introduction to co education

What is Co-Teaching? An Introduction to Co-Teaching and Inclusion

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Co-teaching is not a teaching assignment – co-teaching is a teaching experience.

Elizabeth Stein in Elevating Co-Teaching Through UDL

Check out our handbook   Elevating Co-Teaching Through UDL  by veteran educator and co-teacher Elizabeth Stein to learn more about implementing Co-Teaching practices and Universal Design for Learning into your classroom.

What is Co-Teaching?

Co-teaching is the practice of pairing teachers together in a classroom to share the responsibilities of planning, instructing, and assessing students. In a co-teaching setting, the teachers are considered equally responsible and accountable for the classroom. Co-teaching is often implemented with general and special education teachers paired together as part of an initiative to create a more inclusive classroom.

A pair of co-teachers in their classroom

Inclusion is “a belief system that embraces the reality that diverse individuals are included within a positive learning environment.” (Stein, 2016, p. 8) The movement towards inclusion has its roots in the Individuals with Disabilities Education Act (IDEA), a federal law providing rights and protections for students with disabilities and ensures that students with disabilities have access to a free and public education (FAPE) in the “least restrictive environment” (LRE) to “the maximum extent that is appropriate” (Lee, n.d.; Morin, n.d.) An inclusion classroom is often chosen as the least restrictive environment since it allows students with special education needs to receive the support they require as part of their Individualized Education Program (IEP), build a stronger social connection with their peers, and benefit from the curriculum of the general education class.

As you may have guessed, having two teachers leading a classroom opens up many opportunities for students as well as the teachers. Some of the benefits of co-teaching in an inclusion classroom include (Ferguson, Desjarlais, & Meyer, 2000):

• More opportunities for one on one interaction between students and teachers, leading to stronger relationships.
• Students with disabilities have access to the general education curriculum as required by law, which includes the classroom community and activities they otherwise wouldn’t take part in.
• Students still have opportunities for specialized instruction when needed.
• All students can benefit from the additional supports, resources, and diversity in the classroom.
• Increased independence for students with disabilities.
• Stronger, more creative, lessons due to teachers sharing the planning process with each other.
• Teachers are able to support one another by complimenting each other’s strengths and weaknesses, building camaraderie and dividing the work load in the classroom.

How do co-teachers work together?

A co-teaching partnership can be put into practice using a variety of methods. Co-teaching is typically implemented using one of the following six models (Cook & Cook, 2004):

One Teach, One Observe

In this model, one teacher instructs while the other observes students to identify issues and assess their performance. This method allows the observing teacher to provide feedback on which content and activities are most effective for students, allowing the co-teaching pair to continually improve their practice and best meet the needs of all students in their classroom.

One Teach, One Drift

This approach is similar to the ‘One Teaches, One Observes’ model, but while one teacher is instructing the classroom, the second teacher provides additional assistance and support to students as needed.

Station Teaching

With station teaching, the lesson is divided into segments as the teachers each instruct part of the lesson at independent stations or rotate between groups of students. This allows teachers to provide specialized support when delivering content in areas they may have more expertise in, or if their style better fits a certain part of a lesson.

Parallel Teaching

In the parallel teaching model, the teachers divide the class into two groups and they instruct each group with the same content simultaneously. In this arrangement, the smaller groups allow closer supervision and more opportunities for interaction between the students and teacher.

Alternate Teaching

In this method, one teacher handles a larger group, while the other teaches a small group who need specialized attention and additional supports.

Team Teaching

Team teaching requires the strongest partnership, but can be one of the most fulfilling methods of co-teaching. With team teaching, the co-teachers share responsibility and deliver instruction at the same time as a “tag team”.

Implementing Co-Teaching Models

A co-teaching pair doesn’t necessarily use the same teaching model every day. The method chosen by the teachers is determined by their individual teaching styles, the unique needs of the classroom, and the lesson being taught. When the co-teachers are prepared to use various models and are comfortable sharing their classroom as equals, the experience for students can be seamless and effective.

Of course, there is an adjustment period for new co-teachers, and the teachers must be dedicated to making their partnership work. Co-teachers must manage varying levels of preparation for each model, differences in their knowledge and teaching styles, and the individual needs of students. In a future blog post, we’ll review methods for co-teachers to improve their partnership and resolve conflicts that preventing them from providing the most effective instruction in their classroom.

To learn how to successfully build and sustain a co-teaching partnership using Universal Design for Learning, read  Elevating Co-Teaching Through UDL  by Elizabeth Stein, or  join CAST’s mailing list  for updates on future blog posts, webinars, and book releases!

Additional Co-Teaching resources:

You can find some additional resources with advice and background on co-teaching concepts at the following websites:

• Two Teachers In The Room  blog by Elizabeth Stein
• Collaborative Team Teaching: What You Need to Know , by Amanda Morin
• 6 Steps to Successful Co-Teaching , by Natalie Marston
• Collaborative Team Teaching: Challenges and Rewards , by Marisa Kaplan

References:

Cook, L., & Friend, M. (2004, April 29). Co-Teaching: Principles, Practices, and Pragmatics.  Participants Guide.  Paper presented at New Mexico Public Education Department Quarterly Special Education Meeting, Albuquerque. Santa Fe, NM: New Mexico Public Education Department. 

Ferguson, D., Desjarlais, A., & Meyer, G. (2000).  Improving Education: The Promise of Inclusive Schooling  [Brochure].  Newton, MA: National Institute for Urban School Improvement.

Lee, A. (n.d.). How IDEA Protects You and Your Child [Web log post]. Retrieved from  Understood.org  (accessed March 8, 2017).

Morin, A. (n.d.). Least Restrictive Environment (LRE): What You Need to Know [Web log post]. Retrieved from  Understood.org  (accessed March 8, 2017).

Stein, E. (2016).  Elevating Co-Teaching Through UDL . Wakefield, MA: CAST Professional Publishing.

Cover photo by  Chicago 2016  /  CC BY 2.0

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Elevating Co-Teaching Through UDL  by Elizabeth Stein is available as paperback ($34.99, 242 pages, ISBN: 9781930583580) and EPUB ($34.99, ISBN: 9781930583597) format.

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What is co-teaching?

By Amanda Morin

Expert reviewed by Ginny Osewalt

At a glance

Co-teaching (or collaborative team teaching) can involve a general education and special education teacher working together.

There are different models of co-teaching.

Co-teaching works best when both teachers are equals in the classroom.

Can having more than one teacher in the classroom help students learn better? That’s the idea behind co-teaching, which is also known as collaborative team teaching. Co-teaching is one way schools make sure that students who need special education services are being taught in the  least restrictive environment  (LRE). And for most students who learn and think differently, the general education classroom is the LRE. 

Here’s what you need to know about co-teaching.

Co-teaching often occurs in inclusive classrooms. (Read about  the benefits of inclusive classrooms .) In a co-taught class, general education and  special education teachers  work together to plan lessons, teach, monitor student progress, and manage the class.

It’s an approach that makes it easier to teach all students the same content and hold them to the same educational standards. That includes students who have Individualized Education Programs (IEPs) and 504 plans.

The benefits of co-taught classrooms

Being in a co-taught classroom has many benefits. Students can spend more time with the teachers and get more individual attention. And with more than one teacher, it’s easier to teach students in smaller groups or one-on-one.

Students have the opportunity to learn from teachers who may have different teaching styles, ideas, perspectives, and experience. It also makes it easier to implement  differentiated instruction ,  Universal Design for Learning  (UDL), and  personalized learning .

How co-teaching works

Here are the basic models of co-teaching and how each benefits students:

Team teaching.  Both teachers plan lessons and work together to teach students. 

How it helps students: Students see the teachers as equals with each other. It also gives students the chance to ask questions and get assistance during a lesson. This can be especially helpful for students who struggle with  working memory .

One teaches, one assists and/or observes.  One teacher actively teaches while the other assists, gives individual help as needed, or observes. 

How it helps students : Students know there’s a teacher available to answer their questions or give help in the moment. Also, an observing teacher may collect information about how a student responds to different teaching approaches or about attention and behavior. That kind of data is valuable for IEP teams and for  behavior intervention plans . It also allows teachers to discreetly address issues as they come up.

Station teaching.  Teachers may be responsible for different parts of the lesson plan. This allows them to play to their teaching strengths.  

How it helps students : Teachers divide the students into groups using flexible grouping . As students (or the teachers) move from one station to the other, the teachers can address each group’s specific learning needs.

Parallel teaching.  The class is split in half, and each teacher takes one group. 

How it helps students : Both groups learn the same thing, but the teachers can use different ways to teach it depending on the needs of the students in their group.

Alternative teaching.  One teacher teaches a larger group of students. 

How it helps students : The other teacher can work with a small group on a different lesson or give more support to struggling learners.

What to watch out for

Co-teaching doesn’t always work perfectly. It relies on teachers being able to communicate with each other even when they may disagree on the best strategy for teaching a topic or how to grade a certain student. Sometimes one teacher may be more experienced working with students who learn and think differently, so certain students don’t get to know some teachers as well as others.

But it also means there are more people to turn to for problem-solving. If families have  trouble communicating  with or getting in touch with one teacher, the other may be available and have the same knowledge of the student. And if one teacher isn’t able find a mutually convenient time or way to touch base with families , another teacher may. 

Interested in learning more about co-teaching? Explore the six models of co-teaching in more depth. 

Key takeaways

The goal of co-teaching is for all students to get high-quality instruction.

Co-teaching can take many different forms, even in the same classroom.

Co-teaching can help teachers implement IEP and 504 plan goals in a general education classroom.

Explore related topics

What It Takes to Make Co-Teaching Work

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In Lauren Eisinger and Kara Houppert’s co-taught 5th grade classroom, every instructional choice requires a lot of planning.

When Eisinger, a special education teacher at Naples Elementary School in upstate New York, and Houppert, a 5th grade teacher, wanted to start a class book club last year, they knew they would have to think creatively to accommodate reading levels spanning 2nd to 6th grades.

So they did a “book tasting,” giving students a choice among several different, appropriately-leveled texts. Once they grouped students, teachers ran the activity like “more of a guided reading,” said Houppert, with both of them reading aloud to different groups to support special education students who struggled with fluency and decoding.

“You need to be very flexible, and underneath everything, you need to trust each other,” said Eisinger, who co-teaches 1st and 5th grade classes at Naples Elementary. “If you don’t have that kind of mindset—that you’re both there to do the best that you can for your kids—I think it would be really difficult.”

Co-teaching, in which a special educator and a general educator share the responsibility of instructing and assessing students, has long been a standby in inclusion classrooms, which encompass both general education students and those with disabilities.

When done well, co-teaching should enable students with disabilities to receive the general education curriculum and special services that they need in the same setting, said Sara Cook, an assistant professor at the University of Hawaii at Manoa, who researches special education.

But for it to work, teachers need the time, training, and resources to effectively integrate their distinct instructional expertise, said Marilyn Friend, a co-teaching expert and professor emerita of education at the University of North Carolina at Greensboro.

“Co-teaching used to be called a professional marriage, and I’m kind of tired of that metaphor,” she said. “It really needs to be more like a business partnership.”

Research Is Mixed

Co-teachers should have parity in the classroom, Friend said. And in Eisinger and Houppert’s 5th grade class, they co-sign all emails to parents; both of their names and pictures are displayed in the classroom.

But even though they’re equals, co-teachers shouldn’t perform the same roles, Friend said. While general educators are the experts in the curriculum and content, special educators devise and implement a plan for addressing students’ individualized education programs.

It’s difficult to determine how many students are in co-taught classrooms nationally or how popular co-teaching is in comparison with other inclusion models.

The federal government collects data on special education students’ instructional environment: In 2015, a little more than 60 percent of students spent 80 percent or more of their day in a general education classroom. But there’s no information included on how students are receiving services, Friend said.

Still, she said, there’s evidence that co-teaching is becoming more popular. “A lot of states with high populations are really actively encouraging this as a service model,” said Friend, citing Texas, which revised its co-teaching guidance this year , and California, which has scaled up its co-teaching efforts over the past several years.

Findings on co-teaching’s effect on student outcomes are mixed, said the University of Hawaii’s Cook. (The Center for Exceptional Children’s 2018 practice recommendations for co-teaching, which Cook co-authored, suggests that educators proceed with caution.)

“It is hard to determine, from current research, what may make some co-taught classrooms more effective than others as co-teaching is not always clearly described in studies,” Cook said. The strategies and interventions used aren’t always explained, she said.

“Research should look at what’s happening in the co-taught classroom,” Cook said. “Are teachers using evidenced-based practices in the classroom to meet the individual needs of students?”

Time: The Key Component

The Naples school system, where Eisinger teaches, doesn’t yet have comprehensive results regarding whether co-teaching has raised student achievement, said Katie Piedici, the director of pupil-personnel services in the nearly 700-student district. But the model has helped the district put more students in the least-restrictive environment, she said.

To meet student needs in their classes, Eisinger, Houppert, and 1st grade teacher Brittany Ritz use different strategies from day to day and lesson to lesson.

In the 1st grade classroom, for example, one teacher sometimes leads whole-group instruction while the other provides support, or students will break into teacher-led math and reading groups.

“I have some kids right now who struggle with just knowing that they have five fingers on each hand,” said Ritz. Still, she’s able to keep the pacing of the general curriculum consistent, she said, as Eisinger can work with students who need modifications to master foundational skills.

To do this kind of collaboration, all three teachers said, they need time—to plan together, to debrief lessons, to talk about how they want the classroom to run.

Eisinger shares one 40-minute planning period a week each with Houppert and Ritz, a scheduling triumph she attributes to her school leaders intentionally making time for co-teachers to work together.

The district has communicated the expectation to building leaders that co-teachers need this time, Piedici said. Pairs also have a half day they can take during the year to catch up on planning, and new co-teaching partners undergo summer professional development.

It’s important that school systems have a plan for how to prepare, schedule, and set norms for co-teachers, said Friend. “It doesn’t matter how good the teachers are: If there’s not an administrator really actively supporting [co-teaching], it’s really difficult to implement and sustain.”

District-sponsored training was Ritz’s main introduction to co-teaching—she doesn’t remember her general education preservice program covering the model in any detail.

Source: Individuals with Disabilities Education Act

Some general education programs offer courses that address co-teaching, like Syracuse University, which requires all elementary teacher-candidates to get dual certification in special education. But many programs at the middle and high school levels don’t cover the method, Friend said. “It varies wildly.”

The Naples district sent Ritz and two other co-teachers to a conference, and she also attended workshops in the district. She learned how to use different co-teaching methods—parallel teaching, team teaching, small-group instruction. “Before then, I really had no idea what those even meant or would look like,” said Ritz, who has taught for eight years at the school.

As the sole classroom teacher, “You don’t really need to communicate to someone else what you’re doing or how you’re thinking,” Ritz said. “You just do it.” Looping in a co-teacher on all her plans was a hard adjustment to make at first, she said, and something she still struggles with occasionally.

