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13 Cards in this Set
- Front
- Back
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Definition of Traditional Student Teaching: "The basic purpose of any student teaching program is to provide a situation in which student teachers learn and practice varied techniques of teaching while working with real students under the direction of a certified teacher in a public school." (Wentz, 2001, p3.) |
Definition of Co-Teaching "Co-teaching in student teaching is defined as two teachers working together in a classroom with groups of students, sharing the planning, organization, delivery and assessment of instruction, as well as the physical space." (Bacharach, Heck) |
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Traditional Student Teaching There is generally no formal method for preparing student teacher and cooperating teacher to work together professionally. |
Co-Teaching in Student Teaching The cooperating teacher and teacher candidate attend one workshop before the student teaching experience and another during hte first week of student teaching to learn about the co-teaching strategies, each other's style, temperaments and expectations. |
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Traditional Student Teaching The cooperating teacher and student teacher participate in an initial orientation of classroom, school and district-wide policies and procedures. |
Co-Teaching in Student Teaching The cooperating teacher and teacher candidate participate in an initial orientation and continue an ongoing discussion of classroom, school and district wide policies and procedures as the field experience continues. |
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Traditional Student Teaching The cooperating teacher takes on the role as the lead teacher, except for time agreed upon by the cooperating teacher and the university, when the student teacher takes over the classroom. |
Co-Teaching in Student Teaching The cooperating teacher and teacher candidate take on shared roles of being 'lead teacher' throughout the field experience. |
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Traditional Student Teaching The student teacher is introduced to students as a student teacher and is often viewed by pupils as an 'assistant' to the 'real' teacher. (TQE Focus Groups, 2004-2006) |
Co-Teaching in Student Teaching The teacher candidate is introduced to the students as a teacher and is viewd by the students accordingly. (TQE FOcus Groups, 2004-2006) |
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Traditional Student Teaching The student teacher plans goals and objectives for pupils as directed by the cooperating teacher. Lesson plans are created without a clear understanding of the scope and sequence of the curriculum. |
Co-Teaching in Student Teaching The teacher candidate and cooperating teacher plan together, discussing and developing long term goals and short term objectives for their students. |
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Traditional Student Teaching The student teacher develops lesson plans in isolation and presents them well in advance to the cooperating teacher. |
Co-Teaching in Student Teaching The teacher candidate and cooperating teacher plan lessons together throughout the experience with the cooperating teacher taking the lead early in the experience and the teacher candidate taking the lead as experience progresses. The cooperating teacher and teacher candidate use co-planning time to infuse co-teaching strategies into the classroom.
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Traditional Student Teaching Initially the student teacher spends a considerable amount of time observing and participaitng minimally in instructional activities and transitions.
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Co-Teaching in Student Teaching The teacher candidate begins teaching the first day of the experience, using co-teaching or other co-taught instructional strategies learned at the beginning workshops. |
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Traditional Student Teaching Typically there is a minimum requirement for time for the student teacher to take over the entire class. |
Co-Teaching in Student Teaching The teacher candidate plays an integral part in the classroom and is seen as a teacher from the beginning of the experience to the end. The candidate is left alone as needed to carry out the duties of a teacher. The two teachers work collaboratively throughout the entire field experience to enhance student teaching. |
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Traditional Student Teaching The cooperating teacher expects that student teachers will come prepared to plan lessons, utilize a variety of instructional strategies and fully manage the classroom on their own. |
Co-Teaching in Student Teaching In co-teaching, the cooperating teacher provides modeling and coaching, making the invisible visible by explicitly sharing their rationale for instructional, curricular and management decisions. Through co-planning and co-teaching, the cooperating teacher allows the teacher candidate time to develop and practice strategies with help and support. |
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Traditional Student Teaching Filling out forms and reports specific to the classroom falls to the student teacher, who may not know building or district personnel. |
Co-Teaching in Student Teaching The task of filling out forms and reports is completed collaboratively. The cooperating teacher shares building and district protocol with the candidate in the process. |
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Traditional Student Teaching The student teacher is expected to organize assemblies, field trips and clubs with little assistance from the cooperating teacher. |
Co-Teaching in Student Teaching The cooperating teacher and teacher candidate co-plan and help each other carry out assemblies, field trips and clubs, so experiences are successful for all the learners. |
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Traditional Student Teaching A typical power differential exists between the student teacher and the cooperating teacher. |
Co-Teaching in Student Teaching The power differential between the teacher candidate and the cooperating teacher is more evenly balanced. |
