Running head:  CO­TEACHING  1

Cory C. Bova

Viterbo University

EDUC 605-005 Teaching Reading to Students with Dyslexia and Other Reading Difficulties

Mr. Fintak

February 18, 2018

Providing Differentiated Instruction through Co-Teaching in an Inclusive Setting

Contemporary education has shifted from a primarily reductionist model- progressively

teaching skills in isolation- to a model now entrenched with a variety of approaches ranging from

constructivism to culturally relevant pedagogy. Meeting the needs of a diverse group of learners

requires a variety of instructional approaches. Co-teaching provides an effective means of

fostering an inclusive education by meeting the students’ needs in the least restrictive

environment. By definition, “Co-teaching involves two or more certified professionals who

contract to share instructional responsibility for a single group of students primarily in a single

classroom or workspace for specific content or objectives with mutual ownership, pooled

resources and joint accountability” (SERC, 2004). Five clearly defined models interchangeably

exist within the current educational model; three deserve in-depth recognition.

The Maryland State Department of Education (2011) provides a clear summary of the

five models. The first co-teaching approach involves a one teach, one assist method wherein one

teacher is responsible for teaching, and one teacher circulates the classroom in order to address

student needs. The second approach involves station teaching that allows the two teachers to

divide the content by having the students rotate between stations to receive various components

of instruction. Parallel teaching involves two teachers teaching the same content simultaneously

in one classroom by dividing the class into two arenas. In an alternative teaching model, one

teacher takes responsibility for the large group while the other works with a smaller group to

either pre-teach, perform assessments, provide enrichment, or to reinforce the material. And

finally, team teaching involves both teachers sharing the delivery of, and having equally active
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roles in delivering the core instruction. Teachers should change models based on content and the

requirements of the lesson.

When observing the five models in action, three deserve isolated attention; two for their

efficacy, and one that presents various challenges. The teachers involved in station teaching

clearly presented the resident teacher and the mentor teacher equally involved with each station.

Their use of co-planning, predetermined criteria, and heterogeneous grouping fostered a

productive environment in which the students were not only able to rotate between stations to

receive a specific facet of the content, but were also able to work independently at designated

stations (Station Teaching, 2015). When scoring their performance on the rubric, they received

all marks under the most advanced category of sustaining. Though typically reserved for

alternate teaching, both teachers would benefit from incorporating stations that address

enrichment, and the various deficits within their class.

The two teachers involved in team teaching facilitated the room, and both took on an

active role in engaging with the lesson. They were able to address the students’ needs within the

moment, and co-planned by aligning the instruction to their individual strengths (Team Teaching,

2015). Again, they both earned all marks under the category of sustaining. My only criticism

rests on the notion that they relied exclusively on this model without incorporating additional

strategies.

The last noteworthy method, and in my estimation, the one that provides the greatest

challenge in differentiating the instruction, centered on the parallel teaching model. The teachers

utilized consistent co-planning and heterogeneous grouping in a positive manner, and provided

clear instruction regarding procedures by utilizing “familiar” groups to better facilitate the

process (Parallel Teaching, 2015). Though both teachers earned all marks under the category of
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sustaining, they were unable to provide differentiated instruction because they were both

involved in teaching the same lesson to each group. However, the students did benefit from a

smaller student-teacher ratio, and as a result, demonstrated a certain level of comfort when

interacting with the content.

Of all five models in practice, team teaching allows for the most flexibility in that: 1.) It

allows both teachers to develop a rapport and to establish a seamless flow of instruction within

the classroom, 2.) Both teachers develop a familiarity with the content, and are therefore better

able to co-plan, and 3.) Once it is established that both teachers are equally engaged in the

process, they can better transition between the various co-teaching models. Perhaps the most

beneficial element to this method is that at the very least, this approach serves to de-stigmatize

those with specialized services by allowing both teachers to facilitate the room, and to provide

instruction to all students.

Regardless of the model, co-teaching provides an effective way to differentiate

instruction. As more and more students segue into the general education environment,

oscillating between the five models allows educators to maximize their resources, and to provide

effective instruction for all learners. In regards to my own instruction, I am looking to become

more proficient at alternating models to best meet the needs of the instructional objectives. In

addition, I am hoping to better meet the needs of students with disabilities by incorporating the

accommodations listed within the IEP’s into the lesson planning with better fidelity.
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References

Maryland State Department of Education, Division of Special Education/Early Interventions (June,

2011). Reflection tool: Part 2

Parallel Teaching. (2015, July 22). Retrieved from [Link]

Station Teaching. (2015, July 22). Retrieved from [Link]

Team Teaching. (2015, July 22). Retrieved from [Link]

WebAdmin, S. (n.d.). Six Approaches to Co-Teaching. Retrieved February 18, 2018, from

[Link]