During especially busy weeks, co-planning periods can get taken up by other tasks—like prepping for parent-teacher conferences, Houppert said. In those instances, she and Eisinger rely on the professional relationship that they’ve built. It’s important, said Houppert, that she knows Eisinger will be able to jump right into a math lesson with just a two-minute briefing about what they’re doing that day.

“It takes a lot of communication, and realistically, it does take a lot of trust in one another,” Houppert said.

Related Video

Two Baltimore-area school teachers explore what it’s like to share a classroom every day:

A version of this article appeared in the December 05, 2018 edition of Education Week as Co-Teachers Combine Forces on Strengths and Specialties

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The ins and outs of co-teaching by wendy murawski.

What is co-teaching?

Co-teaching is when we put two professionals (most often a special education and general education teacher, but this can vary) together in the classroom to share in the planning, instructing, and assessing of a group of kids. While Cook and Friend made this relationship popular back in 19951, its use and success have waxed and waned over the years, but recently, it has become more popular in schools as a way to ensure differentiation and standards-based instruction in the general education classroom.

Why co-teaching?

In my books on co-teaching2,3 , I liken the co-teaching relationship to a marriage. Think about it. We are talking about two adults who regularly make decisions that impact their kids’ social, emotional, behavioral and academic progress. Good communication between teachers results in effective co-teaching teams that are amazing to watch. However, it’s also this communication that I think is too often lacking in teams thrown together and simply called “co-teachers.”

What is the essential question for co-teaching?

An Essential Question (EQ)4 is the over-arching goal for the lesson – something we should be able to answer at the end of instruction and that will be applicable for life. As I observe teaching teams nationwide, my EQ is always “How is what these two teachers are doing substantively different and more effective for kids than what one teacher would be doing alone?”  To me, this is key. Let me give an example.

What does good co-teaching look like?

Last week, I observed two 9th grade World History classes at the same school. Both classes were introducing the upcoming unit on Europe and both teams consisted of a general and a special education teacher. In the first observation, students were paired and were given a laminated map of the world, a dry erase marker, and a worksheet. The worksheet asked students to find and mark items on their map (e.g., “Circle the United Kingdom.”) The result? In most pairs, one student worked while the other daydreamed. Both teachers circulated but with no specific purpose. Though I liked the fact that the teachers were clearly trying to do something kinesthetic with their students, I didn’t see (a) evidence of differentiation, (b) evidence of real learning, (c) evidence of proactive planning that would show both teachers’ input, or (d) evidence of  why  two teachers were needed for this lesson.

Compare that example to what I saw in the very next lesson. As the kids entered the room, one teacher was at the door welcoming them as the other was in the classroom, passing out materials as the kids sat down. As soon as the bell rang, one teacher took roll while the other asked kids if they’ve ever heard of a “Blitzkrieg.” After a brief discussion, both teachers introduced a “lightening war” game they would be playing to introduce the unit on Europe. Kids were put in groups of three, given a laptop, a textbook and a bag of pre-created cards, and asked to work together to identify which country related to the capitol, landmark or map on their cards.  Both teachers facilitated the game, helping kids to think of how to find their answers, without actually giving any answers themselves. Differentiation was evident as some children chose to work the computer, others to “run” up to the board, and yet others to use the textbook. Learning was evident as all were engaged and could answer teachers’ questions. There was clear evidence that both teachers planned the lesson, knew the content, considered students’ needs, and were actively engaged in the instruction. Academic engaged time was maximized as both teachers had their own jobs to do, as well as engaging in complementary instruction. There was humor, connection, and movement. What a delightful class to watch!

I make this comparison to emphasize that simply having two teachers in the same classroom is not enough. It is not co-teaching. Co-teaching  requires  co-planning, co-instruction, and co-assessment. That may seem like a lot, but when done well, the benefits are clearly evident for kids with and without disabilities.

My suggestion? Find a great team. Keep them together. Don’t separate them to work with other teachers. Use them as a model for others to see. Have them mentor other teaching teams. Videotape them and share their lessons with other teachers. There is  almost  nothing more inspiring that watching excellent teaching in action. Watching excellent co-teaching, however?  Twice  as inspiring!

1Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices.

Focus on Exceptional Children, 28 (3), 1-12.

2Murawski,W.W. (2009).  Collaborative teaching in secondary schools: Making the co-

teaching marriage work!  Thousand Oaks, CA: Corwin Press.

3Murawski,W.W. (2010).  Collaborative teaching in elementary schools: Making the co-

4Wiggins, G., & McTighe, J. (2005).  Understanding by design  (2nd edition). Alexandria,

Author Biography:   Wendy W. Murawski is an Associate Professor of Special Education at California State University, Northridge. Her research and publications focus on co-teaching, inclusive education and teacher preparation. Her two recent books are available through Corwin Press and are entitled “Collaborative Teaching in Elementary/ Secondary Schools: Making the Co-teaching Marriage Work!” In 2004, she was honored as California Teacher Educator of the Year and received CEC’s Division of Research early career publication award for her meta-analysis on co-teaching. Dr. Murawski is frequently asked to keynote conferences, consult with school districts, and present for the Bureau of Education and Research and other entities. She is the CEO of the educational consulting company, 2 Teach LLC ( www.2TeachLLC.com ).

49 Responses to “The ins and outs of co-teaching by Wendy Murawski”

I LOVE this and will be sharing with my students. Keep up the great work! Diane

I read with interest the comments from your observations about cooperative teaching Wendy.

One thing that was sorely missed on the first example you shared was the fact that interdependence was not built into the parter activity. This is often why students don’t do well working in pairs and/or small groups and teachers revert to independent seatwork. The more teachers understand about gradual release of responsibility and key components of coopertive learning, the more successful they will be. Additionally, teachers must “structure” the partner and/or group work for maximum success (in addition to creating thoughtful learning experiences).

Your second example provided a glimpse of how things can look differently because: 1. choice was built into the lesson and 2. students were truly actively involved. My rule of thumb is that if you take out one teacher and the class continues to “run” effectively, then are these co-teachers really taking advantage of having the two teachers in the same classroom? I wondered about that in the second example.

Personally, what I see missing in cooperative teaching is progress monitoring and instructional decision making, based on findings from formative assessment measures. This can be done quickly as one and/or both teachers correct student work and commence reteaching efforts immediately -to “avoid the void” in students’ understanding. Reteaching is not often the norm in a co-taught or single-taught classroom.

This can be easily done through bellwork efforts, particularly at the secondary level.

Just my thoughts. Jeanne Bauwens

I a interested in the Co-teaching of para’s

Jeanne – I totally agree with your post. Interdependence of kids AND adults is needed for these collaborative arrangements. As I said in the Essential Question – if one can do it alone, what is the rationale for having two?? In response to your question, with the limited space for the blog, I wasn’t able to really clarify how interdependent the two teachers were in the second example. They definitely each had roles and if one were absent, I don’t know that it would have run as well. Part of what they did also involved checking students understanding as the students did the activity, which I think addresses the ongoing need for monitoring and reteaching that you mention. I have always appreciated your work on co-teaching and collaboration and enjoyed seeing your post here. Thanks! Wendy

Lorraine – If you are interested in information on co-teaching with paraprofessionals, let me refer you to the book by my colleagues, Ann Nevin, Jacqui Thousand and Richard Villa. It’s called “A Guide to Co-teaching with Paraeducators: Practical tips for K-12 educators.” I have to admit that I don’t tend to agree that co-instruction (which I think CAN be done with paras) is the same as co-teaching, as I don’t believe paras can truly co-plan and co-assess as teachers can. There isn’t that parity. However, I respect the work of Nevin, Thousand and Villa and refer you to their book so you can make your own decisions.

What are your thoughts on time for co-teaching planning? Never seems to be enough time to get this done. Particularly, if your SpEd Teacher has a large case load. Any suggestions?

I don’t think there is enough time for ANY teachers to plan sufficiently with all we have to do! That said, though, I do think it is the KEY to good co-teaching. Teachers who truly are invested in seeing that there is differentiation and that both of them have a real role in the classroom – one that uses both of their expertise – need to carve out regular time. For some, that is done during common planning times but for others that is lunch on Tuesday and Thursday. I also am biased and like to recommend Lisa Dieker’s Co-Teaching Lesson Plan book ( www.cec.sped.org ) and the Co-Teaching Solutions System software that I helped create ( www.coteachsolutions.com ). Both are great resources for helping with planning – but if teachers aren’t committed to planning together in the first place, it doesn’t matter what resource we give them!

You make such a great part about how Co-Teaching involves Co-Planning! So often I think teachers fall into this routine where they think they’re working together so that’s Co-Teaching, when in reality they need to Co-Plan as well to be on the same page and ensure proper differentiation. I loved reading this!

I am curious about co-teaching/inclusion models in the elementary setting. I co-teach in an elementary school and most of the research I am finding is related to middle and secondary co-teaching models. I want to hear about pros and cons in the elementary level.

Hi Wendy. I am a student at Walden University and I’m working toward my Master’s in Special education. As I have researched throughout this course, successful collaboration between special and general educators is hard to find. Most of the teachers that I’ve spoken to use time constraints as an excuse for no co-planning to take place. I also observed more than once, the general educator taking the lead role while the special educator was left out. It was obvious that these teachers were not taught how to collaborate with other teachers. What would be your best advice to them and their administrators?

I very much like your perspectives on co-teaching. I am interested if you feel that co-teaching can truly be successful for any population of students? I teach a MI/MOMR/autism self-contained class and I find it very very difficult and stressful for my students when we have attempted to bring them into a co-taught class. It is like they are on sensory overload. Do you feel there are ways we can structure instruction so this population of students can be successful in a co-taught class? I know there is a big movement for inclusion now, but from experience I am still on the fence about the LRE of our lower functioning students.

Sheri, Ashley and Megan – You all mention the issue of co-planning and time. This is without a doubt the key to co-teaching AND the biggest problem. Without proactive planning, we are stuck doing what we’ve always done. Megan asked about advice to teachers or administrators: I think my biggest piece of advice is BABY STEPS. Too often, co-teaching (and other initiatives) fail when people try to do too much, too soon. Schools need to look at where they are and where they want to be and how they are going to get there incrementally – without throwing teachers to the wolves. Co-teachers can do the same. What time are we spending now? Where can we add just a little bit? What are we doing now instructionally? Is the Gen Ed teacher the lead all the time? If so, where can the special educator step up? What roles can the special educator take over? It’s all about improvement….and improvement takes time. Administrators should provide training and time for teachers to get to know each other and to plan. (Another shameless plug – My books are broken into 4 parts: Dating, Engagement, Wedding, and Marriage. They provide tips on how to do each of these effectively and even have a chapter in each part called “Matchmaker, Matchmaker: The Role of the Administrator).  http://www.corwinpress.org

Tara – You asked about co-teaching in elementary. The reason you are seeing a plethora of research and focus on co-teaching at the secondary level is that when NCLB was passed in 2001, the “highly qualified content teacher” shocked many secondary schools into realizing the only way they could ensure that kids got a HQ teacher in content is to have them in the general ed class. Then the only way to address the individualized requirements of IDEA were to address their needs in the gen ed class- often through co-teaching. So, if you look at research PRIOR to 2001, you’ll find it was mainly elementary in nature. Since then, we’ve been looking more at the secondary population.

Do you have any comments about departmentalizing special education at the 7-12 grade level combined with co-teaching?? Theoretically it makes sense but we are actually living this process in our district and are having problems. How do we develop individual skills when we are seeing the students for only 42 minute time periods. It’s very difficult to understand the whole person. Also, collaboration has not been well scheduled. Any thoughts or resources would be appreciated.

I like how you refer to co-teaching as a marriage. I have had a few opportunities to co-teach this Spring and agree that it is very necessary for two co-teachers to plan, assess, and make important decisions together. Personalities are key and co-teaching will only be successful if both teachers accept equal responsibility and work well together.

I loved reading your introduction to co-teaching! I will always remember “can this classroom run as effectively and successfully with just one teacher instead of two?” It will remind me that both teachers need to play an equally important role. It is a helpful way to check yourself and ensure that each partner is an essential player and has specific roles. I appreciate your insight and knowledge on this complicated topic!

I like how you give the examples of how co-teaching can be effective and how it cannot be effective. I have been lucky enough to begin co-teaching with the special education teacher at our school and have seen the difference between the days where we do thoroughly plan together and the days that we do not because there is just not enough time in the day. And I also think that having the relationship that allows you to be yourself in your classroom and work collaboratively with another teacher is key. If you have that connection with your co-teacher everything will go much smoother.

Co-teaching definitely takes a partnership. I am learning this weekly as I am fortunate enough to participate in this process. I really like how Wendy emphasizes that you need to keep in mind how effective your co-teaching is for students. Both teachers need to plan instruction together, and assess students. Communication is key.

I too have facilitated games with my co-teaching partner and it works great for students and keeps everyone on task. Most of all since I am a PE teacher I really loved how movement, humor, and a strong connection to content are key components to a successful co-teaching lesson. Students can be challenged in so many different ways and have access to differentiated instruction, without changing the end goal.

Who knew co-teaching was the cool new thing. I didn’t until i joined the MA program at ASU. I thought individually helping students in the classroom would be my future. Although, co teaching is “co-planning, co-instruction, and co-assessment. That may seem like a lot, but when done well, the benefits are clearly evident for kids with and without disabilities.” It does seem like a lot and i wonder how it would work if you were in five different classrooms a day?

As a special educator, I love the practice of co-teaching and the benefits that I have seen for the 4th graders I work with. However, it can be very difficult to make it work due to the size and makeup of my caseload. I work in an elementary setting and it is very difficult to place all the students who receive service time into co-taught classrooms. I know that placing them all in the same room may not be the best option, but how can I make sure that all students are receiving the support that they need within this ideal environment? Is there a solution to these scheduling and placement difficulties?

I love co-teaching! I feel that my co-teacher and I are an awesome fit. We have fun together and there is the respect for one another. I look forward to teaching together each week. I believe that the student engagement is wonderful when we teach together. We do have some difficulty getting time to plan but we are working on that.

When I was in fourth grade, I had the wonderful opportunity of experiencing education through a co-teaching approach. The teachers balanced each other and always supported one another. Students were unable to try and play the two against each other, as children sometimes try to do with parents. I would love to find another teacher on my campus who would be open to this option, but unfortunately with budget cuts, this is unlikely.

As a co-teacher I have seen many benefits. Sadly, as my district struggles to balance the budget for next year they continue to question the necessity. Although I continue to qualitatively describe the benefits it is difficult link student achievement with the co-teaching model. With the lack of research linking improved student achievement with co-teaching how does one quantitatively show its necessity?

I have really enjoyed the co-teaching experience that I have had so far. I understand completely needing to have a co-teacher that you connect with. I don’t think I would enjoy my experience near as much if I didn’t have someone that I didn’t work well with. I like the analogy of co-teaching being like a marriage. It is definitely something that you have to work at.

