students | Students in two groups, one with each teacher |
| Teachers should be sure to… | Pace lessons similarly; be sure each teacher knows the material |
| Type of instruction | Drill and practice activities, review, projects needing close supervision; “jigsaw” of written materials; integrating use of different native languages |
| Types of objectives that work well with this model | Oral language development through dialogue/conversation, either social or academic; building background knowledge; review skills |
| Advantages/ Strengths of this model | Students are all working toward same objectives and/or standards, but instruction is differentiated and targeted for students’ needs; |
| Disadvantages/ Challenges of this model | Possibility of noise and distraction if both groups in same room; segregation and division of class if used too often with same students in an “alternative” space (e.g., hall, ESL room, library) |
| Alternative Teaching | |
| Teachers | One teacher giving direct instruction, or leading bulk of class in an activity; other teacher works with small group of students somewhere in the room |
| Students | All together in whole group, except for small group, at a table or on carpet somewhere else in the room |
| Teachers should be sure to… | Alternate roles (small group and large group); vary which students participate in small group |
| Type of instruction | Review, independent work, presentation of new skill(s) or concept(s), pre-teaching (possibly in students’ native language), re-teaching |
| Types of objectives that work well with this model | Understanding of and practice with new skill(s) or concept (s); oral language development through dialogue/conversation, either social or academic; build background knowledge prior to or after whole-group instruction |
| Advantages/ Strengths of this model | Intensive oral language and instruction for small group facilitates differentiation, even for very discrepant students |
| Disadvantages/ Challenges of this model | Possible negative stigma if same group pulled all the time, or same teacher always works with small group |
| Team Teaching | |
| Teachers | Teachers share instruction of the whole group |
| Students | Students are all together in one group |
| Teachers should be sure to… | Plan together; maintain open communication and work toward high level of trust |
| Type of instruction | Direct instruction, monitoring students working on projects independently or in groups, class discussion, presentation of new skill(s) or concept(s) |
| Types of objectives that work well with this model | Understanding of and practice with new skill(s) or concept (s); completing work on project or task (group or independent) |
| Advantages/ Strengths of this model | Teachers complement each other’s skills and strengths so quality of instruction is improved; teachers can learn from each other |
| Disadvantages/ Challenges of this model | Requires high level of trust between teachers; requires similar styles or commitment to making different styles work together |