Collaborating with another teacher or a paraprofessional to co-teach helps to meet the unique needs of all students in an integrated setting. Learning how to develop positive relationships, share responsibilities, plan, and implement instructional delivery together can be challenging, but has a multitude of benefits. How teachers make decisions about behavior management, classroom routines, and delivery of instruction can directly affect the learning of the students as well as the overall classroom climate.
For this assignment, refer to the “Differentiating Instruction” assignment file uploaded below. In that
assignment, I identified a small group of students that could benefit from specific differentiation/UDL
strategies and selected and justified differentiation strategies for instruction and assessment.
In the reflection portion, I discussed how the lesson plan could be adjusted when co-teaching and
collaborating with another teacher.
Using the attatched file about what was learned about various co-teaching models, think about how each of those models could be applied to the small group of students were identified for the “Differentiating
Instruction” assignment and how use of each co-teaching technique could benefit the students in the
group.
In a 500-750 word narrative, discuss the following:
Summarize three co-teaching models you could use to deliver the lesson.
Explain how the use of each co-teaching model applies elements of effective collaboration to support learning for students with disabilities.
Explain how each co-teaching model would be applied by describing what it would look like when being implemented in the classroom.
Justify how the use of each co-teaching model could benefit the students that make up the small group.
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the APA guidelines.
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