I am a 4th and 5th grade special education teacher and I would like to start an inclusive program at my school, but I am not sure where to start. I have already talked with my principal and special education director and both on them like the idea, but some of my grade level teachers are resistant to the idea. Should I continue talking to my teachers about inclusion and try to get them on board or should I just try to find one teacher who is willing to try it and start from there?

Thanks for all of the wonderful resource recommendations. Our campus’ special education programs are largely inclusion-based. However, we do not incorporate co-teaching. I feel that this is problematic, but our faculty is heavily rooted in our current practices. Do you have any suggestions for how to encourage my administration to begin considering a restructure that better incorporates current best practice?

I really liked your essential question. This spring I have had the chance to do some co teaching, and it has been great. Your essential question is one that I ask myself when planning my lesson with my co teaching partner. The classroom should look different with two teachers in the room and their should also be evidence to show that the implementation of the co teaching model is more effective than having one teacher in the room.

I love everything you have said about co teaching and working together as a team. I have always thought that general education teachers are masters of curriculum and special education teachers are masters at intervention and differentiation. Together a strong force can be made to make a strong difference in each students life!

I am an inclusion teacher beginning to write a dissertation on collaboration of general and special educators. Of course there is an abundance of research that concludes that the inclusion model is plagued with problems (no planning time, no leadership support, etc…) but my research is geared toward *how to make it work *how can we find time for planning *how do we develop our individual crafts while learning from each other *how can we get buy-in from leadership?

My main concern for now is to find specific research on the professional learning communities that have been geared for this collaboration of general and special educators. Any suggestions would be greatly appreciated.

Wendy thanks for your blog on co-teaching, it was a great summary to what co-teaching is, and the positive affects of it. I love co-teaching; I have been lucking enough to try co-teaching this semester. I have been paired with a great partner; I feel that we work well with one another, and our students enjoying having two teachers in the room. Once a week we teach in one each others rooms. I think the three key points to Co-teaching is pairing up the teachers, communication, and you must plan and assess together. In my co- teaching the only part that has been difficult is finding enough time to plan with one another.

Wendy, Yes, I do agree collaborative teaching takes a lot of time. I do think that students can all succeed with differentiated instruction and collaboration. I have made it a goal for my students needs to be more adequately met in my school (our administration is not very embracing of inclusion) by intermixing them at every opportunity with the general population. Hopefully through this exposure, everyone can become more comfortable with one another and the inclusive process will be one more easily facilitated in and out of the classroom.

I enjoyed your post, and found your examples to be very thought provoking. There are two teachers at my school who co-teach, and get along wonderfully. They are always joking with each other and have become friends though this experience. I have observed them teaching, and it has been apparent to me that their co-teaching is an extension to what can be done with only one teacher. It wasn’t until I read your article however, that I put it together. I think the reason this team has especially stood out to me, and has caught my attention, is due to the fact that, unfortunately, they are the first sucessful teaching team that I have observed. The majority of teams I have seen, more reflect your first example. It seems evident to me that the communication and ability to work together does make a drastic difference. Like night and day. Your suggestions about keeping the successful teams together, and having them model, was excellent in my opinion. Although I have to wonder, if it is more an issue of personalities clashing, rather than missing the necessary knowledge to be extraordinary co-teachers? Do you think there is actually a way to mesh two teachers with conflicting styles and personalities into collaborative teachers? Once again, thank you for your article, and sharing your knowledge.

I agree that having two teachers in a classroom does not necessarily mean that true co-teaching is happening. I’ve been teaching several years now and have had different experiences with co-teaching. In the past I’ve had experiences where the classroom teacher looked at me coming into the classroom as an opportunity for them to have extra planning time. I’m now partnered with a teacher who shares the same expectations I have on what co-teaching is. We’re already seeing the benefits for our students.

I have been introduced to co-teaching through a master’s program that I started this year. I definitely see the benefit to my students. The lessons are engaging and my students have benefited from have the input two teachers have put into the lesson development. My concern about co-teaching is the practical application of it in today’s educational climate. In Arizona we have had severe budget cuts that have led to a number of lost classroom positions. How can you convince administration that this a wise use of scarce funds? Also, is there more planning time necessary for successful co-teaching then would be necessary for a traditional classroom?

Thank you to all of you who have been responding and leaving questions. I’m at CEC right now in Nashville Tennessee and look forward to seeing even more sessions on what co-teaching continues to look like across the nation. I can’t respond to every single question on here but looking back over the questions and responses, I notice some themes. One is that many of you simply agree with me. Co-teaching can be awesome when it is done well! Others of you like the concepts but are struggling with personalities, time, and budget. I do think difficult personalities CAN work together IF they both are committed to the idea of co-teaching and IF they get professional development so they both know what the goal is and how to use the various approaches well. In terms of time, yes it can take longer up front but Dieker’s research tells us that veteran co-teachers only need around 10 minutes to effectively co-plan for a week of instruction. Note the key word – VETERAN. So that tells us that if we stick it out and work with a partner a while, it gets easier and takes less time after a while. That’s encouraging. We also have to remember that ANY new program or initiative takes more time at first, but if it is worthwhile we FIND the time and make it happen. Same thing holds true with co-teaching. Finally, in terms of budget, EVERYTHING is impacted. Co-teaching included. However, the kids don’t go away just because we don’t have more teachers or more money. My personal view is that I can serve kids BETTER if I am working collaboratively with general education partners and that I have a much better understanding of what they need and what I can provide proactively if I am a regular part of that instruction, rather that in my own classroom doing pull-out or running like a chicken with my head cut off in multiple rooms at different times. Strategic scheduling can address those issues and it does not have to mean buying more people or using more money. If administrators know how to schedule well, and are committed to making co-teaching a priority, they can do it. If anyone is at CEC right now, please come see me at either of my 2 sessions, or at my book signing at the Corwin booth in the Expo on Friday at 3pm. Best wishes. Wendy

In response to the essential question, I co-teach in an inclusion classroom and I find the special education students enjoy the learning environment with their peers, but they like the support from their special education teacher too. I have worked in an inclusion classroom for several years, but I also find there is not enough of planning to call it co-teaching. The class is pretty well taught by the regular education teacher while I am offering support through differentiation and helpful feedback. I agree with you that it takes two teachers that can work together so it will benefit the leaning environment.

I am a student at Walden University and my course project is to make a behavior plan that will work for the inclusive classroom with both teachers for all students. I want a plan that both teachers will agree on. Some of the classmates have offered some good use of incentives, use of behavior charts, and caught you being good tickets. I think this is a good plan and I will probably implement it in the fall. What are your suggestions?

Thanks for your advice for co-teaching and how it works best. I think more schools should use inclusion classes. I know they work.

In previous years, I have had wonderful experiences with co-teaching. I had a teaching marriage as a special education teacher with a math teacher for over six years. The more we worked together, the easier the work became. The planning time was decreased because we already knew the strengths and weaknesses as well as the opinions of eachother. I have also worked with other teachers at the same time and I can attest that a good relationship needs to be kept together in leiu of trying to spread the wealth. My partner and I were commended and awarded for our efforts several times but I am sad to say that a financial crisis has taken the opportunity for co-teaching off the market.

I have enjoyed reading the different outlooks and responses on co-teaching. Being a special education teacher and just recently moving from my own classroom to working with four different academic teacher I am new at this. I will say it certainly depends on the attitude of the other teacher. I have had a wonderful experience in the language class but feel out of depth in math and not welcomed in others. While I am highly qualified in all four subjects to try to plan and be up on all four academic subjects as well as charting and modification I am often overwhelmed. Thanks for some great information.

I have enjoyed reading the posts from you all. I have taken this subject on as my class project. We have capable and willing teachers, but the planning time seems to be the missing component. I look forward to reading the books you suggested to gain insight and offer a solution to our school.

I am a parent of a special education student who has been in a pull-out program for elementary where the instruction was directed at his level, in general ed in 7th grade (except for a resource room for English), co-taught classes for 8th grade and is currently in all co-taught classes in 9th grade at the high school. My husband and I (who are both educators) have been very frustrated with what we have been experiencing, not too mention the frustration level of my son (his disabilities include dyslexia, ADD, and is labeled LD). It has been our experience that the general ed teacher does all the instruction and the sp ed teacher is the “tutor” and homework police. It seems that their role is to send emails to update the parents as to what the homework is and to keep us updated on their grades, but we do not see any accommodations and modifications being done. We have had to stay on top of everything that is happening in the class and have had many meeting and much comunication about just following his accommodations. We have yet to see any modifications to the curriculum. It seems as if they are just holding his hand to get him across from one side of the shore to the other without really teaching him how to swim. My husband and I spend hours everynight reteaching the material to my son in a way we know he will understand, and I don’t know how much longer any of us and do this. But when he is given a book to read or a textbook that is 2-4 reading levels above where he is and is given the same instruction and test as all the other kids in the room – I think I would rather have him back in the resource room where he is giving materials that are appopriate for his level. Truly learning is only going to occur when the level of instruction is appropriate. He is not learning at this level of frustration – and the sad part is that this will not show in the data (unless you look carefully)- for my son turns in all of his homework and receives A’s on most assignments (because he has received our assistance), however he receives D and E on most test – hence proving to me that he really is not learning the material – And making him dependent on us for getting him through the course (I had hoped the high school experince, which was supposed to teach him to be independent, was going to be better since these teachers have co-taught for years- but I am finding more of the same. We are meeting next week to voice our concerns, but I am really not expecting anything to change. I am greatly disappointed, saddened (what about those kids who don’t have an advocate), stressed, and frustrated.

[…] Co-teaching is when we put two professionals (most often a special education and general education teacher, but this can vary) together in the classroom to share in the planning, instructing, and assessing of a group of kids. While Cook and Friend made this relationship popular back in 19951, its use and success have waxed and waned over the years, but recently, it has become more popular in schools as a way to ensure differentiation and standards-based instruction in the general education classroom. Read more HERE […]

Wendy, I found your article very interesting. I myself have to agree with much of what you said about co-teaching being a relationship between two adults having the same educational goals. I also enjoyed reading the comments from the other bloggers

I am a co-teacher and when that “marriage” works it is a huge benefit for all students. I’ve had parents ask that their child be in co-teach even though they aren’t SpEd because they see the benefits. It’s a bummer though when the co-teacher becomes an expensive assistant. It takes time to build the arranged marriage, but those are the ones that last the longest!

Hello Dr. Murawski, I enjoy reading your blog. When I had a huge caseload I was afraid of the thought of co-teaching. This year I felt would be different. I placed an hour aside to push-in in a kinder classroom. This is a small step. But soon within this school year I am confident that co-teaching will happen. One of my other co-workers is making the leap with me. This is good in a way because we sort of cheer each other on. Our staff is also very welcoming with the idea because we will be working with ALL our students.

Wendy, I am going nuts even though our team of teachers have been trained by you. I need you to talk me through how I can keep my teachers from burning out before the end of September.

I enjoyed your blog on how co-teaching should operate and the benefits from it. I was wondering what steps you would take to get to a good “marriage” of co-teaching. What steps and strategies could be introduced if the special education teacher is just assigned to the general education teacher that does not want to do inclusion? Thanks.

I am currently enrolled in a Masters of Arts in Teaching class at University of Maryland University College. I have an assignment to do a brief virtual interview with two teachers who co-teach. They do not have to co-teach with each other so singletons can volunteer. Can anyone help me by answering a few questions on email, or over the phone? Please? My deadline for completion is this Saturday morning. my email address is  [email protected]  and my phone # is (301) 512-5952

Aw, this was a really good post. Finding the time and actual effort to make a top notch article… but what can I say… I put things off a whole lot and don’t manage to get anything done.

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coeducation

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• coeducation - Student Encyclopedia (Ages 11 and up)

coeducation , education of males and females in the same schools. A modern phenomenon, it was adopted earlier and more widely in the United States than in Europe, where tradition proved a greater obstacle.

Coeducation was first introduced in western Europe after the Reformation, when certain Protestant groups urged that girls as well as boys should be taught to read the Bible. The practice became especially marked in Scotland, the northern parts of England, and colonial New England , where young children of both sexes attended dame school s. In the latter half of the 18th century, girls were gradually admitted to town schools. The Society of Friends in England as well as in the United States were pioneers in coeducation as they were in universal education, and, in Quaker settlements in the British colonies, boys and girls generally attended school together. The new free public elementary, or common , schools, which after the American Revolution supplanted church institutions, were almost always coeducational, and by 1900 most public high schools were coeducational as well. Many private colleges from their inception admitted women (the first was Oberlin College in Oberlin , Ohio), and many state universities followed their example. By the end of the 19th century, 70 percent of American colleges were coeducational. In the second half of the 20th century, many institutions of higher learning that had been exclusively for persons of one sex became coeducational.

In western Europe the main exponents of primary and secondary coeducation were the Scandinavian countries. In Denmark coeducation extends back to the 18th century, and in Norway coeducation was adopted by law in 1896. In Germany , on the other hand, until the closing decades of the 19th century it was practically impossible for a girl to get a secondary education , and, when girls’ secondary schools were introduced, their status was inferior to that of schools for boys. At present in many large municipalities, such as Bremen, Hamburg, and Berlin, coeducation at the primary level is the rule; at the secondary level there has been little change.

Antagonism to coeducation in England and on the European continent diminished more rapidly in higher education than in secondary. In England, Girton College at Cambridge was established for women in 1869, and the London School of Economics was opened to women in 1874. Germany permitted women to matriculate in 1901, and by 1910 women had been admitted to universities in the Netherlands, Belgium, Denmark, Sweden, Switzerland, Norway, Austria-Hungary, France, and Turkey.

Since World War II , coeducation has been adopted in many developing countries; China and Cuba are outstanding examples. There are many other countries, however, where social conditioning and religious sanctions have limited its success. In most Arab countries, for example, girls tend to drop out of coeducational schools at the age of puberty.

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An introduction to cooperative learning

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Cooperative learning involves students working together in small groups to accomplish shared goals or complete group tasks. It is widely recognised as a teaching strategy that promotes socialisation and learning among students from pre-school through to tertiary level and across different subjects and curriculum areas.

What does the research say about cooperative learning?

There is compelling evidence that cooperative learning is a highly effective teaching strategy.

A meta-analysis of 117 studies that examined the effects of cooperative, competitive, and individualistic learning on a number of academic, personal, and social variables found that cooperative learning performed favourably in comparison with competitive and individualistic learning [i] . Research has also found that situations characterised by positive interdependence – in other words, cooperative learning – result in greater motivation and achievement than situations where students do not experience positive interdependence [ii] . A best evidence synthesis of primary and secondary mathematics and reading programs for struggling readers found that well-structured teaching approaches such as cooperative learning produce better outcomes for students than other instructional programs such as the use of innovative curriculum text books or the use of technology in reading and mathematics [iii] .

Why does cooperative learning work?

