#8 One Guide Tech and One Facilitate Discussion – The HOW of Co-teaching

In this implementation of the co-teaching models, one co-teacher presents instruction and leads discussion based on student real-time responses.

During the discussion, the other co-teacher monitors the computer, interacts with students, responds to student participation, uses questioning techniques to foster critical thinking, and provokes responses from even the most challenging students.

Listen to learn how.

Specialist content expertise required:
• The level of content understanding required directly correlates with the academic level of engagement with students via the technology.
• Strong content knowledge may be required to facilitate discussion.
• Co-teacher guiding technology must be comfortable with the technology and understand the apps and programs used.

Planning time required: Minimal to substantial, depending on the topic, understanding of the technology and software, and lesson objective. For instance, if using Kahootz or a game app, time is involved in creating the questions or finding ready-made games. If backchanneling, minimal prep time may be necessary. However, the time required depends on multiple factors.

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One Teach and One Interpret – The HOW of Co-teaching

It is very possible that a specialist in the classroom, who knows little about the lesson content, may use his or her teaching skills to provide instruction that reaches more learners and is increasingly memorable. This co-teaching implementation supports the specialist in learning the curriculum. It is a win-win for everyone.

Specialist content expertise required: Minimal to moderate, depending on content.

Planning time required: Minimal. Can be implemented quickly and informally without preparation.

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One Lead and One Student Support – The HOW of Co-teaching

Many of us are familiar with the One Teach, One Assist co-teaching model. An implementation named One Lead and One Student Support may appear to be just another way of saying the same thing. It’s not. This co-teaching implementation shifts mindsets, expands thinking, and takes co-teaching up a level.

Specialist content expertise required: Minimal to moderate, depending on content.

Planning time required: Minimal. Can be implemented quickly and informally without preparation.

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One Teach – One Collect Data – The HOW of Co-teaching

This co-teaching implementation makes data-driven decision-making seamless. Co-teachers decide in advance which types of information to collect, how to collect that information, and how they might use it to adjust the lesson. Then, they use this effective co-teaching strategy to make it happen!

Specialist content expertise required: Minimal to moderate, depending on content.

Planning time required: Minimal. Can be implemented quickly and informally without preparation.

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Two Teach and Debate – The HOW of Co-teaching

This co-teaching implementation is a powerful way to co-teach, and a surprisingly simple and flexible co-teaching model. It could take two minutes, or ten, or even half a class period, if you choose. This implementation is a live demonstration for students on how to have a thoughtful discussion and defend a viewpoint, while listening to and considering what another person has to say.

Specialist content expertise required: Minimal to moderate, depending on content.

Planning time required: Minimal. Can be implemented quickly and informally without preparation, provided both teachers are ready to defend a position

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One Teach, One Summarize – The HOW of Co-teaching

This co-teaching implementation maximizes the talent of both adults in the room, even if one does not know the curriculum verbatim. With this teaching strategy, you are modeling the skill of summarizing and increasing student recall and comprehension.

Specialist content expertise required: None to minimal.

Planning time required: Minimal. Can be implemented quickly and informally without preparation.

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We’re familiar with the “one teach, one observe” method used in many co-teaching situations. And recently I suggested that co-teachers build on this with “one teach, one take notes,” as a good way to internalize the material being taught and to present a good face to external observers, like administrators, who may not immediately perceive the reason why one teacher appears to be simply observing.

One teach, one interpret takes co-teaching to another level. Let’s say one teacher is a content area expert who excels at delivering information through direct teaching. Meantime, the other teacher’s strong suit is in converting textual information, whether orally or by writing it into a visual format.

How would the above example work in the classroom? Visualize this: The content specialist is delivering the information verbally, augmenting it with notes via PowerPoint. At the same time, the other teacher may be drawing a picture on the board—a “snapshot device” that incorporates the first teacher’s concepts into a drawing that looks like a snapshot from a camera.

Another example is while the subject matter expert is direct teaching the content, the other teacher is dramatizing the information. Imagine how using actions to exemplify the content, or even adding costumes and props to this dramatization, can engage students!

Both teachers can think up any number of implementations: If one teacher knows sign language, he or she could sign specific keywords and phrases and have the students repeat those phrases, and the correlating signs, at certain periods during the lesson. Or, the teachers could convey the objectives being taught using analogies, real-world experiences, stories or any other variation to reinforce the content by reframing it from a slightly different perspective.

Interpreting in a visual way the material being taught provides a new dimension to co-teaching and fully engages both teachers. It can also appeal to the visual-kinesthetic learner.

“One teach, one interpret” does not require extensive content area expertise, nor does it require substantial planning time. It’s very possible that a specialist in the classroom knows little about the content, yet can listen and interpret the content differently for the students, thereby providing instruction that reaches more learners and is increasingly memorable. It also supports the specialist in learning the curriculum. That’s a win-win for everybody.

Explore even more tips, tools, and resources for collaboration at TheHowofCo-teaching.com!

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To an outsider, though, the co-teacher who is observing or supporting doesn’t appear to be doing anything. That can cause some misunderstandings with administrators or even other teachers in the staff room. “Oh, wouldn’t it be nice to have a job where I just sit around in the back of the room and help kids?” other teachers might say.

There’s a simple way to defeat that: carry a clipboard and a pen. Collect some data. So, rather than “One Teach, One Support,” the model becomes “One Teach, One Collect Data.”

Now, the notes you take depend on the lesson and the classroom, of course, and they should be agreed upon with your co-teacher beforehand. For example—you can take notes on student behavior, on which students have their books open, or on which students need more support. Write it down. Are there students who are off task? Check that off next to their name. Students who make a positive impact on the day? Note that, too. Include comments, if you have time.

Use those notes to adjust teaching plans. For example, a comment on your clipboard may read, “At 10:45, teaching biome, 6 students were not paying attention.” When you debrief with your co-teacher after the lesson, you can discuss why the students were checked out mentally and what you can do to change that in the following lessons.

Use that data to adjust lessons. Use that data to support students. But most importantly, carry that darn clipboard so that to outsiders it looks like you’re doing something. Because you and I know that you are, but it lessens friction between your colleagues or administrators when you’re outside the classroom.

Explore even more tips, tools, and resources for collaboration at TheHowofCo-teaching.com!

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Featured seminar – Co-teaching and Collaboration

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