Use of Differentiated Teaching Methods Helps Students Learn
For the school year 2013-2014 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.
Issues this Best Practice Addresses:
There are several issues that are addressed by co-teaching. Our primary focus was creating an ideal environment for differentiated instruction. Other issues that are also resolved by co-teaching are continuity in instruction, decrease in behavior referrals, and increased teacher collaboration.
Major Challenges to Implementation:
The co-teaching model is unique and differs from the traditional classroom setting. This causes people from outside the classroom to question the effectiveness of this best practice. A teacher using this model must be prepared to support this choice with data and research.
Benefits Derived from Implementing this Best Practice:
There are numerous benefits to implementing a co-teaching model. These 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.
Evidence Illustrating Success:
Increased student achievement and decrease in behavior referrals.
Additional Materials:
Submitted by: Katy MacFarlane and Kaleigh Kemp, Burris Laboratory School