Self-Determination Theory [iv] indicates that individuals have specific psychological needs such as belonging (being accepted and feeling part of a group), competence (experiencing a sense of mastery) and autonomy (feeling a level of control). All of these needs can be met when students learn to work with others in small, cooperating groups. Having their psychological needs met also contributes to students’ enjoyment of cooperative learning.

Forms of cooperative learning

Cooperative learning can be informal, formal or long-term. Informal cooperative learning involves students working in small groups for a few minutes to help them process what has been taught, to think about a particular question, to assist the teacher to identify and address any misunderstandings about the content, and to quickly recap on the key points in the lesson. Teachers often break up their teaching by asking students to spend a few minutes in pairs or groups discussing a particular topic that is relevant to the lesson. Informal cooperative learning provides opportunities to listen to others and hear what they think about a particular issue that has been raised in the lesson.

Formal cooperative learning consists of students working together for a designated period of time over a few weeks to achieve shared learning goals and jointly complete specific tasks and assignments. Formal cooperative learning groups are structured so students understand that they are required to work together to support each other’s learning, share their ideas and information with the group, listen respectfully to what others have to say, and ensure that the group reflects on the progress they are making in order to determine if changes need to be made to how they manage the task.

A long-term structure for cooperative learning involves base groups, which are long-term, heterogeneous cooperative learning groups with stable membership. Members’ primary responsibilities are to:

• provide one another with support, encouragement, and assistance in completing assignments
• hold one another accountable for striving to learn
• ensure that all members are making good academic progress

Typically, cooperative base groups are heterogeneous in membership, especially in terms of achievement, motivation and task orientation. They meet regularly for the duration of the class.

Benefits and advantages of cooperative learning

The benefits that students derive from working cooperatively together have been well documented and include academic gains , possibly because students have opportunities to share their knowledge and in so doing often develop clearer understandings of what they are learning. When students have opportunities to work with others, they learn to listen to others, consider their perspectives on a topic, challenge other’s ideas, and communicate in a way that is acceptable to the group. These are behaviours that help to build positive working relations as students learn to understand that there are ways of behaving in the group that they need to accept if they are to continue working constructively with their peers. This way of working also contributes to higher levels of self-esteem for students.

Other benefits that have been attributed to cooperative learning include less need to discipline as the group will often remind a student who becomes disruptive of the need to settle down and work on completing the task. Cooperative learning also promotes greater acceptance of others , and students will often use language that is more inclusive of others such as ‘we’ or ‘us’. They also learn to provide more detailed help or explanations to their peers as they are asked to explain information or to help with a problem. It also allows more time for peer learning and teacher assistance , as peers learn from each other with the teacher providing assistance as needed.

Cooperative learning involves an emphasis on the diversity rather than uniformity of instruction , which means that teachers can ensure that students are given tasks that they have the potential to accomplish. It also permits greater flexibility to adjust learning objectives , as teachers can adjust tasks to meet the needs of specific students in groups.

As students orally rehearse material, explain it to others, discover solutions, debate and discuss procedural issues in small groups, they consolidate their own learning as well as contributing to the learning of others. Cooperative learning provides opportunities to promote higher order thinking skills and develop social and communication skills , and it motivates students to learn information. Working in small cooperative groups particularly benefits lower achieving students , as it provides opportunities to have the learning repeated and reinforced in different ways that help consolidate learning.

How to construct groups

Research offers a number of guidelines as to the best ways to construct groups for cooperative learning [v] .

• Groups of 3-4 students are better than larger groups, although it is important to consider the time limits, group-work experience and age of the students, and the materials and equipment available when deciding the size of a group
• Mixed ability groups are better than same ability groups (groups of one high-, two medium-, and one-low ability student is one of the better mixed-ability combinations)
• Balanced for gender , all male or all female groups seem to encourage more interactions among members
• Friendship groups may be better with adolescents

Once the groups have been established, it is important to establish positive interdependence and ensure that all group members understand what the group task is and how everyone is required to participate. Group members may need explicit training in interpersonal and small-group skills . It is also beneficial to give group members time at the end of the session to discuss group processes .

The key elements of cooperative learning

Cooperative earning involves five key elements. The first is positive interdependence , or the attitude that ‘we sink or swim together’. Positive interdependence exists when students perceive that they are linked to other members in the group in such a way that they cannot succeed individually unless the whole group succeeds, and they must coordinate their efforts with each other in order to complete the task.

The second key element is individual accountability , which involves each student:

• being responsible for part of the task
• reporting to the group on their progress
• reporting on the group’s progress to the whole class
• being rewarded on the basis of all group members completing their tasks/goals

When they have individual accountability, students adopt the attitude that they will contribute because they know they have something valuable to offer the group.

The third key element is promotive interaction , which describes individuals encouraging and facilitating each other’s efforts to complete the task and achieve the group’s goals. Students use their material, emotional and interpersonal resources to work for the best outcome for their group. Promotive interaction leads to students being motivated to strive for mutual benefits and feeling less anxiety and stress. It involves students:

• providing each other with efficient and effective help and assistance, exchanging needed resources
• providing each other with feedback in order to improve their continuing performance on tasks
• challenging each other’s conclusions
• advocating efforts to achieve mutual goals
• influencing each other’s efforts to achieve mutual goals
• having faith and trust in each other

The fourth key element of cooperative learning involves the students using interpersonal and small-group skills. Interpersonal skills include actively listening, stating ideas freely, accepting responsibility and providing constructive criticism. Small-group skills include taking turns, sharing tasks, democratic decision making, perspective taking and clarifying differences. In order to use all these skills effectively, students must get to know each other and trust each other, communicate accurately, accept and support each other, and resolve conflicts constructively. Students are perpared to share the tasks, communicate positively and clearly, and affirm others. It may help to explicitly teach skills facilitate interpersonal communication, such as:

• Body language (eye contact, posture that is open and inclusive)
• Verbal encouragers (Mm!, Ah! Sure, Yes)
• Open questions: How, What, When, Where
• Paraphrasing (repeating back main point in an interaction)
• Summarising main points of the story or interaction
• Showing empathy (‘You must have been scared …’, ‘Sounds like you’ve had a rough time …’)
• Clarifying misperceptions (‘I’m not sure I understand what you’ve said. Can you explain it to me again, please?’)
• Assertively expressing a point of view (‘I think you’ve got a good point there but I think that it might be better if we ….’)
• Tentatively offering suggestions (‘Have you thought of …?’, ‘Maybe you could do it this way?)
• Self-disclosure (‘We all make mistakes. I know what it was like for me when….’)

The final key element is group processing , which involves reflecting on a group’s session by describing which actions were helpful and unhelpful and making decisions about which actions to continue or change. Group processing is critically important for student learning as it allows members to discuss how well they are achieving their goals and maintaining effective working relationships [vi] . Research suggests that both teacher-led and student-led discussions promote greater success in problem-solving and achievement gains than students involved in cooperative learning who did not follow-up with processing their experiences in groups [vii] .

Involving students in reflective processes promotes metacognitive thinking which impacts on their abilities to provide supportive feedback and to implement social skills more frequently. One important and potentially reinforcing aspect of group processing is that it can provide an opportunity for group members to celebrate their success.

Processing might involve setting aside approximately ten minutes at the end of a session to allow to students to identify what they have achieved and what they still have to learn. This might be done using a series of yes/no questions: for example, ‘Did we encourage one another to contribute to the discussion?’ Deeper processing may be achieved by questions that encourage students to consider the quality of behaviour across a continuum: for example, in response to the statement, ‘We encouraged one another to contribute to the discussion’, students choose along a continuum from Always to Never. You might also allow for student comments.

At the end of a unit of work or project, students can be encouraged to reflect on their own individual contributions to the group:

How to assess cooperative group work Cooperative group work can be assessed in two ways: at the process level and the product level. Process assessment involves having the groups or the teacher evaluate how well the group worked together: for example, a simple way to assess group functioning is to have each student write in a different colour, which allows the teacher to see the contribution made by each team member. Product assessment involves focusing on what the group produced and evaluating its output. Three questions that can be used to encourage the groups to think metacognitively about what they have achieved include:

• What have we achieved?
• What do we still need to do?
• How will we do this?

This following rubric [NH1]  for assessing specific content area is an example of atool that may be used to evaluate a group’s understanding of specific content knowledge on a given topic.

References Gillies, R. M. (2007). Cooperative learning: Integrating theory and practice . Los Angeles: Sage.

Johnson, D. & Johnson, F. (2009). Joining together: Group theory and group skills (10 th ed.). Boston: Allyn and Bacon.

Johnson, D., & Johnson, R. (2002). Learning together and alone: Overview and meta-analysis.

Asia Pacific Journal of Education, 22 , 95-105.

Johnson, D., Johnson, R. & Houlbec, E. (2009). Circles of learning (6th ed.). Edina, Minnesota: Interaction Book Company.

Johnson, D., Johnson, R., Roseth, C., & Shin, T. (2014). The relationship between motivation

and achievement in interdependent situations. Journal of Applied Social Psychology, 44, 622–633.Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning . San Clemente, CA: Kagan Publishing.

Lou, Y., Abrami, P., Spence, J., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66, 423-458.

Ryan, R. & Deci, E. (2016). Self-determination theory: Basic psychological needs in motivation, development, and wellness . Guilford Publication.

Slavin, R. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales De Psicologia, 30 (3), 785-791.

Slavin, R. (2013). Effective programmes in reading and mathematics: Evidence from the Best

Evidence Encyclopedia. School Effectiveness and School Improvement, 24 , 383-391.

[i] Johnson & Johnson (2002).

[ii] Johnson, Johnson, Roseth & Shin (2014).

[iii] Slavin (2013).

[iv] Ryan & Deci (2016).

[v] Lou, Abrami, Spence, Poulsen, Chambers, & d’Apollonia (1996).

[vi] Gillies (2007).

[vii] Johnson & Johnson (2009).

By Robyn Gillies

PREPARED FOR THE EDUCATION HUB BY

Robyn M Gillies

Robyn M. Gillies PhD is a Professor of Education at The University of Queensland. Her research focuses on the social and cognitive aspects of learning through social interaction. She has spent over twenty years researching how students can be encouraged to engage in class and learn. Her research spans both primary and secondary schools and has focused on inquiry learning in science and mathematics, teacher and peer-mediated learning, student-centred learning, including cooperative learning, and classroom discourses and processes related to learning outcomes. Her recommendations on how teachers can translate research into practice have been widely profiled in the international literature and on the website of the Smithsonian Science Education Center in Washington, DC.

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An Introduction to Co-Teaching Models in Early Childhood Education

Co-teaching models create a collaborative teaching team to build inclusive classroom environments. Learn how to embrace co-teaching as an effective alternative to traditional classroom teaching.

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Most educators find traditional education models easier to implement than other education models, as it is a reliable method that has been used for a long time. Traditional education is used by many school systems and helps administrators supervise consistent teaching methods. 

However, having one teacher giving instruction and managing other classroom tasks may be detrimental to children’s learning outcomes in the long run. For example, a teacher working alone may find it difficult to provide personalized attention to children and address the individual needs of children with learning challenges.

This is where the co-teaching approach comes in—to create a collaborative teaching team and build an inclusive classroom environment that benefits all children and teachers. This guide discusses the importance of co-teaching models, the strategies to implement it in your classroom, and your role in this teaching approach.

What is co-teaching?

Co-teaching typically involves two teachers partnering to plan lessons and implement instruction and assessment for the entire class. This approach is common in inclusive classrooms where one general education teacher collaborates with a special education teacher. It’s essential to identify the children’s needs to determine the co-teacher pairing. Some programs require two general education teachers, while others require a general education teacher and a specialist. Specialists may include a speech-language pathologist, occupational therapist, or English language teacher.

At a glance, co-teaching might simply look like two teachers in a classroom, but it’s more than that; it’s a partnership that requires open and professional communication, shared goals, teamwork, shared responsibilities, and accountability. In addition, teachers must focus on meeting the needs of all the children in their classroom. 

In the late 1960s, parents drove a movement to have their children with special needs receive regular education without facing segregation from their peers. This drive resulted in the Individuals with Disabilities Education Act (IDEA) , a law that grants children with disabilities in the U.S. equal access to education. One of the fundamental principles of IDEA is the least restrictive environment (LRE) , which allows children with disabilities to learn in the same classrooms as their typically developing peers to the maximum extent appropriate. Co-teaching plays a vital role here, as one common LRE scenario involves children receiving instruction in the general education classroom with support from a special education teacher.

Benefits of co-teaching

Co-teaching is beneficial for both children and teachers. Let’s discuss why this teaching approach is so important.

The following are some benefits of co-teaching for children:

Exposes children to different teaching styles and methods

Children learn differently , and co-teaching provides children with the opportunity to experience different teaching styles, increasing engagement and overall childhood development.

Encourages individualized support

Co-teaching lowers the teacher-to-child ratio, increasing the time and attention each child receives from a teacher. In addition, individualized support helps meet all the children’s needs.

Reduces stigma and improves social skills

Children with special needs learn alongside their typically developing peers instead of being removed from the classroom, which can be stigmatizing. Learning in an inclusive classroom increases social skills, peer relationships, and confidence. 

Models teamwork and friendship

Children observe and imitate the behavior of influential people around them. For example, when they see teachers interact and collaborate with each other, children learn how to listen, solve problems, and support others.

Provides opportunities for immediate and accurate feedback

A teacher managing a large class alone may find it challenging to give specific feedback to each child. Children with more face-to-face time with teachers receive specific and valuable feedback regularly.

The following are benefits of co-teaching for teachers:

Promotes professional growth

Co-teaching exposes teachers to new teaching techniques and ways to interact with children, giving them renewed energy and excitement about classroom instruction. Specialists gain insight into general classroom instruction, and both teachers learn skills like planning, accommodating new instruction ideas, communicating, and collaborating.

Lowers teacher-to-child ratio

A low teacher-to-child ratio allows teachers to closely observe children’s academic progress and behavior. As a result, the relationships between teachers and children improve, and teaching is more effective.

Increases teacher support

With co-teaching, teachers can look to each other for support in achieving their teaching goals. Teaching partnerships may also lead to valuable friendships, which can boost morale at work.

Saves instructional time

Co-teaching helps teachers save time during instruction due to fewer interruptions. For example, if one teacher needs to step out urgently or handle a behavioral issue, the other can continue the lesson.

With an app like brightwheel , teachers can stay connected to administrators and other teachers right from their mobile device. Brightwheel makes it easy to communicate schedule changes quickly, collaborate on lesson plans, and record children's progress in the classroom.  

Co-teaching strategies

The co-teaching strategies you implement in your classroom will depend on your children’s needs. Let’s look at the six co-teaching models educators use: 

One teach, one observe

In this setting, one teacher takes the role of instructor while the other teacher inconspicuously observes the class to gather data which helps them to:

• Inform future instruction and assessments
• Address challenging behavior
• Identify which children need specific help 

This model is great for collecting information for an Individualized Education Plan (IEP) meeting or observing children’s engagement with the content, their peers, and the teacher. 

