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Created with Fabric.js 1.4.5 CO-TEACHING STRATEGIES One teacher takes responsibility for the large group while the other works with a smaller group. The smaller group is not a permanent subset of the class and can be pulled aside for preteaching, enrichment, tiered intervention, to develop a special activity to present to the remainder of the class, or for presentation of content using an alternative method or strategy. One teacher takes responsibility for the large group while the other works with a smaller group. The smaller group is not a permanent subset of the class and can be pulled aside for pre-teaching, enrichment, tiered intervention, to develop a special activity to present to the remainder of the class, or for presentation of content using an alternative method or strategy. One teacher takes responsibility for the large group while the other works with a smaller group. The smaller group is not a permanent subset of the class and can be pulled aside for pre-teaching, enrichment, tiered intervention, to develop a special activity to present to the remainder of the class, or for presentation of content using an alternative method or strategy.One teacher takes responsibility for the large group while the other works with a smaller group.The smaller group is not a permanent subset of the class and can be pulled aside for preteaching,enrichment, tiered intervention, to develop a special activity to present to theremainder of the class, or for presentation of content using an alternative method or strategy. One person takes primary responsibility for teaching the content of a lesson while theother professional circulates through the room providing unobtrusive assistance tostudents as needed. During certain types of instruction or certain portions of a classperiod, this approach can be helpful. It should not be overused, and teachers shouldswitch roles so that one isn’t the primary provider of content and the other isn’t theprimary “assistant” in the lesson. One teacher manages instruction of the entire class while another teacher systematically gathers data that the two teachers have determined to be important. This approach may best be used during the first weeks of schooland near the end of the school year. Teachers should use this model five to ten percent of the time during a class period.
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