Co-Teaching: Station and Alternative Teaching Models

In the evolving landscape of education, co-teaching stands out as a progressive and effective approach, increasingly recognized for its ability to improve student performance and reduce behavioral challenges. This article focuses on two crucial models within the co-teaching framework: station and alternative teaching. Both models offer unique strategies for addressing diverse learning needs and academic levels in a collaborative teaching environment. Join us as we delve into these innovative models, offering insights and practical applications that could revolutionize teaching methods and greatly enhance the classroom experience.

The growing importance of co-teaching in education

Reflecting the trend towards integrative teaching practices, co-teaching is achieving a reputation as a universal and impactful method in modern classrooms. Co-teaching includes a range of teaching models, each carefully designed to suit the different needs of modern classrooms:

• One teaches / One observes. Where one teacher leads the lesson while the other watches, providing valuable feedback and insights.
• One teacher / One assistant. In this model, while one teacher instructs, the other assists students, ensuring effective learning.
• Team teaching. Both teachers equally share teaching duties, combining their skills for a better learning experience.
• Parallel teaching. The class is split, and each teacher instructs a smaller group at the same time, allowing for more personalized attention.
• Station teaching. Students rotate through stations, each offering different activities or learning opportunities, often combining direct teaching and independent work.
• Alternative teaching. One teacher manages the larger group while the other focuses on a smaller group for targeted instruction.

Moving forward, we will focus on the Station and Alternative Teaching models, exploring their unique features and how they can be effectively used to create an inclusive and engaging learning environment.

Deep dive into station teaching

As we delve into the station teaching model, it’s important to recognize its multifaceted nature and how it improves the learning experience. This approach not only supports diverse learning styles but also maximizes the use of teacher expertise within the classroom. Now, let’s break down the components of station teaching to better understand its implementation and impact.

Key aspects

Forming groups

The success of station teaching, a key aspect of co-teaching, largely depends on the strategic formation of student groups. These groups, often organized based on the specific content at each station, can be formed using various approaches:

• Homogenous grouping. This involves grouping students who are at similar levels of learning. Such grouping allows for instruction at each station to be specifically tailored to the group’s collective level, making teaching more effective and focused.
• Flexible grouping. In this approach, the design of groups is adaptable and can change based on the subject matter or the particular learning objectives of a session. This flexibility allows co-teachers to respond dynamically to the evolving educational needs of their students.
• Data-driven grouping. Here, groups are formed based on assessment data. This method guarantees that students are placed in settings where they are most likely to succeed, with their unique learning needs and capabilities taken into account. By using data to inform group formation, teachers can ensure a more targeted and individualized learning experience.

Each of these strategies plays a crucial role in the station teaching model within a co-teaching framework, contributing to a more personalized and effective educational experience for students.

Station teaching in practice

Let’s explore how station teaching can be applied in a high school environment:

Two teachers are co-teaching a unit on World History, focusing on different civilizations. The class is split into four groups, rotating among four stations designed to address various aspects of the curriculum.

• Station 1 – analyzing primary sources. Here, students work with one teacher to analyze primary source documents from a specific civilization, such as old Rome or Egypt. They learn to extract key information and understand the context of these historical documents.
• Station 2 – interactive map activities. Using digital tools, students explore interactive maps that detail the geographic spread and influence of different civilizations. This station helps students visually connect the historical impact of these societies.
• Station 3 – group discussion and debate. Guided by the second teacher, students engage in discussions or debates on significant historical events or figures. This station focuses on developing critical thinking and communication skills.
• Station 4 – multimedia presentation preparation. In this self-guided station, students work in pairs or small groups to prepare a short presentation on a selected aspect of the civilization they are studying. This activity promotes research skills and creativity.

Each station in this model is tailored to meet various learning styles and strengths, with both educators providing focused guidance and assistance. The grouping of students is adaptable and informed by data, taking into account each student’s interests and skills in historical analysis. This ensures that all students are appropriately challenged and supported throughout their educational journey.