One teach, one assist

In this model, also known as “one teach, one support,” one teacher takes the lead role in instruction while the other teacher walks around the class assisting children and monitoring behavior. It’s best to use this model when one teacher is more experienced and familiar with a specific topic than the other and when the teachers know that the children will need close supervision and individualized support.

With “one teach, one assist,” children get real-time assistance from the assisting teacher, while the instructing teacher is allowed to move forward with the lesson with minimal interruption. It’s an excellent model for newer teachers as they observe the more experienced teachers. It’s essential to articulate each teacher’s role so that both teachers feel equally included in the classroom.

Station teaching

Station teaching is a favorite for most teachers because it accommodates several different learning styles and allows teachers to use their skills effectively. In this model, the co-teacher divides the class into groups and sets up stations, or learning centers, in different areas of the classroom. You can have two teacher-led stations and one child-led station for independent work or collaboration. This model requires significant time for preparing lessons and gathering materials. 

The children rotate through the stations, learning the same subject differently. For example, you may teach counting with manipulatives at one station and with a sensory bin activity at the other. Station teaching allows children to engage with the content independently as well as with the co-teachers. The teachers can tailor instruction to cater to each group’s needs. Having small groups allows the teachers to work closely with each child, increasing engagement and making it easy to check for understanding.

Parallel teaching

In this model, the teachers divide the children into two equally sized groups, each teaching the same information simultaneously in different sections of the room. Both teachers have an instructional role, so they must have equal content expertise. 

Co-teachers typically execute this model by teaching the same content the same way to both groups. However, they can choose to teach the same content differently or teach different content and switch groups. Examples of parallel teaching may include:

• Both teachers leading instruction on the same concept or topic
• One teacher teaching the children math using manipulatives while the other uses technology or a chart
• One teacher leading the instruction verbally while the other builds an object with the children 

Having the children in smaller groups allows those children who find the content challenging to be more engaged and ask questions. It also allows teachers to more easily ensure that each child understands the content. One challenge with this model is the possibility of distractions and noises from the other group.

Alternative teaching

In alternative teaching, one teacher instructs a larger group of children while the other teaches a smaller group. This model is helpful when a few children in the classroom require special attention and more specific instruction. The teacher instructing the small group delivers content to pre-teach, re-teach, or enrich a particular topic. 

The small group may include children with learning disabilities, English language learners, or high-achievers needing extra challenges. You’ll need to collect data from the class to group the children appropriately. This model provides both teachers with an active instructional role. Additionally, struggling children get the support they need without being singled out.

Team teaching

Team teaching demonstrates the teachers’ ability to work together to get the job done. Both teachers engage in the instruction of the whole class at the same time. Teachers can use this model to facilitate a class meeting, introduce or conclude a lesson unit, or engage in community-building exercises. 

This model may seem challenging initially, as it requires lots of planning and takes time and trust for the teachers to work well together. Additionally, some teachers might feel vulnerable having another teacher see how they handle instruction. However, team teaching allows teachers to give and receive feedback, which helps them improve where necessary. Additionally, it’s an important model for children and administrators to see in action, as it introduces complementary teaching styles and models a collaborative working relationship. 

Co-teaching roles and responsibilities

The teaching pair must agree on who does what and when. Co-teaching works best when each teacher’s roles and responsibilities are clearly defined, including:

• Planning lessons
• Scheduling lessons
• Assessing the children
• Identifying required accommodations for all children
• Identifying required accommodations for children with special needs
• Preparing materials for children receiving special education services
• Determining appropriate curricular modifications as indicated by IEPs
• Communicating with families

Communicating with families lets you share important updates about their child’s progress and builds deeper relationships. With brightwheel’s communication feature you can simplify parent engagement with real-time and direct messaging all in one central app.

The roles and responsibilities in your co-teaching team will depend on your program and the children’s needs. Clearly defined roles prevent friction that comes from overstepping boundaries or unequally assigned responsibilities. 

Implement collaborative teaching in your classroom

Co-teaching is like a marathon—not a race. Effective co-teaching takes time to cultivate, and while the beginning might be difficult, open communication and determination to meet your children’s needs will make it a smoother experience. You may not agree on everything but aim to respect each other and be flexible and open to other ideas.

Remember to seek administrative support in case of any difficulties in the partnership that you can’t resolve. A positive working partnership will help you provide effective instruction in your classroom.

Brightwheel is the complete solution for early education providers, enabling you to streamline your center’s operations and build a stand-out reputation. Brightwheel connects the most critical aspects of running your center—including sign in and out, parent communications, tuition billing, and licensing and compliance—in one easy-to-use tool, along with providing best-in-class customer support and coaching. Brightwheel is trusted by thousands of early education centers and millions of parents. Learn more at   mybrightwheel.com.

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What is the Meaning of Co-Education?

There are many schools that offer co-educational classes these days. But what does co-education mean? In a co-educational setting, both boys and girls are taught together in the same classroom by the same teacher. This can be beneficial for both sexes because it allows them to learn how to interact with each other at an early age. It also helps to break down gender stereotypes.

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What is Called Co-Education?

In Brief: Co-education is the education of males and females in the same school, college or university. The term ‘co-education’ can also refer to the integrated education of children with different abilities in the same class. The main advantages of co-education are that it breaks down gender barriers and leads to more well-rounded individuals. It can also lead to improved communication skills and greater socialization opportunities. Some disadvantages include increased distractions, competitiveness and peer pressure. Ultimately, the decision about whether to send a child to a single-sex or coeducational school is a personal one that depends on each family’s values and preferences. The History Of Co-Education: Co-education has been around since ancient times and was practiced in Greece, Rome, India and China. In medieval Europe, some monasteries and cathedral schools were coeducational, as were a small number of town schools. However, most educational institutions were single-sex until the nineteenth century when co-education became increasingly common. In 1833, for example, James Mill advocated for the equal education of women in Essays on Government. During this time there was a growing belief that men and women should be treated equally in all aspects of life including education. This belief was reflected in changes to legislation such as The Married Women’s Property Act 1882 which gave married women control over their own property. As society became more egalitarian, co-education became more prevalent throughout Europe and North America. By the end of the twentieth century, it was estimated that over 80% of schools in developed countries were coeducational. The Advantages Of Co-Education: There are several advantages associated with co-education. One benefit is that it helps break down gender stereotypes by giving boys and girls exposure to both male and female role models. Studies have shown that children who attend coeducational schools are more likely to hold less traditional views about gender roles than those who attend single-sex schools.

Another advantage is that it often leads to better academic results because students feel less pressure to conform to stereotypes about how boys or girls ‘should’ behave.

What is the Example of Co-Education?

There are many examples of co-education, but one of the most common is when boys and girls learn together in the same classroom. This can happen at any level of education, from primary school right up to university. In a co-educational setting, boys and girls are usually taught separately for some subjects, such as Maths and English, but they share lessons for others, like History or Science. One benefit of co-education is that it can help break down gender stereotypes. For example, if boys and girls learn together it can challenge the idea that certain subjects are ‘for girls’ or ‘for boys. Co-ed classrooms can also be more fun and lively places to learn, with a wider range of people to interact with. Of course, there are also some disadvantages to co-education. Some parents worry about their children being distracted by members of the opposite sex in class. And sometimes boys and girls can find it hard to work together cooperatively – especially during those tricky teenage years!

What is Co-Education in Simple Words?

Co-education is when both boys and girls are taught together in the same school. It started to become popular in the late 1800s when more schools began to allow girls to attend. Some people believe that co-education is better because it helps boys and girls learn to work together and understand each other. Others believe that it can be distracting for students and that boys and girls should be educated separately.

What are the Benefits of Co-Education?

There are several benefits of co-education. First, it helps to create a more diverse and well-rounded learning environment. When students are exposed to different genders and viewpoints in the classroom, they can learn from one another and develop a greater understanding of the world around them. Second, co-ed classrooms can promote healthy competition and collaboration among students. Boys and girls can push one another to achieve their best work when they’re working together in class. This can lead to better grades and higher test scores for everyone involved. Third, co-education can help reduce gender stereotypes and sexism in schools. When boys and girls learn alongside one another, they’ll be less likely to buy into harmful stereotypes about each other’s abilities or interests. And as they grow older, they’ll be better equipped to respect one another’s differences and work together effectively in both professional and personal settings.

Essay on Co-Education || Advantages and disadvantages of Co-education || Co Education || Handwriting

Importance of co-education, co education essay.

There are many advantages and disadvantages of co-education. Some parents and educators feel that it is better for children to be educated in a single-sex environment while others believe that co-ed education is more beneficial. In this essay, I will discuss the pros and cons of co-education before drawing a conclusion. One advantage of co-education is that it helps to develop social skills. Children who go to school together learn how to interact with members of the opposite sex from an early age. This can be helpful later in life when they need to work with people of both sexes in the workplace. It can also help them to form strong friendships which may last a lifetime. Another benefit is that boys and girls learn to respect each other when they are educated together. They learn about different cultures and lifestyles which can help to promote tolerance and understanding in society. Co-ed schools also tend to have better facilities than single-sex schools as they can cater to the needs of both genders. However, there are some disadvantages associated with co-education too. Some parents worry that their children will be distracted by members of the opposite sex if they are educated together. Boys may become more interested in impressing girls rather than concentrating on their studies and girls may become self-conscious about their appearance if they think boys are looking at them all the time! Another concern is that mixed classrooms can lead to bullying as kids often pick on those who are different from them – for example, those who do not dress or behave “normally” according to gender stereotypes. So, what is the verdict? There are arguments both for and against co-education but I believe that its benefits outweigh its drawbacks overall. What do you think?

Co Education Synonyms

What is co-education? Co-education is the integrated education of male and female students in the same institution. This type of education can be provided in schools, colleges, or universities. It is also known as mixed-sex education. The advantages of co-education are:

1) It helps in the social development of both sexes. 2) It inculcates a sense of competition and cooperation between the sexes.

3) Both sexes get to interact with each other and learn from each other. This leads to better understanding and communication between them. 4) Co-ed classrooms provide a more natural environment for learning as compared to single-sex classrooms. Studies have shown that students perform better in co-ed classrooms than in single-sex classrooms.

The term “co-education” is used to describe the education of boys and girls in the same school. Co-education has been around for centuries, but it is only recently that it has become popular in developed countries. There are many advantages to co-education, including the following: 1. It helps to break down gender stereotypes.

3. It prepares students for life in the real world, where they will have to interact with people of both genders on a daily basis. 4. Co-ed schools tend to have a more relaxed atmosphere than single-sex schools, which can be beneficial for some students. 5. Studies have shown that students who attend co-ed schools perform better academically than those who attend single-sex schools.

Sherry Lane

CCE Finland

Introduction to co-teaching.

This course gives an introduction to co-teaching - a team teaching method that helps the teachers to share the workload, face the everyday dilemmas together, teach heterogeneous classrooms and learn from each other.

Course curriculum

Welcome to the course.

Course introduction

Starting point

What is co-teaching?

Video lecture: The definition of co-teaching

Article: Teachers’ stories on sense of belonging in co-teaching relationship

Article: Finnish teachers’ views on co-teaching

Reflection break

Article: A one-year study of the development of co-teaching in four Finnish schools

Video lecture: Co-teaching according to the research

Extra video

Article: An examination of co-teaching perspectives and efficacy indicators

Different forms of co-teaching

Video lecture: Different forms of co-teaching

Article: Collaborative classroom management in a co-taught primary school classroom

Article: Learning about students in co-teaching teams

Designing the learning environment

Video lecture: NeNu story

Article: Achieving symbiosis - working through challenges found in co-teaching to achieve effective co-teaching relationships

Article: Making inclusion work with co-teaching

Video lecture: The learning environment

Article: Co-teaching in inclusive classrooms: a metasynthesis of qualitative research

Sharing, negotiating and co-planning

Video lecture: Communication with the families

Article: Committing, engaging and negotiating: teachers’ stories about creating shared spaces for co-teaching

Video lecture: Co-planning

Article: Co-planning in co-teaching: a practical solution

Feedback for the course

About this course

• Video lessons
• Practical assignments
• Live meetings

Discover your potential, starting today

• Active Learning
• Teaching Methods
• Cooperative Learning

Essay on Co-Education

Introduction to Co-Education

A classroom where young minds, regardless of gender, collaborate seamlessly, sparking ideas that transcend societal norms and expectations.

Co-education, the practice of educating males and females in the same institution, has been debated for decades. Originating from pursuing gender equality and social integration, co-education has evolved into a widespread educational approach globally. Its proponents argue that it fosters holistic development, while critics raise concerns about distractions and gender-based discrimination. This essay explores the many facets of co-education, looking at its historical foundations, outlining its benefits and drawbacks, suggesting ways to implement it successfully, and providing case studies and research results to provide readers with a thorough grasp of this education paradigm.

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Historical Perspective

The historical perspective of co-education unveils a complex narrative shaped by societal norms, educational philosophies, and evolving perceptions of gender roles.

• Ancient Civilizations : Co-education traces back to ancient civilizations such as Greece, Rome, and Egypt, where both genders received education together, albeit in segregated settings at times.
• Medieval Europe : During the Middle Ages, religious institutions primarily conducted education . Monastic schools often allowed boys and girls to study together, although the curriculum differed based on gender roles.
• Renaissance and Enlightenment : With the advent of the Renaissance and Enlightenment periods, co-education gained traction, reflecting ideals of equality and enlightenment. However, formal schooling remained segregated mainly based on gender and social status.
• 19th Century : The 19th century witnessed significant movements for women’s rights and education. Pioneering figures like Mary Wollstonecraft advocated for co-education to promote gender equality and intellectual development.
• 20th Century : Co-education gained momentum globally during the 20th century, particularly in Western countries, as societal attitudes towards gender roles evolved. Many educational institutions began to adopt co-educational models, although some resistance persisted in conservative circles.
• 21st Century : Co-education has become the norm in many parts of the world, reflecting a broader commitment to gender equality and inclusive education. However, challenges such as gender-based discrimination and cultural resistance continue to shape the implementation and evolution of co-educational practices.

