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Co-Teaching Model One Teach One Support

831 Words4 Pages

Activity 7

Co-teaching Model: One Teach/One Support
General and special educators should collaborate in planning and delivering instruction to common students. Co-teaching is an instructional delivery model that is used to teach students with disabilities in the least restrictive setting. In this co-teaching model, one teacher takes the lead of instruction while the other provides students with supplementary help and modified or adaptive materials. Usually, the second teacher is the special education teacher, who in this model also provides classroom management in different ways or collects observation data. Both teachers are familiar with the distinct role they are running in the lesson.
Subject Area: Mathematics – second grade
Instructional …show more content…

The students will demonstrate master of this objective by correctly completing four out of five drill exercises that have been differentiated according to students’ needs.
Activities:
The general education teacher will go over the concept of fractions by using a manipulative activity while the special education teacher circulates around the classroom providing the required accommodations to students with an IEP (In this example, there are three students who will receive the modified, adaptive materials.
Manipulative Activity
The general education teacher distributes one piece of fruit to each pair of students and guides a talk about the shape of the fruit. As a whole class activity, students will list other objects that have the same shape as the fruit. They will be asked (each team) to separate the fruit sections and count the number of sections. Then, the teacher states several scenarios. For example, if she eliminates one of the pieces when the total was eight, what would be one out of eight. She makes then analyze what would happen if she continues to remove two of the sections, and so on. After this, the teacher demonstrates how to write a fraction to show one out of eight, etcetera. The teacher reinforces the awareness that a fraction means a portion of a …show more content…

In order to do this, both teachers concentrated on the objective’s crucial skills and main points. The planned activities are responsive to individual student differences and integrate instruction and assessment. The teachers have adjusted the content, process, and products to reach individual student needs. This is demonstrated when the ESE students are receiving the especial education teacher’s support and a modified activity that will lead students to demonstrate in a different way their understanding regarding fractions. Nevertheless, the students will be able to master the same objective - to illustrate how parts make a whole and to represent fractions. The teachers have implemented for this lesson a flexible Universal Learning Design (UDL) curriculum by providing alternatives that address the learner differences. General and special educators work together to guarantee suitable changes are selected; they use multiple means of engagement, expression, and

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