Co Teaching Models: Strategies and Planning

Walker, Machelle

CO

Teachings in Education (2016, August 26). Co Teaching Models: Strategies and Planning.  Retrieved September 07, 2018, from https://www.youtube.com/watch?v=BDTrcG4NuZ8

Summary:

This short video reviews the five models of co teaching. It describes each model in detail along with the roles each teacher undertakes.  It also describes in what situation each model it can be used for the most benefit to both teachers and students.  Narrator points out what kind of student grouping is normal to each model of co teaching: including station, parallel, one teacher one support, alternative teaching, and straight on team teaching.

Evaluation:

This was quick but helpful video that reviews the multiple models of co-teaching.  It expands far past typical teacher and assistant co-teaching which is seen in most classrooms.  I found it help in it analysis of each model ad how it can be utilized to benefit students along with in which situation each model is best used.

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Monthly menu: Collaboration tool

Gomes, Kathline

Collaboration (CO)

Hincks, K. (2018, May 1). Order up: A monthly menu for collaboration. Retrieved from https://knowledgequest.aasl.org/order-up-a-monthly-menu-for-collaboration/

This is a blog post about how to use a “monthly menu” of activities to proactively suggest ideas for collaboration/coteaching with classroom teachers. It includes sample documents.

I like the idea of coming to classroom teachers with ideas already formed – I think they would be more open to collaborating or coteaching if the librarian has already generated some ideas. The author really takes into consideration teachers’ perspectives, curriculum needs, and time constraints, which I am sure goes a long way towards building those collaborative connections. This seems like a good way to advocate for all of the possibilities a librarian can provide for supporting and improving instruction!

Collaborative Strategies for Teaching Reading Comprehension : Maximizing Your Impact

Khera, Michelle

Collaboration (CO)

Moreillon, J. (2007). Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: American Library Association.

https://ebookcentral-proquest-com.libaccess.sjlibrary.org/lib/sjsu/detail.action?docID=3001627# 

This is a link to a book called Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact by Judi Moreillon. It provides excellent information about the different ways teachers and librarians can collaborate in order to help increase students’ reading comprehension. What struck me was the vast amount of evidence showing that the higher rate of collaboration between teachers and librarians, the higher the students’ reading scores. I also liked the different approaches the book gives as far as how to co-teach, such as one teaching, one supporting, or station or center teaching, or parallel teaching. I look forward to spending more time with this book, as this is a topic about which I am very passionate.

 

A Co-Teaching Example

Robillard, Gail

Cohen, S. (2015). Coteaching. Teacher Librarian, 42(5), 8-11. Retrieved at http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=1ae20cc1-8add-48df-8132-d57e135aca98%40sessionmgr104&vid=8&hid=116

After documenting the research that supports the benefits of co-planning, coteaching, and coassessing student learning outcomes to improve instruction and student learning, author Sydnye Cohen describes a ninth grade social studies unit she was involved in as a humanities librarian at New Canaan High School in Connecticut in the 2013-2014 school year. The content of the unit was the reasons for the collapse or survival of ancient civilizations. Collaboration for the unit was instigated by the department chair and ultimately involved 5 out of the 6 social studies teachers and the author. The teaching group decided on essential questions and goals, including having the students work collaboratively in small teams to research and share their findings using multiple platforms. It was also important to the author that the students learn how to appropriately evaluate and cite their sources. 

Two aspects of the article were of  particular interest to me. First, the author identified and discussed very specific choices that were made when designing the coteaching structure. For example, students were required to use the CRAP test to determine a sources’s authority, and while each social studies teacher assigned his or her own weight to this assessment, it was the author who graded the works consulted and provided feedback to the students so they could improve on the next phase of the project. The author included a diagram of the hierarchy of coteaching. These and other coteaching choices really provide almost a template for successful coteaching. 



Second, the author noted several assessments and tech tools that I want to investigate, such as the CRAP test, Tools for Real Time Assessment of Information Literacy Skills (TRAILS), smore.com infographics, padlet.com electronic whiteboard, and lucidpress.com as a collaborative platform.