Advantages of Co-Education

Here are the advantages of co-education:

• Fosters Gender Equality : Co-education promotes equality between genders by providing equal access to educational opportunities for both boys and girls. It helps break down traditional stereotypes and societal norms that may perpetuate gender-based discrimination in education.
• Development of Social Skills : In a classroom setting, students can interact with peers of the other gender and gain important social skills, including empathy , cooperation, and communication . This prepares them for diverse social interactions in their personal and professional lives.
• Enhanced Academic Performance : Research suggests that co-educational environments can improve academic performance. The presence of both genders in the classroom can stimulate healthy competition , foster collaboration, and encourage a more diverse range of perspectives, ultimately enhancing learning outcomes.
• Preparation for Real-World Interaction : Co-education mirrors the diversity of the real world, where individuals must interact and collaborate with people of different genders. Experiencing this dynamic in an educational setting prepares students for future success in diverse workplaces and communities.
• Breaking Stereotypes and Gender Bias : Co-education challenges traditional gender roles and stereotypes by providing opportunities for students to engage in various academic subjects, extracurricular activities, and leadership roles regardless of gender. This can help empower students to pursue their interests and aspirations without limitations imposed by societal expectations.
• Promotes Mutual Respect and Understanding : Interacting with peers of the opposite gender fosters mutual respect, empathy, and understanding. It helps students appreciate and value diverse perspectives, experiences, and backgrounds, creating a more inclusive and harmonious learning environment.
• Encourages Personal Growth and Confidence : Co-education provides a supportive environment for personal growth and self-expression. Students learn to navigate social dynamics, build confidence in their abilities, and develop a strong sense of identity, essential for their overall well-being and success.
• Cost-Effectiveness : Co-educational institutions can benefit from shared resources and infrastructure, making them more cost-effective than separate single-sex schools. This allows for greater investment in educational programs, facilities, and extracurricular activities, ultimately benefiting all students regardless of gender.

Challenges and Raise Concerns of Co-Education

Here’s a detailed exploration of the challenges and concerns of co-education:

1. Distractions and Disruptions

• Social Interactions : Co-educational environments may facilitate increased social interactions among students, potentially leading to distractions from academic pursuits. Adolescent students, in particular, may become preoccupied with socializing, forming friendships, or engaging in romantic relationships.
• Impact on Academic Focus : Students of the opposite gender in classrooms and shared spaces could disrupt the learning process, as they may be more inclined to engage in social interactions rather than focusing on academic tasks.
• Balancing Social and Academic Needs : Educators must balance encouraging social interactions, which are essential for social development, with maintaining a conducive learning environment that prioritizes academic engagement.

2. Potential for Gender-Based Discrimination

• Stereotypes and Bias : Inadvertently, co-education may reinforce gender stereotypes or biases, as individuals may perceive certain subjects or activities as more suitable for one gender. This could lead to unequal opportunities and treatment for students based on gender.
• Unequal Participation : In co-educational settings, one gender may dominate certain subjects, extracurricular activities, or leadership roles, potentially excluding students of the opposite gender and perpetuating gender-based discrimination.
• Creating an Inclusive Environment : Schools must actively work to create an inclusive environment where all students feel valued and have equal access to educational opportunities, regardless of gender. This could entail putting laws and programs in place to combat gender prejudice and advance inclusivity and diversity.

3. Addressing Cultural and Religious Concerns

• Cultural Sensitivities : In societies with conservative cultural or religious beliefs, co-education may face resistance due to concerns about gender segregation, modesty, and preserving traditional gender roles.
• Navigating Cultural Differences : Schools must navigate these cultural sensitivities sensitively, engaging with parents, community leaders, and stakeholders to address concerns and ensure that co-education aligns with cultural values while promoting educational outcomes.
• Promoting Dialogue and Understanding : Open dialogue and communication with parents and community members can help address concerns and build support for co-educational initiatives. Schools can provide information about the benefits of co-education in promoting diversity, inclusivity, and academic achievement.

4. Ensuring Equal Opportunities and Treatment

• Addressing Gender Biases : Co-educational institutions must proactively address gender biases among teachers, administrators, and staff to ensure that all students receive equal opportunities, resources, and treatment.
• Equitable Access : We should provide equitable access to educational programs, extracurricular activities, leadership opportunities, and support services, regardless of gender.
• Preventing Discrimination : Implementing policies and procedures to prevent and address gender-based discrimination, harassment, or bullying is essential to creating a safe and inclusive learning environment.

5. Safety and Well-being

• Addressing Safety Concerns : Co-educational settings may provide particular difficulties for students’ safety and well-being, such as bullying, harassment, or sexual misbehavior.
• Establishing Protocols : Schools must establish clear protocols for addressing incidents of misconduct, providing support services for affected students, and fostering a culture of respect and accountability.
• Promoting Communication : Educators should encourage open communication and empower students to report concerns about their safety or well-being, ensuring they take appropriate actions promptly and effectively.

6. Parental and Community Resistance

• Traditional Views and Concerns : Resistance to co-education may arise from parents, community members, or stakeholders who hold traditional views or concerns about the perceived risks associated with mixed-gender schooling.
• Engagement and Collaboration : Schools must engage with parents and community members in transparent and inclusive dialogue, address concerns, and provide evidence-based information about the benefits of co-education.
• Building Trust and Support : Establishing a collaborative and trusting relationship with stakeholders can facilitate the surmounting of obstacles and encourage backing for co-educational endeavors, ultimately creating a constructive and welcoming educational atmosphere for every student.

Strategies for Effective Co-Education

Here are strategies for ensuring effective co-education:

• Promote Gender-Inclusive Curriculum and Teaching Practices : Develop gender-inclusive curricula featuring diverse perspectives and examples that resonate with all students. Train teachers to adopt teaching practices sensitive to gender differences and encourage equitable student participation. Incorporate materials and resources that challenge stereotypes and promote understanding and respect for diverse genders and identities.
• Foster a Positive and Inclusive School Culture : Establish clear expectations for behavior and interaction that promote respect, empathy, and inclusion among students of all genders. Make sure kids have the chance to participate in discussions and activities that honor diversity and dispel myths. Implement gender equity clubs or student-led campaigns to raise awareness and promote inclusivity within the school community.
• Ensure Equitable Access to Resources and Opportunities : Monitor and address any disparities in resource allocation, facilities, and extracurricular opportunities based on gender. Provide targeted support and mentorship programs to encourage underrepresented genders to pursue academic and leadership roles. Create pathways for all students to access enrichment programs, career counseling, and extracurricular activities regardless of gender.
• Train Staff on Gender Sensitivity and Inclusive Practices : Provide teachers, administrators, and staff with professional development opportunities that address gender sensitivity, unconscious prejudice, and inclusive classroom management. Guide how to address instances of gender-based discrimination, harassment, or bullying effectively and sensitively. Encourage staff members to work together and show support to advance gender equity and diversity within the school community.
• Facilitate Open Communication and Parental Involvement : Encourage open communication between parents, teachers, and students regarding the benefits and challenges of co-education. Give parents the chance to participate in forums, workshops, or advisory groups supporting diversity and gender equity in school. Solicit feedback from parents and students on ways to improve the co-educational experience and address any concerns or challenges that may arise.
• Establish welcoming and safe environments for all students: Implement policies and protocols to prevent and address bullying, harassment, or discrimination based on gender. Establish safe spaces or support groups where students can seek guidance, advice, and assistance in navigating issues related to gender identity, relationships, or personal well-being. Train staff members to recognize signs of distress or marginalization among students and provide appropriate support and referrals to relevant resources.
• Encourage Peer Mentorship and Collaboration : Facilitate peer mentorship and collaboration opportunities among students of different genders to promote mutual understanding and support. Create structured mentoring programs or buddy systems where older students mentor younger students, fostering positive relationships and role-modeling behavior. Encourage collaborative projects and group activities that unite students from diverse backgrounds and genders to achieve common goals and objectives.

Case Studies

These are two case studies that demonstrate effective co-educational initiatives:

Greenwood High International School, Bangalore, India :

• Background : Greenwood High is a leading international school in Bangalore, India, known for its commitment to providing quality education in a co-educational setting.
• Approach : The school emphasizes creating a gender-inclusive environment where students of all genders feel valued, respected, and supported in their academic and personal growth.
• Implementation : Greenwood High integrates gender-inclusive curriculum and teaching practices across all grade levels, incorporating diverse perspectives and examples into lesson plans and activities. Teachers receive regular training on gender sensitivity and inclusive classroom management to ensure equitable participation and opportunities for all students.
• Results : The co-educational environment at Greenwood High has fostered a culture of mutual respect, collaboration, and empathy among students. Academic performance remains consistently high, with students demonstrating strong critical thinking skills, leadership qualities, and social awareness. Graduates of Greenwood High have gone on to excel in diverse fields, demonstrating the effectiveness of co-education in preparing students for success in the real world.

Oberlin College, Ohio, United States:

• Background : A prominent liberal arts college in Ohio, Oberlin College is well-known for its dedication to diversity, inclusiveness, and progressive ideals.
• Approach : Oberlin College has a long history of co-education, having admitted both male and female students since its founding in 1833. The college promotes a culture of academic excellence, social responsibility, and mutual respect among students of all genders.
• Implementation : Oberlin College offers a wide range of coeducational programs and extracurricular activities, which provide students with opportunities to engage in collaborative learning and social interaction across gender lines. Gender studies programs, student-led advocacy groups, and diversity projects are just a few of the organizations and efforts the institution actively supports to advance gender equity and inclusivity on campus.
• Results : Students of many backgrounds and identities flourish academically, socially, and personally at Oberlin College thanks in part to its lively and welcoming campus community, which has been made possible by co-education. Oberlin College graduates pursue successful careers in various fields, equipped with the critical thinking skills, global perspectives, and leadership qualities gained through their co-educational experiences.

Research Findings

Here’s a table presenting research findings on co-education, along with relevant data:

Addressing Common Misconceptions about Co-education:

“Co-education leads to constant flirting and distractions in class.”

• You might find a little romance, but co-education is more about learning than love triangles! Students develop meaningful friendships and social skills that prepare them for the real world, minus the melodrama.

“Girls and boys learn better separately.”

• Research shows that mixing it up in the classroom benefits everyone. Co-education encourages diverse perspectives, collaboration, and understanding. Plus, who wants to miss out on half the brainpower?

“Co-ed schools reinforce gender stereotypes.”

• Co-education smashes stereotypes like a pro wrestler in the ring. It’s where girls can rock at math and boys can slay in literature. Co-ed schools celebrate individual talents and challenge outdated gender norms.

“Boys and girls are too distracted by each other to focus on academics.”

• Sure, there might be occasional giggles or stolen glances, but let’s not underestimate students’ ability to knuckle down when it counts. Co-education teaches valuable life skills, including how to work alongside all kinds of people—including distractions.

“Co-education doesn’t prepare students for the real world.”

• Reality Check : From the boardroom to the soccer field, life doesn’t segregate based on gender. Co-education equips students with the social skills and resilience to navigate the wonderfully mixed world.

Co-education serves as a vibrant tapestry of learning, fostering inclusivity, collaboration, and mutual respect among students. Despite misconceptions, the research underscores its benefits, from promoting gender equality to enhancing academic performance and preparing students for the complexities of the real world. Co-education equips learners with invaluable social skills and resilience by challenging stereotypes and providing diverse perspectives. It highlights unique abilities and creates a nurturing atmosphere that enables pupils to flourish intellectually and emotionally. Ultimately, co-education stands as a testament to the power of diversity in enriching educational experiences and shaping well-rounded individuals ready to embrace the complexities of the future.

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Putting the Co in Education: Timing, Reasons, and Consequences of College Coeducation from 1835 to the Present

The history of coeducation in U.S. higher education is explored through an analysis of a database containing information on all institutions offering four-year undergraduate degrees that operated in 1897, 1924, 1934, or 1980, most of which still exist today. These data reveal surprises about the timing of coeducation and the reasons for its increase. Rather than being episodic and caused by financial pressures brought about by wars and recessions, the process of switching from single-sex to coeducational colleges was relatively continuous from 1835 to the 1950s before it accelerated (especially for Catholic institutions) in the 1960s and 1970s. We explore the empirical implications of a model of switching from single-sex to coeducation in which schools that become coeducational face losing donations from existing alumni but, because they raise the quality of new students, increase other future revenues. We find that older and private single-sex institutions were slower to become coeducational and that institutions persisting as single sex into the 1970s had lower enrollment growth in the late 1960s and early 1970s than those that switched earlier. We also find that access to coeducational institutions in the first half of the twentieth century was associated with increased women's educational attainment. Coeducation mattered to women's education throughout U.S. history and it mattered to a greater extent in the more distant past than in the more recent and celebrated period of change.

Bernie Zipprich gave exceptional research assistance on all parts of the project and Ryan Sakoda followed in turn. Julia Fifer helped with the coding of the coeducation data set, and Janet Currie and Louis Galambos supplied some of the coeducation dates. Emily Glassberg Sands provided much appreciated assistance with the references. Comments on a draft were offered by Julie Reuben, Emily Glassberg Sands, and members of the NBER-DAE 2010 Summer Institute. We thank all of them. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.

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• College Coeducation from 1835 to the Present Author(s): Claudia Goldin Lawrence F. Katz Coeducation mattered to a greater extent in the more distant past than in the more recent and celebrated period of change. Women...

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Essay On Co Education

500 words essay on co education.

Co-education refers to education for both boys as well as girls. It is when the joint education of both the sexes takes place at the same institution in the same classes. It is an economic system as both the girls and boys study in the same school and college. Moreover, as girls and boys have to live together in a society in their later life, it prepares them in advance for this. The essay on co education will take us through its importance and advantages.

Importance of Co-education

Co-education is very essential for understanding social intelligence. In other words, social intelligence is what helps us, humans, to effectively negotiate and navigate the complicated relationships and environments we live in.

Further, we regard it as the competence of the individual for understanding their background and reacting in a manner that is socially acceptable.  In other words, social intelligence is a vital tool for children.

It helps them grow up as good human beings within society. Through this, a child can develop healthy relationships with their family and friends as well as a member of society. Moreover, it also makes them better at managing their emotions.

Similarly, they are able to handle conflicts well and be empathetic towards others along with improving their values. Most importantly, co-education also helps to remove gender discrimination . Both the boys and girls get equal respect which helps them in the future.

Co-education is also important as it helps in nurturing healthy competition amongst the opposite sexes. Thus, it helps them to maintain their dignity and educates them to face their failures as well as learn from them.

Advantages of Co-education

There are many advantages to co-education. The first one is that they offer school diversity. This helps the students who wish to enrol in that school. Moreover, when students get exposed to diversity young, they find it easier to adapt to different diverse environments.

Further, it also teaches them equality as the teachers treat everyone equally. Students participate in all competition equally without any discrimination. Moreover, it also promotes socialization by promoting co-existence.

Students can prepare in advance for the real world because, at co-educational schools, they live in a healthy environment composed of both sexes. It also improves the communication skills of students as they interact with everyone.

Students also develop mutual respect and self-esteem in these schools. Most importantly, these institutions help the students overcome the fear of the opposite sex. It helps them get rid of the hesitation and shyness to talk to the opposite sex as they study in a friendly environment together.

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Conclusion of the Essay on Co Education

To conclude, co-education is an excellent system which helps the students in almost all spheres of life. It is great for the all-round development of kids as it takes away the fear of interacting with the opposite sex. Consequently, it prepares them for a world where they can effortlessly work in an environment filled with all kinds of people.

FAQ of Essay on Co Education

Question 1: What is the importance of co-education?

Answer 1: Co-education carries a lot of importance to kids as they benefit from higher levels of social skills. Moreover, their self-esteem also increases which allows them to prepare better for a diverse world with both men and women playing important roles.

