Last January, we wrote about the Benefits of Small Group Instruction. One of the benefits we talked about was easier co-planning. Now, let’s talk about why.
There is a misconception that good co-teachers have to do everything together; that if they are operating alone in any way, they aren’t operating as a cohesive unit. But this isn’t true about any other partnerships that exist! In fact, the most cohesive co-teaching teams purposefully decide what they need to do together and what they can divide. And when that division of duties is done well, everyone benefits. And one of these duties is teaching. How exactly does this division happen? Through small groups!
Whether you are using Parallel Teaching, Stations, or some other small group model, planning effectively does not need to mean you are both part of every decision about that lesson. There are a few key details you both need to be on the same page about:
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How many groups there will be;
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What each teacher’s role will be within their group;
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How long groups will last; and
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Your objective(s) within each group (are you teaching two different lessons with two different objectives? Or are you teaching the same lesson with the same objective?)
The Data
It can feel like a leap to change the way we do things, especially when it’s completely new! For those of you who need evidence that it’ll be worth the investment of time and energy, check out the tables below:
Caption for table 1: The top rows show student scores before learning was happening in small groups. The bottom row shows the following quarter’s scores, after the teaching team started implementing Parallel and Station Teaching.
Caption for table 2: The two tables above show class averages in Living Environment and Algebra 1. The middle column of each table shows the average of students with and without disabilities in 2018, before ICT was offered in this district and where everything was taught to students in a whole group. The right column of each table shows the same breakdown in the same subjects the next year, when co-teaching in ICT was introduced and teams used small group models regularly. As you can see, the grade averages for both students with and without disabilities increased significantly when they learned in small groups.
As with most new endeavors, there are a variety of obstacles we often hear about from teachers that get in the way of planning small group lessons effectively. Here are some of the most common obstacles, and a few tips to overcoming them:
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No planning time built into your schedule – This is, by far, the most common obstacle we encounter. While it’s great to be able to sit down together to plan, sometimes you just can’t! This is where asynchronous tools come in really handy! If you don’t already, consider using a collaborative platform like Google Suites to plan your lessons. Some people like the linear nature of Google Docs, while others use Google Slides to make planning more visual. This way, you can both edit, comment, and work right in the document on your own time.
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One teacher isn’t as comfortable or familiar with the content – Start with small, bite-sized pieces of lessons to co-plan, like the Do Now or a vocabulary review game. Then, over time, when you both have gained some comfort and familiarity with the content, you can have more equity in the planning of the lesson as a whole.
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One teacher has trouble sharing the decision-making – This comes down to communication. We have totally seen amazing partnerships blossom out of teachers’ vulnerability in sharing when collaboration is hard for them. But it starts with self-awareness and honesty.
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You have different collaboration styles and/or teaching philosophies – In reconciling these differences, compromise is the name of the game. Sit down together and talk about your “non-negotiables” and what you’re willing to let go of. Meet in the middle. Be open and willing to grow and adapt, and ask your partner to show you the same grace.
Regardless of where you are in your co-teaching journey, just remember: it takes two to co-teach. And both of you need to be on the same page about what’s happening in your classroom in order to best support your students.