Maximizing PEDAGOGY for Secondary Co‐Teachers

Abstract

Student understanding of content can be dependent on the pedagogies that co-teachers plan and implement, regardless of which co-teaching model they use. However, when co-teachers vary instruction using different co-teaching models, secondary students with and without disabilities have more opportunities to take advantage of having two teachers and more opportunities to be taught using evidence-based practices. In this article, 'PEDAGOGY' is used as an acronym to describe ways in which co-teachers can design and deliver instruction using various co-teaching models in multiple content areas at the secondary level.

The Effect of Co-teaching on Student Cognitive Engagement

“…Students in the co-taught class not only were more engaged but also engaged with their teachers more actively. Because the literature is replete with researchers bemoaning the fact that co-teachers tend to mainly implement a one teach, one support model of co-instruction (e.g., Brawand & King-Sears, 2017;, these findings support optimism that whatever co-teachers are doing nonetheless actively engages students in their learning more than does solo teaching.…”

Case study examining the activities and experiences of co-teachers at Apple Valley Elementary

“…Current research in co-teaching, emphasizes the importance of co-teachers working together to plan for and utilize different co-teaching models. By varying the different models utilized, co-teachers are able to utilize their strengths and become more successful in implementing co-teaching (Brawand & King-Sears, 2017). Additionally, previous studies have determined that teachers believe co-teaching can be an effective co-teaching strategy (Strogilos, Tragoulia, & Kaila, 2015;Theoharis & Causton-Theoharis, 2010;Walther-Thomas, 1997).…”

“…While there are six different co-teaching models that co-teachers can utilize to deliver instruction, it is essential that the co-teachers work together to choose a co-teaching model that allows them to deliver the instructional content in a manner that supports their students' needs (Ploessl, Rock, Schoenfeld, & Blanks, 2010). Additionally, Brawand and King-Sears (2017) advise that co-teachers should use different types of co-teaching models, instead of just one.…”

“…Using a variety of models can help teachers maximize the utilization of both teachers and their expertise (Brawand & King-Sears, 2017). Unfortunately, studies have found that co-teachers typically do not vary their use of the co-teaching models.…”

“…Additionally, research emphasized that a variety of co-teaching models should be utilized (Brawand & King-Sears, 2017) by co-teachers to maximize effectiveness. While current research has highlighted the importance of collaboration and the utilization of different coteaching models, they have failed to take into account how co-teacher's experiences with various co-teaching models may provide insights into the current strengths and weaknesses associated with the current co-teaching practices at Apple Valley Elementary School.…”