Implementation of a Co-teaching Model Enhances Small Group and Individualized Instruction for Students
From 2013-2015 the first grade team at Burris Laboratory School implemented a co-teaching model. All first grade students are taught together using differentiated teaching methods. Teachers use whole group, flexible small group, and one-on-one instruction. Groups are identified through the use of pre-assessments. Topics are introduced through whole group instruction with the entire class (45 students). Other lessons are taught with the students divided into two groups: tier1 and tier 2. Additionally, students are pulled in to small groups based on individual needs. There is also opportunity for one teacher to be teaching whole group while the other teacher pulls students for one-on-one, individualized instruction.
Challenges or Obstacles:
- The team’s primary focus was creating an ideal environment for differentiated instruction. To support this goal, the teachers have started working on obtaining high ability licensure.
- Other issues that are also resolved by co-teaching are continuity in instruction, decrease in behavior referrals, and increased teacher collaboration.
Benefits and Successes:
- These numerous benefits include creating an ideal environment for differentiated instruction, continuity in instruction, decrease in behavior referrals, and increased teacher collaboration.
- Each teacher brings personal strengths and experiences to the classroom.
Additional Information:
Click here to see student data regarding this co-teaching best practice
Submitted by: Kaleigh Kemp and Katy MacFarlane, Burris Laboratory School