Teaching So They Understand: Co-Teaching with Big Ideas

Mrs. Jung (general education social studies teacher) and Mrs. Jamal (special education teacher) have been assigned to co-teach a diverse seventh-grade social studies class in an inner-city setting that includes five students with IEPs, three students with attention deficit hyperactivity disorder (ADHD) who have 504 plans, two students who are English-language learners, and several other students who receive free or reduced lunch.

The textbook is written at a high school level that challenges all students but especially those with limited vocabulary and reading skills. Also, while both co-teachers are experienced, neither has co-teaching experience, nor did they receive professional development to prepare them for co-teaching. Further, the teachers do not have ...