Question 2: What are the disadvantages of co-education?

Answer 2: One of the most important disadvantages of co-education is lack of concentration. It is a known fact that opposite-sex attracts each other so students tend to lose temperament and momentum to their studies. Another disadvantage often noticed in co-educational institutions is sexual harassment caused by students.

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Co-Education – History, Advantages & Disadvantages

Co-education is an education system where students of both genders males and females study in the same educational institutions. The benefits of co-education include developing mutual respect between genders, better socialization, and preparing them for real-life situations. However, as a disadvantage, it can lead to gender bias and distractions. The impact of co-education depends on cultural or societal norms and the context in which it takes place.

Table of Content

What is Co-Education?

History of co-education, what is co-education in india, benefits of co-education, disadvantages of co-education, faqs on benefits of co-education.

Co-eduction is a system of education where girls and boys are educated together. The practice started in Greece and is now becoming common all over the world. From their early school days, students experience diverse environments, that broaden their horizons and allow them to adapt to different environments as they grow. The feeling of gender equality is inculcated and it boosts their social skills and self-esteem. It allows them to compete with each other and learn from each other. It makes the students understand that no sex is superior to others. It prepares the children for the adult life. They can share their ideas and thoughts with each other.

The practice of co-education first started in Greece. The world’s oldest co-educational school is Archbishop Tenison’s Church of England High School, Croydon. It was established in 1714 in Surrey (now in South London). During the Middle Ages in Europe, co-education was rare, and most education took place in monastic and religious institutions. Co-education became more prevalent in universities and colleges during the late 19th and early 20th centuries. The fight for women’s right and increased gender equality further promoted co-education. By the mid-20th century, co- education became common in primary and secondary school around the world including India.

While co-education is widely accepted, debates continue about the best practices for fostering equality and inclusivity in educational settings. Co-education is an important step towards promoting gender equality in education and society.

Co–education in India has been present since ancient times in the form of the Gurukul system of education, where students of all genders received education in the same place under the guidance of a guru or teacher. During British colonial rule, gender-based education became more common, with separate schools for boys and girls. This separation was mainly due to social norms prevalent at that time. After India gained independence in 1947, co-education started to regain popularity. The Indian government promoted co-education as a means to promote gender equality and social integration. In India majority of the colleges and university departments are now co­educational. While co-education is widely practiced, disparities in educational opportunities and outcomes still exist in certain parts of India, particularly in rural areas. After the enactment of the Right to Education Act in 2009 it was made compulsory for educational institutions to provide equal opportunities to students of all genders.

The supporter of Co-education basically favor the Co-Education system for two factors i.e. Sociological and Economical factor. The various benefits of co-education are described as follows:

• The students get exposed to diversity at a young age, so they find it easier to adapt to diverse environments which reduces gender biases.
• It promotes co-existence by promoting social and communication skills.
• They study in a healthy environment consisting of both the sexes, that improve their communication skills. It motivate them to excel in academics and in extracurricular activities.
• It help in developing mutual respect for each other and the holistic development of a student’s personality.
• Studying together in co- education helps overcome hesitation and shyness to talk to the opposite sex as they study in a friendly environment together.
• In co education both male and female point of view or perspective is explored and thereby provides healthy learning environment and broaden their horizon.
• It reduces the burden on the government to provide resources and infrastructure to the state with more school. So it is a cost effective method.
• It reduces gender stereotype and resultes in better social grouping by working together in the same environment.
• It results in the character development of an individual.
• Co-education helps in developing the habit of team work.
• Co-education promotes gender equality and reduces gender discrimination.
• It helps create a more inclusive and equal society by ensuring that education is accessible to all, regardless of gender,
• Co-education prepares the student for the real world situations,for the social and professional life ahead.
• It promotes a controlled envrionment.

Co-education has various benefits but it also has some disadvantages, depending on specific circumstances and the way it is implemented. Some of the disadvantages of co-education are as follows:

• Coeducation can result in distraction, especially during adolescence, as students are more interested in socializing with members of the opposite sex than in studying
• It can result in unequal participation and opportunities for students of the opposite sex as some courses or activities may be dominated by one gender.
• Safety of the girl student is of major concern in the co-educational institutions. Cases of sexual assault and harassement in these institution requires proper policies.
• Some cultural norms and beliefs are against co-education. They restrict their daughters to study in the co-educational institutions.
• Some students feel shy and uncomforatble in co-learning environment for personal and cultural reasons.
• It can result in unhealthy competition between both genders, which may not form conducive environment for learning.
• It reduces the options for schools and colleges for the students of both genders.
• It can result in unwanted agruments and discussions that can form unhealthy environment.

Co-education provides both advantages and disadvantages. It results in deveolping mutual respect for the opposite sex, reduces gender dicrimination and enhances social and comminication skill and prepare the students for the real life world. However, it can also lead to less concentration, social pressure and reinforce gender stereotype. Its implementation depends on culture, proper management, and the ability to address needs and challenges of mixed learning. Finally the choice should be madedepending on the values and specific goals of students and an educational institution.

Also Read: Education System in India Challenges in Indian Education System Difference Between Online and Traditional Education

1. What is co-education?

Co-education is the learning system where both male and female students can learn together in the same school or college. Under this system boys and girls receive physical, moral values and academic education together.

2. What are the benefits of co-education?

Co-education includes it build the confidence, develops respect, improve team work and thinking level, promote healthy environment and is a cost effective method. Co-education broaden students horizons and allow them to adapt to different environments as they grow.

3. What are the disadvantages of co- education?

The disadvantages of co-education can include less concentration, unhealthy competition, feeling of hesitation and concern about the safety of the girl child. It also reduces the option of school and colleges for both the gender.

4. Why is it called co-education?

Co-education develops from the Latin word “com,” meaning joint or together. So it means education of both girls and boys in the same educational institution. It promotes gender equality and provides better opportunities for future life.

5. Why co-education is needed in India?

Co-education is needed as it prepares the child for the real life situations like in the offices both male and female are expected to cooperate and work together. Students who have studied in co-education finds it easy to adapt in such environment.

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Home » Co-Curricular Activities » Co-curricular Activities: Meaning, Definition, Examples, Importance, Benefits

Co-curricular Activities: Meaning, Definition, Examples, Importance, Benefits

Co-curricular activities facilitate the development of various domains of mind and personality, such as intellectual, emotional, social, moral, and aesthetic. Creativity, Enthusiasm, and Energetic, Positive thinking are some facets of personality development and the outcomes of Extracurricular activities.

Meaning of Co-curricular Activities

Co-curricular activities (CCAs), earlier known as Extracurricular Activities (ECA), are the components of the non-academic curriculum that helps to develop various facets of the child’s and student’s personality development. For the child’s all-round development, there is a need for emotional, physical, spiritual, and moral development that is complemented and supplemented by Co-curricular Activities.

Definition of Co-curricular Activities

Co-curricular Activities are defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are essential for educational institutions to develop the student’s personality and strengthen classroom learning.

These activities are organised after school hours, known as extra-curricular activities. Co-curricular Activities have a broad horizon to cater to the child’s cultural, social, and aesthetic development.

Examples and Types of Co-curricular Activities

• Musical activities
• Debate and discussion
• Declamation contest
• Story writing competition
• Essay writing competition
• Recitation competition
• Wall magazine decoration
• Writes ups for school magazine
• Flower show
•  School decoration
• Sculpture making
• Fancy dress competition
• Preparation of chart & models
• Album making
• Photography
• Clay modeling
• Soap making
• Basket making
• Organization exhibitions.
• Celebration of festival

Role of co-curricular activities in a student’s life

Co-curricular activities are the authentic and practical experiences received by students.  It helps students make careers in Economics, Commerce, Mathematics, Accountancy, Nutrition, etc. To a greater extent, theoretical knowledge gets strengthened when a relevant co-curricular activity related to the content taught in the classroom is organised. The Classroom solely accomplishes intellectual aspects of personality, while aesthetic development, character building, spiritual growth, physical growth, moral values, creativity,  etc., are supported by co-curricular activities. It helps to develop coordination, adjustment, speech fluency, extempore expressions,  etc., among students at the school and college levels. If you are good in Co-curricular activities, the subjects like Commerce and Economics can be handled easily.  Also Read : Career in Commerce . 

Importance and Benefits of Co-curricular Activities

• Co-curricular activities stimulate playing, acting, singing, recitation, speaking, and narrating in students.
• Activities like participation in game debates, music, drama, etc., help achieve the overall functioning of education.
• It enables the students to express themselves freely through debates.
• Games and Sports help the child be fit and energetic.
• It helps to develop the spirit of healthy competition.
•  These activities guide students on how to organise and present an activity, develop skills, and co-operate and coordinate in different situations- all these help in leadership qualities.
• It provides avenues of socialisation, self-identification, and self-assessment when the child comes in contact with organisers, fellow participants, teachers, and people outside the school during cultural activity.
• Inculcate the values to respect other’s views and feelings.
• It makes you perfect in decision-making.
• It develops a sense of belongingness.
• CCA motivates learning.
• CCA develop values like physical, psychological, Ethical, academic, civic, social, aesthetic, cultural  recreational, and disciplinary values

Also Read : Career in Modeling

Role of a Teacher in Organising curricular Activities

• The teacher must be a good planner so that the different activities can be carried out systematically throughout the year.
• It should be the teacher’s duty to give the child more opportunities while performing co-curricular activities.
• The Teacher should act as an Innovator by introducing innovative programs.
• The teacher must be a good organiser so that the students experience a maximum of it.
• He should act like a director, recorder, evaluator,   manager, decision-maker, advisor, motivator, communicator, and coordinator so that the student and child can gain a maximum of finer aspects of Co-curricular activities.

Read : 10 facts about teachers.

List of Outdoor Co-curricular Activities

•   Mass parade
• Trips to the place of geographical, historical, economic, or cultural interest
• Mass prayer
• Morning assembly
• Social service in the neighbourhood
• Village Survey

List of Indoor Co-curricular Activities

• Music and dance
• Drawing and painting
• Bookbinding
• Cardboard work
• Leatherwork
• Organizing school panchayat
• Student self-government
• Art and craft

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50 thoughts on “Co-curricular Activities: Meaning, Definition, Examples, Importance, Benefits”

Ultimate Gyaan,,that I was looking for 🙂 Good article.

In article definition is given as – “These activities are organized after the school hours, so known as extra-curricular activities.”

Most of the schools in their class time table include subjects like physical education, art, work experience. Could we consider these subjects as Co curricular subjects?

yes all these activities are conducted after classes or in free period

Yaa! According to me we cannot say Co-curricular activity are organised after the school hours … Because nowadays every schools are conducting different activities as their subjects . They consider an important part of their curriculum. Therefore we can define Co-curricular activities “All those extra activities which are other than academic education and helps in the overall development of a child”.

When is this article published? Thanks!

Role of a Teacher in Organising curricular Activities 1.The teacher must be a good planner so that the different activities could be carried out systematically throughout the year. 2.It should be the duty of the teacher to give more and more opportunity to the child while performing co-curricular activities. 3.The Teacher should act as Innovator by introducing some innovative programmes. 4.The teacher must be a good organiser so that the students experienced maximum of it. 5.He should too act like as director, recorder, evaluator, manager, decision maker, advisor, motivator, communicator, coordinator, so that the student and child could gained maximum of finer aspects of Co-curricular activities

Its quite useful.Thank you for your valuable information that solved by dilemma.

Students enjoy it; parents like it; schools promote it, however not all activities are equal or balanced in relation to a teacher’s workload. Many activities take place on a weekend where teaching staff are required to work some of or all of a Saturday. Travelling time varies but could be 2 – 3 or more hours. Consider travelling from Sydney to Orange. I would like to read a discussion surrounding the potential impact this form of activity could have/does have on the families of teachers. AJF

itx really helful for me thnx 🙂

It is good and clear article

I want to know more about cca

really very helpful piece of information.thanku so much 4 expaining in detail

thanks you for the explanation now im on limelight about importance and benefits of co-curricula activities to students

As being a CCA Director in a renowned school, it has been a very useful article for me and has benefited for the students and the school itself. Thank you very much.

As a student of curriculum development, this artical has been of tremendous value to me.

Really a clarifying article.

Sir it it is nice. I also follow cca curricular activities in our school jai Bharati public school grastanganj

Awesome article which I was searching for my debate………really helpful

Its really wholesome…!!keep up the good work…

Good work….. Though there should a difference between venues/avenues of co-curricular activities and the activities themselves

Very informative

Made my assignment 🙂

Educating and information given,now I can plan for my students as a teacher.Thank you.

Is Pageant (Mr. and Ms. Elementary School for example) also included in the co-curricular acrivities?

Really it cleared the concepts of curricular and co curricular activities, it is very useful article Thanks for the clarity in the article.

That is one of the definitions. There are so many definitions have been suggested by various authentic books.

Sir, u have rightly well explained.

Can I use this article for my project work…or should I add a little bit more???

its most helpful for all student to think about what is co-curricular activities and on the other hand teachers,how to perform these activity for some ways

Please share content of co-curricular activities in school management…..

I have a question and i really don’t know how i solve it please help me to solve it…. And question is How do different games assist in the sound development of an individual of an individual?

It’s good and useful .

Giving good information

Thank for giving more knowledge

who is the author of this? when was it published?

I found Co-curricular Activities: Meaning, Definition, Examples, Importance, Benefits very educational.

Could you please explain giving examples 3 procedures that a teacher could follow through co-curricular activities???

Informative and understandable

Wonderful article! We are linking to this particularly great article on our website. Keep up the good writing.

Can i note this my assignments presentation

Okay by giving the reference of the website.

Nicely done and written my friend. Continue the excellent work! Cheers, Darb

salute u for exhaustive information.

Nice article I must say but The definition of co-curricular seems to be suggesing that of extracurricular. Co curricular activities is supposed to complement curricular activities which is carried out within school hours while extra curricular activities are done outside the school hours and are not related to curricular .But they benefit the students individually even though it is not related to the curriculum.

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Here’s a way-too-early forecast for Colorado’s 2024-25 winter season

The rocky mountains could be in for stronger mid-season snow compared to last winter. but nothing is certain..

News News | Aug 17, 2024

Robert Tann   

[email protected]

Early forecasts are providing hints at how the 2024-25 winter season may shake out in Colorado. 

This week, several ski areas announced opening dates , including Keystone Resort, Vail Mountain and Steamboat Resort.

While nothing about the upcoming season is certain, confidence is building for the return of La Nina, the atmospheric pattern defined by wet, cold weather in the north and drier, warmer weather in the south. While last winter was dominated by the opposite pattern, El Nino , the three winters before that were all La Nina years . 

La Nina occurs when surface temperatures in the equatorial Pacific Ocean fall below average, pushing the jet stream north. 

According to Colorado Climate Center climatologist Peter Goble, this can make for a drier, warmer fall and a slower start to the winter season. But once temperatures begin to drop from December through February, the pattern can bring above-average precipitation that, coupled with the cold, makes for better snow conditions.

