EDSS 541: Reading Reflections #13 & #14

Reading Reflection #13

        This week, I attended a co-teaching seminar in which I learned about all of the co-teaching models and how they can be used during clinical practice. Although this was my second time attending this seminar, I was able to take in more information and have a better understanding of what co-teaching really is and how it can help me in my clinical practice. There are 4 models of co-teaching: supportive co-teaching, parallel co-teaching, complementary co-teaching, and team teaching.

         Supportive co-teaching involves one teacher taking the lead role of teacher in the classroom while the second teacher monitors and helps the students as needed around the classroom. Parallel co-teaching involves two or more teachers teach groups of students simultaneously. Complementary co-teaching is where one teacher supplements or complements (and compliments) the instruction of the other instructor. This could include adding additional comments to instruction, writing notes on the board, or assessing students in the classroom. Lastly, team co-teaching is defined just how it sounds. It involves both members of the team to teach along side one another and share the responsibilities of the teacher. The responsibilities include things from planning the lesson, to instructing, to assessing and grading.

         In our short class session after the seminar, our two wonderful teachers were co-teaching our class. Throughout the session, I would say they used a form team teaching strategy for they were both side by side instructing us. I am sure they planned what they were going to do together and may have discussed how the session went after.

Reading Reflection #14

          In the EHS ITU, we are using a few of the  co-teaching approaches. We are incorporating two specific lessons in which we are specifically co-teaching and also a final project in which we are implementing as a whole. During the collaborative days Mr. Gonzalez, Mr. Payad, and I will be using a Team approach that allows them to utilize complimentary, supportive, and parallel teaching models. For instance, before the Socratic seminar, all three teachers will work in a parallel model to help students understand the issues of diversity within their disciplines before transitioning into a parallel model during the Socratic seminar as they each present questions from the disciplines to stimulate class discussion.