The 6 Instructional Models of Co-Teaching

Most people picture successful co-teaching as two adults standing at the front of a classroom sharing instruction equally. While that is one way to co-teach, the options teachers have for how they structure their groups and divide instructional roles are virtually infinite. Here, we’ll summarize the six main models of co-teaching. These models were first developed by co-teaching experts Marilyn Friend and Lynn Cook. We’ve adapted them for our work around helping teachers find ways to use them in their classrooms.

“Most of the Time” Models

These three models are the ones we recommend teachers try to use as often as possible, since they allow students to learn in small groups, which we know is the best way for students to learn.

Parallel Teaching: This is where your class is split into two equal, heterogeneous groups, each one working with one teacher for a lesson. The objectives in the two groups must be the same, but the content can be taught in different ways if each teacher wants to teach it in their own way. Teachers can also choose to use different instructional strategies to match the students in the group. For example, one group may learn the material more kinesthetically while the other group learns it more visually. Or they can teach it exactly the same way. Either way, the parallel lesson should always replace whole class instruction, not merely supplement it.

Station Teaching: In this model, the teachers set up three stations. Two of the stations are a teacher-led lesson, and the third is an independent activity. One-third of the class starts at one station, one-third starts at another station, and one-third starts at the last station. Each group rotates through every station. The lessons/activities at each station must be non-sequential, since one group will always be starting with the independent station. Like Parallel teaching, this model also replaces whole class instruction.

Alternative Teaching: One teacher takes a small group while the rest of the class works with the other teacher on independent practice or review. The small group can be used to pre-teach, re-teach or extend a skill, and should not last any more than 10 minutes. The large group should be doing something that the students in the small group could miss, so they cannot be learning new content. It’s important that the teacher and students in the small group change regularly.

 “Only as Needed” Models

Team Teaching: This is the model most people picture when they think of co-teaching. This is the hardest model to do well as it requires that both teachers know exactly what will be happening during the lesson and need to be able to share instruction equally. This model is used any time a lesson requires two people in order to be taught effectively (modeling social skills, debate skills, turn-taking during a conversation, etc.)

One Teach, One Assist: One teacher instructs the whole class while the other teacher assists the students. This is considered the most distracting model for students, as teachers in the “assist” role often help by having quiet conversations with individuals, which most students can hear, making it difficult for them to maintain focus on the lesson being taught. This model is only used when students are working with a material or on a task with which they require hands-on assistance (science lab materials, a new testing format, etc.)

One Teach, One Observe: One teacher instructs the whole class while the other teacher observes one or more students. This model is only used for data collection and no other reason. Some examples of data collection are to monitor a student’s progress with a goal related to attending to a lesson, collecting the frequency of a student behavior for a Behavior Plan or assessment, or to gather information about student choices/preferences during a lesson. The only other purpose for this model is for teachers to watch each other teach and provide feedback.