Co-teaching is the art of combining two teachers to share the responsibility of planning, organizing, instructing, and assessing the processes of learning within a group of students who share the same classroom ( Goldberg, 2017 ). Co-teaching is perceived in different ways and intentions. For instance, a training teacher can be assigned a qualified associate teacher to share in the teaching experience while the training teacher learns from the experienced one. Similarly, both general and special education teachers can adopt co-teaching to facilitate inclusivity of the students with special needs in the learning process. Collaboratively, co-teaching exemplifies the art of teaching aiming at attaining maximum inclusion of the class at large. While co-teaching indicates wide-ranging partnership between two teachers in the teaching process, different curriculums adopt co-teaching models that vary with the roles that the participating teachers play. This study aims at demystifying the different types of co-teaching and how they compare and contrast from each other.
One Teach, One Observe
This form of co-teaching indicates a situation where two teachers share the responsibility of teaching and collecting purposeful data ( Villa, Thousand & Nevin, 2013 ). Specifically, one teacher gives instructions to the students as the other teacher maintains a keen observation of the comprehension processes. Also, the observing teacher can record what the support teacher handles through the session to keep track of the study content delivered. The observation helps in identifying which students may need additional aid to understand the concepts of instruction. Here, co-teaching avails necessary teaching management support that a class needs at large. Again, the observing co-teacher keeps tabs with the students' understandings abilities which the instructing teacher would not have executed adequately. Conversely, as other co-teaching practices dwell on concurrent instructions for separate groups, one teach, one observe teaches the class collectively without bias.
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Parallel Teaching
In this model of co-teaching, the teachers divide the class into two groups. The teachers teach similar content simultaneously to the groups that each is assigned ( Lewis, Wheeler & Carter, 2017 ). Co-teaching in this form ensures that the class is wholly involved in the lesson as the number of students is minimized to a manageable level. Moreover, teachers can divide the class into smaller groups which facilitate closer assessments. In addition, it is possible for the teachers to note the strengths and weaknesses every student portrays towards understanding a subject or topic. However, this mode of co-teaching depicts the form of class streams where same grade children are divided into several classes each with different teachers. Contextually, the information disseminated to the students is similar but the mode in which the teachers engage the students may differ. Therefore, students will replicate the only knowledge dispersed to them from their teacher.
Station Teaching
The teachers divide the class into two groups where one teacher instructs a specific group on particular curricular content and subsequently to the other group to guide on the same topics. Similarly, the other teacher handles the two groups through different study sections ( Walsh, 2012 ). In the end, both groups acquire different knowledge at different stations, but the assigned teacher always delivers the study content. Station teaching is different from other co-teaching models in that teachers plan and organizes for specified information. Consequentially, teachers have smaller portions of content to enlighten their students on. Hence, the topics are lesser enabling the teachers to prepare adequately. Also, when the students experience both teachers, it lowers the likelihood of boredom unlike in an instance where one teacher handles the whole session solely. Unlike parallel teaching, station teaching ensures that both groups of students get equal insights as the teachers handle similar content for through the two groups. This covers for the deficiency of having a good and a better teacher facilitating students groups separately because the information which students conceive in a parallel co-teaching scenario might contrast in quality.
Alternative Teaching
In this form of co-teaching, a particular section of the class usually necessitates specialized attention to deliver. Teachers divide the work schedule into two. One teacher handles a larger group while the other teacher takes responsibility for the smaller group ( Billet $ Forbes, 2012 ). In most instances, teachers will separate the two groups to teach them at different locations because their level of comprehension varies. Also, the two teachers can use alternative methods to deliver the same knowledge to the students, especially where specialized students need more illustration to understand a concept. This form of co-teaching is cognizant of the dedication needed to align students with special needs with the rest of the minds. What is more, clustering students prevents the possibility of some students feeling better equipped than others. For example, English language learners from differing cultures can be isolated from the native speakers to avert any form of intellectual bullying.
Team Teaching
Team teaching inscribes that two teachers are involved in the teaching process simultaneously as well as sharing instructions across the board ( Lewis, Wheeler & Carter, 2017 ). Unlike other forms of co-teaching, team teaching adopts the system of conversation instruction to encourage the students through discussions. Also, both teachers are responsible for the planning process, the organizations, and the class management duties. However, this form of co-teaching is a rigid one and curriculum that adopt this type are keen to find the best combination of teachers which can work in tandem without necessarily confusing the students or losing track of the curriculum syllabus.
Conclusively, the above co-teaching methods have different rationales on how they compare and contrast. One teach one observe form of co-teaching adopts the use of teaching and observation technique to collect information useful at managing the class better. Parallel teaching accords equal teaching tasks to different students groups. Conversely, in station teaching, both teachers have the liberty to impart both groups but specifically on their assigned study topics. Moreover, a flexible alternate co-teaching plan indicates that students groups are formed based on aptness. One teacher handles the groups of students with special needs as the other teacher instructs the other students. Finally, a plan where both teachers are involved in planning and managing study lessons and students discipline is elaborated by team co-teaching. Nevertheless, co-teaching methods mentioned above may be beneficial or detrimental depending on the context and the composition of students they are engaged.
References
Forbes, L., & Billet, S. (2012). Successful Co-Teaching in the Science Classroom. Science Scope .
Goldberg, R. (2017). Co-Teaching in Inclusive Classrooms.
Lewis, R. B., Wheeler, J. J., & Carter, S. L. (2017). Teaching students with special needs in general education classrooms . Pearson.
Villa, R. A., Thousand, J. S., & Nevin, A. I. (2013). A guide to co-teaching: New lessons and strategies to facilitate student learning . Corwin Press.
Walsh, J. M. (2012). Co-teaching as a school system strategy for continuous improvement. Preventing School Failure: Alternative Education for Children and Youth .
