one teach-one assist- requires one teacher to take the lead in delivering
instruction while the other teacher monitors or assists students
individually
station teaching- each teacher takes responsibility for teaching part of the
content to small groups of students
parallel teaching- teachers plan instruction together but split the class and
deliver the same instruction to smaller groups within the same classroom
alternative teaching- one teacher works with a smaller group of students
to re-teach, pre-teach, or supplement instruction, while the other
instructor simultaneously provides instruction to the larger group
team teaching- requires both teachers to share responsibility for the
instruction of all students by continually alternating the role of primary
instructor within individual lessons
Elisa and I began the school year by using the “one teach-one assist” model but soon
decided to change our approach (See Figure 1). We needed to target a group of students
who were struggling in order to prepare them for the first quarterly assessment.
Quarterly assessments administered within our district parallel the Ohio Grade 7 Math
Achievement Test and are used to gauge progress towards mastery of the indicators
taught during the specific grading period. The first quarterly assessment measured
progress on number sense and operations, the second on algebra, and the third on
geometry and measurement.