Team teaching, co-teaching, collaborative teaching, interdisciplinary teaching—there exists much disagreement in how refer to the strategy, but researchers agree that empirical analyses are lacking regarding the topic (Hanover Research, 2012; Aliakbari & Bazyar 2012). Team teaching, which is the blanket term encompassing all modes of collaborative teaching used in this review, is a teaching strategy in which two or more teachers, or a teacher and field expert (e.g. expert community member), teach together in order to achieve a common goal—student understanding of a topic (Billet & Forbes, 2013; Chanmugam & Gerlach, 2013). Most commonly, team teaching is practiced in inclusive classrooms; meaning, the students within the class are both general
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This scenario would be a situation similar to having a paraprofessional in the classroom. The lead teacher is responsible for the content while the secondary teacher would be responsible for answering additional questions, and clarification.
Another type of team teaching is “station teaching or learning centers” (Cobb & Sharma, 2015; James et al., 2014; Sileo, 2011). This strategy relies on teachers splitting the students into smaller groups and teaching them a subset of information using learning center activities and strategies such as “KWL”s, peer revision, literature circles, numbered heads together, dictated writing, etcetera. Learning stations are closely related to “parallel teaching” (Baeten, Simmons, 2014; Sileo, 2011) where the students are broken up into groups, but the teachers are teaching the same information to the smaller groups. A similar strategy to both station teaching and the assistant teaching model (i.e. “co-teachers rotate”) is “alternative teaching” (Baeten & Simons, 2014) which relies on one instructor teaching a large group, while the second instructor offers differentiated instruction to a small group. When students are separated in this model… (need to add to this) This strategy would be ideal for a science lab, math class, or reading class in which students are working at a different pace. Students could either get remediation in the smaller group, or they could focus on more difficult material if they are working
This scenario would be a situation similar to having a paraprofessional in the classroom. The lead teacher is responsible for the content while the secondary teacher would be responsible for answering additional questions, and clarification.
Another type of team teaching is “station teaching or learning centers” (Cobb & Sharma, 2015; James et al., 2014; Sileo, 2011). This strategy relies on teachers splitting the students into smaller groups and teaching them a subset of information using learning center activities and strategies such as “KWL”s, peer revision, literature circles, numbered heads together, dictated writing, etcetera. Learning stations are closely related to “parallel teaching” (Baeten, Simmons, 2014; Sileo, 2011) where the students are broken up into groups, but the teachers are teaching the same information to the smaller groups. A similar strategy to both station teaching and the assistant teaching model (i.e. “co-teachers rotate”) is “alternative teaching” (Baeten & Simons, 2014) which relies on one instructor teaching a large group, while the second instructor offers differentiated instruction to a small group. When students are separated in this model… (need to add to this) This strategy would be ideal for a science lab, math class, or reading class in which students are working at a different pace. Students could either get remediation in the smaller group, or they could focus on more difficult material if they are working