Collaboration and co teaching strategies for effective classroom practice

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Collaboration and co teaching strategies for effective classroom practice

  1. 1. corrccccccc Collaboration and Co-Teaching: Strategies for Effective Classroom Practice. Presented by, Farjana Ferdous Lecturer, Jazan University. Tuesday, December 24th, 2013
  2. 2. George Bernard Shaw : ‘If you have an apple and I have an apple and we exchange these apples then you and I will still each have one apple.
  3. 3. George Bernard Shaw ‘If you have an apple and I have an apple and we exchange these apples then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas.’
  4. 4. Slide Menu 1. Why Collaboration is Important in Teaching & Learning? 2. Different Types of Collaboration for Effective Classroom Practice: A. Grade Level Collaboration B. Co-Teaching OR Collaborative Teaching: I. One teach, One assist ( Lead & Support) II. Station Teaching III. Parallel Teaching IV. Alternative Teaching V. Team Teaching C. Cross-Curricular Collaboration D. Student Collaboration & Co-operation 3. How does it make the Class more Effective?
  5. 5. Why Collaborative Teaching & Learning is Essential?
  6. 6. Every class has a variety of learners… • Every teacher is faced with the challenge of meeting the needs of a classroom filled with a variety of learners – their abilities, learning styles, motivation for learning etc. • Collaborative teaching and learning is a must to meet the needs of the class where the student & the teacher both are benefited. 7
  7. 7. Different Types of Collaboration
  8. 8. A. Grade Level Collaboration • Grade level Collaboration involves working with the other teachers in your grade level to develop and implement instruction. • Teachers should work with other teachers to make connections between and among disciplines • This collaboration requires the most mutual trust and respect between teachers and requires that they be able to mesh their teaching styles.
  9. 9. B. CO-TEACHING / COLLABORATIVE TEACHING WHAT IS CO-TEACHING? “when two or more professionals jointly deliver substantive instruction to a diverse, or blended group of students in a single physical space” (Cook and Friend, 1995).
  10. 10. CO-TEACHING
  11. 11. The Types of Co-teaching Curriculum Knowledge Planning Time Allocation Level of Trust Philosophical Agreement Friend, M., Reising, M., & Cook, L. (1993). Co-teaching: An overview of the past, a glimpse at the present, and considerations for the future. Preventing School Failure, 37(4), 6-10.
  12. 12. STYLES OF CO-TEACHING Bauwens and Hourcade (1991) I. One teach, one support One teacher plans and instructs, while the other assists students with work, monitors behavior, and corrects assignments.
  13. 13. II. Station teaching --Curricular content is divided into two parts. One teacher teaches the first part to half the students and the other professional presents the second part to the other half. The two student groups then switch.
  14. 14. III. Parallel teaching --Students are divided into heterogeneous groups in which each student has more opportunity to participate in discussions. Different types of presentations are structured to accommodate the various student learning styles.
  15. 15. IV. Alternative teaching --Students are divided into two groups, and one teacher instructs one group while the other person pre-teaches the other group for the lesson to follow or re-teaches material using alternative methods.
  16. 16. V. Team teaching-- Both professionals share leadership and are equally engaged in instructional activities. They might use role play, stage debates, or model note-taking strategies. (Friend & Bursuck, 1999, pp. 82-85)
  17. 17. C. Cross-Curricular Collaboration • Cross curricular learning helps develop meta-cognitive learners able to adapt their learning to new situations. • Interdisciplinary/cross-curricular teaching provides a meaningful way in which students can use knowledge they have learned in one context as a knowledge base in other contexts in and out of school (Collins, Brown, & Newman, 1989).
  18. 18. Student Collaboration & Cooperation It is our responsibility to give our students opportunities to collaborate in teams, small groups or in pairs on assignments
  19. 19. Student Collaboration & Cooperation - Characteristics  Groups work face to face and learn to work as team.  Students can share strengths and also develop their weaker skills.  Interpersonal skills are developed.  Students learn to deal with conflicts.
  20. 20. Conditions for CL work  Students need to feel safe and also challenged.  Groups need to be small enough that everyone can contribute.  Task must be clearly defined.
  21. 21. COLLABORATION MAKES CLASSES MORE EFFECTIVE & SUCCESSFUL
  22. 22. STUDENT BENEFITS  Better address the diverse needs of students by creating ongoing effective programming in the classroom.  a wider use of instructional techniques, to better student learning  more and better critical, planning and reflective practices by teachers  social skills improvement / better classroom management.  a more “community” oriented classroom  increased score results & focus attention  Increase participation & independence of all students
  23. 23. TEACHER BENEFITS  Both teachers develop new instructional techniques while teaching and sharing.  New teachers can be given guidance and mentoring.  Effective modeling for students.
  24. 24. http://www.youtube.com/watch?v=PF8oc5n P6jI Together We Can… • Click the link below to see how collaboration can make a large task seem very small.
  25. 25. References • Applebee, A.N., Langer, J.A., & Mullis, I.V. (1989). Crossroads in American education: A summary of findings: Educational Testing Service. Princeton, NJ. • Austin, V. L. (2001). Teachers’ beliefs about co-teaching. Remedial and Special Education, 22, 245-255. • Barton, K.C. & Smith, L.A. (September 2000). Themes or motifs? Aiming for coherence through interdisciplinary outlines. The Reading Teacher, 54(1), 54 – 63. • Brophy, J. & Alleman, J. (October 1991). A caveat: Curriculum integration isn’t always a good idea. Educational Leadership, 49(2), 66 • Ciccorico, E. W. 1970. Integration in the curriculum. Main Currents in Modern Thought 27 (November/December):60–62. • Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. Resnick (Ed.), Knowledge, learning and instruction: Essays in honor of Robert Glaser (453-494). Hillsdale, NJ: Erlbaum. • Dieker, L. A. (2001). What are the characteristics of “effective” middle and high school co-taught teams for students with disabilities? Preventing School Failure, 46, 14-23. • Gatewood, T. (March 1998). How valid is integrated curriculum in today’s middle school? Middle School Journal, 29(4), 38 - 41. • Georgetown College Conceptual Framework Outcomes, Standards, and Indicators (2011). • Kentucky Department of Education, Division of Learning Services, Collaborative Teaching Practices for Exceptional Children, Question and Answer Document (June 2011). • Kentucky Department of Education. (2011). HETL common characteristics. Retrieved from http://www.education.ky.gov/KDE/Instructional Resources/Highly Effective Teaching and Learning/HETL Common Characteristics.tm. • Magiera, K., & Zigmond, N. (2005). Co-teaching in middle school classrooms under routine conditions: Does the instructional experiences differ for students with disabilities in co-taught and solo-taught classes? Learning Disabilities Research and Practice, 20, 79-85. • Resnick, L.B. (Ed.) (1989). Introduction. In Knowing, learning and instruction: Essays in honor of Robert Glaser (1-24). Hillsdale, NJ: Erlbaum. • Timmons, Jess “What’s the Big Deal?- Why Cross-Curricular Collaboration is so Darn Good For Kids. Retrieved June 3, 2012 from http://pricetimmons.blogspot.com/2007/07/so-whats-big-deal-anyways.html • University of Kansas, Center for Research on Learning: Content Enhancement-Concept Comparison Routine (Fall, 2004). • Wagner, T. (2008). The Global Achievement Gap. New York, NY: Basic Books. • Walther-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395-408.
  26. 26. Any Questions?

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