Station teaching in higher grades creates an engaging and active learning environment. It helps students deeply understand historical topics and build important academic skills. For additional assistance with this approach, explore the ‘Station Teaching Lesson Plan Templates and Examples’ available at this link. These templates give clear instructions on how to set up and run various station activities, making them a useful tool for teachers who want to use this teaching method in their classes.

Alternative teaching overview

Alternative teaching is a specific instructional model differing from station teaching, primarily in its focus on individualized support. In this model, one teacher leads the main class, while another works with a smaller group on tailored lessons. This method is especially effective for targeted intervention or enrichment, meeting the specific needs of students as identified through assessment data. While it offers a highly personalized learning experience, it also needs careful planning to ensure all students feel included and valued in the learning process.

Key aspects

Before delving into the key aspects, it’s important to note that the success of alternative teaching depends greatly on the exact implementation of these elements:

• Focused intervention or enrichment. The smaller group receives instruction that is specifically tailored to either help with their learning gaps or to challenge them with more advanced material.
• Data-driven and flexible group formation. Group design is adaptable, and constantly changing based on up-to-date assessment data, making sure that the right students get the support they need.
• Balanced classroom dynamics. While one teacher concentrates on the smaller group’s specific needs, the other supports engagement and progression with the main class curriculum. This dual approach is key to creating an inclusive classroom environment where every student feels valued.

Alternative teaching offers a nuanced method of instruction that, when implemented thoughtfully, can significantly improve the educational experience for both groups of students. It allows for deep, personalized learning while keeping a cohesive classroom community.

Forming flexible groups

The effectiveness of alternative teaching depends on how small groups are formed for focused instruction. This process, while similar to station teaching in using various grouping strategies, has its unique considerations:

• Homogenous grouping for targeted needs. Groups are formed to address specific educational needs, such as intervention or enrichment, different from the rest of the class.
• Adaptable grouping based on constant assessment. In alternative teaching, how groups are formed can change, adapting to the most recent assessment data and the changing needs of students.
• Data-informed group selection. Selecting students for the smaller group needs careful analysis of their performance and learning profiles to guarantee the most beneficial instructional approach.

By tailoring these grouping strategies to the specific requirements of alternative teaching, educators can provide more effective and individualized support to students who need it the most.

Alternative teaching in practice

Alternative teaching can be particularly impactful in a university environment, where student ability and interest levels can change significantly. By tailoring instruction to meet these various needs, educators can improve student engagement and understanding. The following examples illustrate how alternative teaching can be applied effectively in higher education, addressing different academic requirements within the same course.

• Psychology class intervention:
  • Scenario. A group of students struggles with understanding cognitive behavioral therapy (CBT).
  • Action. The teaching assistant conducts a specialized workshop for this group, using case studies and interactive activities to clarify CBT concepts.
  • Meanwhile. The professor continued with the main lecture on developmental psychology for the rest of the class.
• Environmental science advanced session:
  • Scenario. A group of students shows advanced understanding and interest in climate change models.
  • Action. These students are taken for a lab session by the second instructor to work on computer-based climate modeling, offering a more challenging and detailed exploration.
  • Meanwhile. The main class proceeds with a lecture on climate policy.

These scenarios demonstrate the flexibility and effectiveness of alternative teaching in university settings. By providing targeted instruction, educators can cater to both students who need extra support and those ready for more advanced material. This approach not only improves learning outcomes but also ensures that every student receives education tailored to their individual needs and interests. Alternative teaching, therefore, stands as a valuable tool in the higher education teaching arsenal, adaptable to various subjects and student groups.

Final thoughts

In the ever-evolving world of education, co-teaching appears as a transformative approach, uniquely qualified to improve student learning and engagement. This exploration into the station and alternative teaching models shows their potential to address various educational needs innovatively. From facilitating dynamic, activity-based learning in station teaching to providing focused, personalized support in alternative teaching, these models demonstrate the power of collaborative teaching. They offer practical, adaptable strategies for educators seeking to create inclusive, effective, and engaging learning environments for students at all academic levels, from high school to university. Embracing these co-teaching methods creates a more cohesive, student-focused approach to education.