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If such conditions occur, it’ll likely be in the northern mountain areas like Steamboat Springs. Goble said the correlation between La Nina and strong winter snow isn’t perfect, adding that in some La Nina years snowfall was normal or below average. 

“I would say it is kind of like having a couple extra aces in your deck playing a game of poker,” Goble said. “The odds are you’re going to draw a better hand, but you could still draw a poor hand.”

Statewide snowpack over the past four years has been a mixed bag, according to data from the Natural Resources Conservation Center . 

Snowpack during the 2023-24 season — an El Nino year — lagged below normal for practically all of November through January. Levels did begin to climb in February before reaching above normal from mid-March through mid-April. Snowpack remained near or slightly above normal through May and June. 

The 2022-23 season — a La Nina year — was a blockbuster by comparison. While snowpack took about two weeks longer to build than in 2023-24, levels surged in early November and remained well above normal from January to May.

The two years prior to that — also La Nina seasons — were mostly below normal, save for a big snowpack bump in January in 2021-22. 

Looking back to earlier La Nina years, Goble said there have been seasons when even the northern Rockies did not see above-average precipitation, such as in 2012 and 2018.

A forecast by the Climate Prediction Center issued Aug. 15 shows a slight chance for below-normal precipitation and near-normal temperatures in Colorado’s High Country for the months of December, January and February. 

While Goble said those predictions don’t necessarily align with what is expected from La Nina, the forecast does make sense when looking nationally. 

In the Pacific Northwest, where La Nina’s effects are most pronounced, there is anywhere from a 33% to 50% chance for below-normal temperatures and as much as a 50% to 60% chance for above-normal precipitation. By contrast, parts of the southern U.S. have a 50% to 60% chance of below-normal precipitation and above-average temperatures. 

“In a changing climate where we are trending warmer, we are seeing winters that are warmer than historical averages,” Goble said. “That said, Colorado builds our snowpack at a higher elevation than most ski areas in our country. … The ‘champagne powder’ isn’t going away any time soon.”

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When it comes to northern Colorado in particular, Goble said he anticipates good winter conditions this coming season, despite early predictions that those areas could see less precipitation. 

“For areas like Steamboat and Winter Park, it would surprise me to see below-average precipitation for La Nina,” Goble said. “Those mid-winter snowstorms are likely to be champagne powder, so perhaps a bit of cautious optimism there.”

In an Aug. 13 blog post on OpenSnow.com , meteorologist Alan Smith wrote that the “relative strength of a La Niña is also an important factor when it comes to prevailing weather patterns,” adding, “So far, La Niña conditions have been slower to emerge than previously forecast earlier this summer.”

Models from the National Oceanic and Atmospheric Administration currently show a 74% chance of La Nina conditions prevailing through the winter of 2024-2025, Smith wrote.

“Since 1990, there have been six winters in which weak La Niña conditions were present,” Smith wrote. “The last weak La Nina occurred just two years ago in 2022-2023 (which, by the way, was a huge winter for much of the West).”

Whether La Nina transitions back to El Nino, as it did last season, is uncertain, Goble said. 

“The last couple times that La Nina has developed it has stuck around for two or three years, but that’s not necessarily what we expect every time,” he said. “A lot of the time La Nina comes through and it is just a one-year event.”

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‘It’s not enough’: Some Montgomery Co. parents hold out hope for restoration of a fully virtual education program

Kate Ryan | [email protected]

August 13, 2024, 8:11 PM

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From vaping, the cost of school supplies to cellphone policies, the WTOP team is studying up on hot-button topics in education across the D.C. region. Follow on air and online in our series  “WTOP Goes Back to School”  this August and September.

Families whose children had been in a specialized virtual academy in Montgomery County Public Schools have been spending the summer weighing their options, and some don’t like what they see in terms of programming for the new school year.

The Board of Education voted to end the Montgomery Virtual Academy in the spring after determining the FY2025 school budget couldn’t support the service for nearly 800 families.

Since then, Sterling High and Courtney Evans, the parents of a rising fifth grader who attended MVA, had been waiting to see what alternatives might be available.

When asked how their summer was going, High told WTOP in an interview: “Completely terrible to be honest, it feels like we haven’t had a summer.”

That’s because he said his family had been investigating solutions, including possible “legal recourse” since the elimination of the academy.

In a letter to the school community released Aug. 8, MCPS Superintendent Thomas Taylor described a new program, saying: “To address the expanded need of some medically fragile students, which will serve many MVA families, I am pleased to announce our intention to expand offerings to include a hybrid virtual learning opportunity in addition to Home and Hospital Teaching.”

Taylor made it clear that the new hybrid would be limited to those students with medical needs and that it might not be appropriate to all students who had attended the Virtual Academy.

When he introduced the option for families, Taylor wrote in a letter to parents, “Before you get too excited, there are still several logistical hoops to jump through on my end.”

Approval from the Board of Education would be needed, schedules and staffing would have to be worked out, and then, families would have to apply for placement in the program.

Taylor told parents that the plan is to have the program up and running at the end of the second marking period and wrote in his letter: “A more detailed timeline will be shared by the end of August.”

More Back-to-School stories

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Evans said her son Ethan will be going into fifth grade and her daughter, Milly, will be going into first grade.

Until the hybrid option is available, they’ll sign their children up for the Home and Hospital Teaching option still available on a short-term basis, Evans said. That program was previously known as the Interim Instructional Service, or IIS.

But she said IIS falls far short of what Ethan had with the MVA program. “He was in advanced math and advanced reading, neither of those will be available to him” in the Home and Hospital program, she said. He also had access to music instruction, which Evans said won’t be available to him either.

According to MCPS, the hybrid program will offer virtual instruction in real time, as well as “periods of asynchronous work throughout the school week.”

Evans says while they wait to see more details on the plans for the hybrid education model, she’s not giving up on restoration of a fully virtual program. She even says she’ll be outside of the school board’s offices on the first day of school.

Because, Evans said, “Anything that is short of a fully comprehensive, fully synchronous daily program is not enough. It’s not an equivalent and it’s not an appropriate replacement for these kids.”

The first day of school for Montgomery County students is Aug. 26.

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As a member of the award-winning WTOP News, Kate is focused on state and local government. Her focus has always been on how decisions made in a council chamber or state house affect your house. She's also covered breaking news, education and more.

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Tennessee's parental consent laws are bad for teenagers, teachers and public education

Editor's note:  The letters to the editor below reflect the opinions of individual readers of The Tennessean. Scroll to the bottom to see how you can contribute a letter of your own.

Parental consent law undermines public education 

Re: "New parent consent law has ‘unintended consequences’ for school nurses, English learners," Aug. 12.

The new parental right’s law is profoundly misguided. It should be repealed (or rejected by courts). We should vote all who supported it out of office.

These laws do not protect children. They protect malevolent or misguided parents who want to brainwash their children into their political and religious views.

Education should be about empowering children to think for themselves: to understand and evaluate competing claims. To search for the truth. It may take them where their parents did not go. As it should. If we parents are racists or selfish or close minded, let’s hope our kids do not follow suit.

Tennessee supports Donald Trump. The rest of America should too and elect him president.

All these efforts are further efforts to undermine public education. That has been an overarching goal of the right for years.

Hugh LaFollette, Knoxville 37918

Teenagers will avoid needed healthcare under new legal landscape 

The new law requiring parental consent for treatment by school nurses, birth control and sexually transmitted diseases is very troubling and will result in more harm than anyone can imagine.

The teenage years are the most formidable, intense, and memorable of any in a lifetime. It is the time when everyone learns what personal choice is all about and some of those choices result in negative experiences.

It is our responsibility as adults to help teenagers through those negative experiences called mistakes. Unfortunately, many teenagers fear their parents’ responses and do not want them included in their route toward correction and restarts. Many of those parents are the very overbearing and judgmental people that support this new law.

‘Conscious Conversations’ aren’t enough to fix Black Nashville residents’ mistrust in police

I have news for you all, this law will make some teenagers avoid the medical care they need and that will result in the worst outcomes imaginable. It will result in more teenage pregnancies. It will result in more teenage runaways and suicides. Teenagers are real people and not the perfect images some parents have conjured in their minds. I hope for the best and pray for you all, especially the teenagers.

Sylvia Russell, Nashville 37218

Tennessee is pitting students against the teachers they trust

Tennessee’s public schools are grappling with several new state laws that tout “parental rights,” a vogue meme in Republican-controlled states, while trampling on the rights of children.

One such law demands that public schools out to their parents any child who requests the use of a new name or set of pronouns. It is imperative that transgender and non-binary young people decide on their own when and how to come out to their families.

A University of Connecticut study found that transgender and non-binary students who were outed without their consent experienced more severe depression and higher incidences of suicidal thoughts and suicide attempts than those who were not. Forced outing also resulted in a lessening of family support and an increase in the likelihood of homelessness. Tennessee already lacks adequate youth mental health care and sufficient appropriate housing for homeless youth. This ill-advised and unwarranted law will do grievous harm to transgender and non-binary students.

While this law specifically targets those students, its ramifications are more far-reaching. Our public schools strive to create a setting where every child feels safe and respected because that is the optimal successful learning environment. For a variety of reasons school is where many children feel most safe. Trust is a fundamental factor. The forced outing law undermines trust. Teachers are nurturers. They are often the trusted adults who students turn to and confide in.

This law dictates that trusted teachers become betrayers and complicit in exposing their students to harm. The forced outing law endangers children, it is an affront to teachers, and it tears at the very fabric of our public schools.

Ruthann Getz, Nashville 37205

Agree or disagree? Or have a view on another topic entirely? Send a letter of 250 words or fewer to  [email protected] . Include your full name, city/town, ZIP and contact information for verification. Thanks for adding to the public conversation.

$88   million in Co-op earnings

The university of cincinnati boasts one of the largest co-op employer programs in the nation.

Each semester, University of Cincinnati students are put to work — in and out of the classroom.

Students who participate in UC’s cooperative education program get meaningful hands-on opportunities as they spend one semester studying on campus and the next semester working in their professional field, earning cash while they’re learning.

In the 2023-24 academic year, more than 8,300 students  earned an estimated $88.8 million collectively through paid co-op experiences, according to self-reported data. That averages to nearly $10,700 per student per semester.

It’s an  18% increase in wages from the last reported co-op data.  

Those collective earnings are even higher than the last reported earnings before the COVID-19 pandemic (approximately $75 million), officials say, due to rising hourly wages and increased co-op placements with UC’s growing enrollment.

“Co-ops are transformative for our students who apply what they have learned in the classroom to real-world experiences,” says UC President Neville Pinto. “As an added bonus, earning while learning goes a long way toward easing the financial burden on students and families.

“The university’s leaders understood this when they envisioned and invented the cooperative education model in 1906. We continue to embrace these advantages by expanding co-op opportunities to more and more UC students.”

By increasing the upward mobility of the individual, co-op can uplift families and communities as well, and that can have a lasting, compounding economic impact.

Annie Straka Associate Dean, UC’s College of Cooperative Education and Professional Studies

The value of co-op

The data highlights the added value of co-op offsetting tuition costs. Earning money through paid co-ops helps students graduate with less debt, which has a lasting impact on their ability to thrive after college, says Annie Straka, associate dean in UC’s College of Cooperative Education and Professional Studies.

“The cost of higher education is significant,” Straka says, “and the UC co-op model centers around connecting students with meaningful experiences that allow them to earn while they are in school and offset the cost of their education.”

For students and families, co-op equates to job security and an increased value of a degree. Andrew Matthews is a student in UC’s College of Engineering and Applied Science who works on co-op at Turner Construction.

“My parents love the idea of co-op because it puts you closer to having a full-time job,” Matthews says. “They also love that I am making money and doing it as I learn about construction management.”  Read more about Matthews’ experience at Turner.

That financial benefit, Straka says, can have a ripple effect.

“The economic impact of co-op extends beyond the individual and makes a positive impact on communities. Students leave the university and continue to earn at a higher rate because of their ability to compete in the job market. By increasing the upward mobility of the individual, co-op can uplift families and communities as well and that can have a lasting, compounding economic impact.”

Co-op makes a statewide impact, too.

“Retaining top STEM talent in Ohio is a crucial component of continued economic growth in the state,” said JobsOhio President and CEO J.P. Nauseef. “The partnerships that UC and world-class organizations have formed through the co-op program provide domestic and international students first-hand experience in dynamic local workplaces, which will help to keep these talented individuals in Ohio.”

Global founders of cooperative education

Cooperative education was invented at UC. In 1906, engineering dean Herman Schneider began requiring students to alternate between taking classes and working in the field. He would later become president of the university, with his co-op concept serving as a global model.

Over the past century, UC has continued to innovate on co-op. Today, the program is ranked Top 5 in the country, according to U.S. News & World Report. 

Last year, UC introduced the  College of Cooperative Education and Professional Studies  (CCPS) to better serve all students, including adult learners and industry partners. As a dedicated college, CCPS continues to collaborate with industry and collegiate partners to offer co-op and experiential learning opportunities for students, while expanding its mission to serve adult learners pursuing career advancement. The college also serves co-op employer partners who are interested in  advancing their existing workforce.

“Our college is expanding into the adult education space to provide pathways for upward mobility for all learners through upskilling/reskilling and professional development,” says Straka. “That focus translates to our undergraduate programs as we want to provide support for students to build their skills and develop an appreciation for lifelong learning so they can continue to evolve throughout their careers after they leave UC.”

Employer endorsements

For employers, co-op is a valuable recruitment tool. It’s why UC boasts corporate co-op partners like GE Aerospace, Siemens and American Honda Motor Co.

Honda has had a long and successful relationship with UC, sourcing engineering and business students for co-ops, internship and full-time positions.

“We see our co-ops as a critical talent pipeline for positions,” says Daniela Evans, unit lead for college relations at American Honda. “Additionally, co-ops can get real-world, hands-on experience by working on projects that are directly tied to their area of study and give them a sense of what they may be able to do as a full-time associate.”

Many co-op students go on to work full time at their co-op employers after graduation, often with offers waiting for them before they don the cap and gown. And a few co-op students have gone full circle to work with UC as employers.

As a UC engineering student in the ’90s, Jeremy Jarrett worked for a local technology consulting company through co-op.

Kinetic Vision was at the forefront of predicting structural performance for everything from aircraft wings to machines that make diapers. Jarrett ran modeling simulations for national clients that are household names. He was one of seven employees.

Jarrett still works at Kinetic Vision today, which now employs 200 people — only now he is president and CEO.

“I guess you could say my first co-op job got me to where I am as president,” he says. Read more about Jarrett’s story.

Data source: Student pay is self-reported through UC Professional Assessment and Learning (PAL) or Handshake by UC students on paid co-op experiences fall 2023, spring 2024 and summer 2024.

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For over a century, the University of Cincinnati has brought tomorrow's leaders out of the classroom and into the workforce to drive growth across every industry.

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