Mitigating Large Class Sizes: Practical Co-Teaching Models (Part 1)
In UNBREAKABLE Episode 21, we began exploring how teachers can fight back against the "wolves in sheep's clothing" who encourage malpractice. The answer lies in Personalized Learning. However, we recognize that in Nigeria, large class sizes make personalization difficult.
Why Co-Teaching?
Co-teaching is a strategy where two or more teachers share the responsibility for planning, delivering instruction, and assessing students in a single classroom. By working together, teachers can reduce the student-teacher ratio and provide the individualized attention necessary to build a student's self-reliance.
Three Key Co-Teaching Strategies
1. Alternative Teaching
One teacher leads the main instruction for the majority of the class, while the other teacher works with a small group of students who need specialized attention.
- Benefit: Allows for immediate intervention for students who are struggling with a specific concept.
- Example: While one teacher explains a new math formula to the class, the other provides extra practice problems to a group that missed the previous lesson.
2. Station Teaching
Teachers divide the curriculum into sections and set up different "stations" in the room. Students rotate through these stations to complete various activities.
- Benefit: Enables focused instruction on specific skills and keeps students engaged through movement.
- Example: In English class, Station A focuses on reading comprehension, Station B on writing, and Station C on vocabulary building.
3. Parallel Teaching
The class is split into two smaller, equal groups. Both teachers deliver the exact same content to their respective groups simultaneously.
- Benefit: Drastically reduces class size and allows for more hands-on activities and deeper discussions.
- Example: In a science lab, two teachers supervise separate groups performing the same experiment, ensuring better safety and guidance.
A Call to Educators
When we commit to these models, we prove to our students that we care about their individual success. We remove the need for "external assistance" because the student has been empowered with the tools to succeed on their own. Let's stop the culture of malpractice and start a culture of mastery.