Writer’s Workshop
Literacy teachers know that reading and writing are strongly connected. Hurst, Wilson, Camp, and Cramer
(2002) state, “As a rule, when children are engaged in both reading and writing, as one is strengthened, so is the
other” (p. 94). Writer’s Workshop is an effective approach to integrating these two vital skills. Beers (2003) explains
this method, “In a workshop environment students write in response to what they’ve read so that the readingwriting connection is reciprocal--one informs the other” (p. 58). In a co-taught classroom, Writer’s Workshop can be
enhanced by having another teacher in the classroom. Presented here are examples of each approach to co-teaching
and one way Writer’s Workshop can be utilized during instruction.
Alternative teaching. In a Writer’s Workshop model, this approach to co-teaching is powerful. One teacher
works with the majority of the class presenting mini-lessons or focused lessons, while the other teacher works with a
small group of students on specific skills they have not yet mastered. The benefit of this approach allows the majority
of students in the class to continue their learning rather than holding them back to reteach specific skills to a small
number of students who need additional teaching or practice.
Station teaching. Station teaching is valuable during the editing and revising stage of the writing process.
Both teachers and occasionally a student expert set up an instructional station around the room. Students rotate or
float between stations receiving instruction, support, feedback, or guidance on their writing piece, depending on the
task. This allows students to individually gain the level of support they need to progress in their writing skills, rather
than whole-class instruction focused on the majority of the students’ needs.
Parallel teaching. At times the whole class may need instruction in the same specific skill; however, students’
needs vary and research shows that students benefit from differentiated instruction. Parallel teaching provides the
structure to accomplish this task. One teacher provides instruction on a writing technique through examples in
literature and think-alouds, while the other teacher provides direct instruction of the same skill. Prior to teaching
with this approach, both teachers collaborate to determine the best strategies to use as well as how to divide the
students successfully.
Team teaching. In a co-taught classroom, team teaching enhances Writer’s Workshop through different
viewpoints while modeling writing or presenting a mini-lesson. While one teacher presents the content of the lesson,
the other teacher makes purposeful comments at appropriate times during the lesson to focus and guide the
instruction toward students needs. Mini-lessons are alternated between teachers in order for students’ to benefit
from both styles of teaching.
Conclusion
Presented here are starting points for teachers who find themselves in a co-teaching situation. Co-teaching
does not have one particular method to follow. The teachers involved must find what works best for their situation.
Like students, co-teachers need time and practice to develop their skills.
Co-teachers typically begin at a co-existence level where they get to know each other. Throughout the school
year, they learn to co-work together. Gradually, the teachers are able to co-plan, co-instruct, and through all of this
collaborating, a co-teaching classroom emerges. When implemented correctly, co-teaching can enhance the
effectiveness of instructional lessons taught in an inclusive classroom. The result is a positive co-teaching
environment for teachers and students in which “two heads are truly better than one.”
References
Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, A.G. (1985). Becoming a nation of readers: The report of the
commission on reading. Washington, D.C.: National Institute of Education.
Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.
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