Integrating Instructional Strategies into Co-Teaching Strategies for Effective Learning Opportunities
Learn more about Co-Teaching and Co-Teaching Evolved at www.coteachingevolved.com.
In today's classrooms, co-teaching offers teachers an invaluable opportunity to create a more inclusive, equitable, and engaging learning environment. Within Chapter 5 of Co-Teaching Evolved, it discusses the integration of instructional strategies within co-teaching strategies, providing practical examples of how combining these approaches can amplify student learning. In this post, we’ll explore two specific instructional strategies from the book and how they can be woven into co-teaching strategies and lessons for maximum impact.
1. Guided Practice: Gradual Release of Responsibility
Guided practice is a powerful instructional strategy that follows the "I do, we do, you do" model, also known as the Gradual Release of Responsibility. It begins with the teacher modeling a new skill or concept, then moves to shared practice with the students, and finally allows students to demonstrate their understanding independently.
In a co-taught classroom, the guided practice strategy can be amplified through Team Teaching or Parallel Teaching. For example, one teacher might lead the initial "I do" portion, modeling a new concept to the whole class, while the other teacher observes and provides support. During the "we do" stage, both teachers collaborate, moving between students to offer personalized guidance as students work in pairs or small groups. By the time students are ready for the "you do" portion, they’ve received ample support from both educators.
Within the book, it provides an example of using guided practice in a high school math class. The lead teacher demonstrates a complex equation-solving method (I do), followed by the co-teachers guiding students through practice problems together (we do). Finally, the students solve equations independently while one teacher circulates to provide individual support (you do), and the other assesses student progress in real-time by reviewing students digital whiteboards, adjusting the lesson as needed.
2. Formative Assessment: Ongoing Feedback for Learning
Formative assessment is an instructional strategy that emphasizes regular, low-stakes assessment to provide ongoing feedback to both teachers and students. This strategy helps teachers make informed decisions about instruction and allows students to understand their progress and areas for improvement.
In a co-teaching setting, One Teach, One Observe or One Teach, One Assist co-teaching models work well with formative assessment. One teacher can lead the lesson while the other focuses on observing students' responses, noting patterns, and collecting data. For example, in an elementary reading lesson, one teacher may lead a group discussion while the other teacher quietly assesses how individual students respond to questions, keeping track of who might need additional support during independent practice.
In the book, it outlines an example of using formative assessment in a co-taught English Language Arts classroom. One teacher introduces a Socratic Seminar, asking students to engage in a discussion about a key text. As students speak, the other teacher assesses their understanding through a rubric, offering immediate feedback on their analytical and speaking skills. This data allows both teachers to adjust instruction for the Socratic Seminar to address gaps in student understanding, all while maintaining student engagement in the seminar itself.
Integrating Instructional Strategies into Co-Teaching
Both guided practice and formative assessment provide opportunities to strengthen co-teaching partnerships by leveraging each teacher’s expertise and distributing instructional responsibilities. When co-teachers collaborate on these strategies, they create a richer learning environment where students receive more individualized attention, timely feedback, and scaffolded support. Chapter 5 of Co-Teaching Evolved offers additional insights on how these strategies can be adapted to various content areas and grade levels, ensuring that co-teachers can meet the needs of all learners they serve.
Whether you’re just beginning your co-teaching journey or looking to refine your practice, incorporating these strategies will help you foster a more dynamic, inclusive classroom. Co-Teaching Evolved provides the roadmap for doing so!