Collaborative teaching by dr manishankar chakraborty and mr salim bani oraba

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Collaborative teaching by dr manishankar chakraborty and mr salim bani oraba

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Collaborative teaching by dr manishankar chakraborty and mr salim bani oraba

  1. 1. Mr. Salim Bani Orabah & Dr. Manishankar Chakraborty Ibra College of Technology Sultanate of Oman
  2. 2. Contents  Definition  Introduction  Literature Review  Models of Collaborative Teaching  Advantages  Challenges  Pre-requisite  Activity  Proposed Roadmap 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 2
  3. 3. Definition  “A style of pedagogy in which teachers collaborate with one another in planning instruction, may team-teach with one another, and often collaborate with students in setting instructional goals and designing instructional activities”. (Highered Mcgraw-Hill) 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 3
  4. 4. Introduction  Integrates multiple viewpoint  Expanded number of teaching styles  Better connect with student learning preferences  Healthy exchange of ideas and perspectives 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 4
  5. 5. Literature review  The article examines how management science researchers and academics might more fruitfully collaborate with actual managers. (Bartunek, 2007)  The goals of a collaboration between a large urban school district and a state university school of education included increasing the retention of beginning teachers, providing them with systematic support and assistance, and reducing their feelings of isolation through cooperative team planning. (Colbert & Wolff, 1992) 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 5
  6. 6. Models of Collaborative Teaching  (1)Traditional Team Teaching- Traditional team teaching involves two or more instructors teaching the same course. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 6
  7. 7. Advantages -Traditional Team Teaching  Includes potential deep student learning because of exposure to the connections across the disciplines of the instructors, the ambiguity of different disciplinary views, and the broad support that a heterogeneous teaching team can provide during the entire course. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 7
  8. 8. Challenges-Traditional Team Teaching  Includes the misfortunes that could occur if the team is not well organized and connected. One challenge is determining the amount of credit each of the team members receives for teaching the course. Sometimes an instructor receives only a fraction of the credit that he or she would receive for teaching a course solo, while in reality team teaching usually requires each instructor to engage more work than when being the only instructor. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 8
  9. 9. Models of Collaborative Teaching  (2) The linked course approach-  Involves cohorts of few students taking two or three courses linked by a theme.  For example, the theme could be “the environment” with the 3 courses being introductory biology, political science, and English.  Once each week the instructors of these linked courses provide a one-hour seminar for the cohort in which the instructors jointly discuss connections, similarities, and differences between the content and objectives of the courses. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 9
  10. 10. Advantages-Linked Course Approach  Based on the research on student learning communities fostered by linked courses, include increased student retention—particularly for students academically at risk; faster and less disruptive student cognitive intellectual development; and greater civic contributions to the institution. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 10
  11. 11. Challenges-Linked Course Approach  Includes finding students for the cohort and aligning the student schedules (this is usually undertaken by the student affairs division and the registrar).  Another challenge is sometimes the cliquish behavior when the student cohort is embedded in a larger class. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 11
  12. 12. Models of Collaborative Teaching  (3) Connected Courses-Courses arranged and connected by the instructors to meet at the same scheduled time so that the classes can meet as a whole when the instructors think it is appropriate. The instructors can illustrate and emphasize the interdisciplinarity of certain topics or approaches appearing in both courses. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 12
  13. 13. Advantages-Connected Course Approach  Includes the student encounters with different disciplinary connections and related ambiguity.  This model is easier to set up than the student learning community linked course model because there is no cohort to form. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 13
  14. 14. Challenges-Connected Course Approach  Includes finding a space for the joint class meetings. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 14
  15. 15. Pre-requisite for Collaborative Teaching  Cultivating Colleagueship  Finding (or cultivating) a good fit in personality, expertise, and pedagogical philosophy is important to functioning as an effective instructional connection.  Strong mismatches in these areas could pose serious obstacles or, on the other hand, provide a variety of learning experiences and opportunities for students. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 15
  16. 16. Pre-requisite of Team Teaching The following questions may be useful as you consider any type of collaborative teaching with a colleague: (1)Do we share a mutual respect for one another? (2)Are we free to disagree respectfully without putting our careers in jeopardy? (3)Are our areas of expertise more likely to complement each other or compete for dominance in the course? (4)Are we both willing to compromise on issues around which we are used to having a high degree of autonomy (eg. grading standards, course content, and classroom management in the case of team teaching)? (These are not of such concern for linked courses.) 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 16
  17. 17. Pre-requisite-Constructing Team- Taught, Linked, or Connected Courses  Goals of the collaborators are important.  Only complementing is not sufficient.  Proper course design especially in team-taught, linked, or connected courses is a must.  Reaching a consensus, linked or co-instructors dramatically improve their chances of offering compelling, coherent courses. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 17
  18. 18. Pre-requisite-Constructing Team- Taught, Linked, or Connected Courses Serial or parallel teaching splits time between two fundamentally different approaches that can leave students confused; moreover, it fails to take advantage of the opportunity for instructors to build community and model rigorous, courteous academic discourse. Linked or co-instructors who improvise policies or assignments independently create an environment that promotes triangulation (students playing one instructor against the other) and inconsistency. If there is a power imbalance involved among the instructors that is not addressed such as between senior and junior faculty, students will recognize the inequality and their learning from one of the instructors may be compromised. 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 18
  19. 19. Feasibility & Viability at ICT? (Activity)  Make groups of five lecturers from various departments to identify the courses suitable for-  (a) Linked course approach  (b) Connected course approach  (c) Prepare a plan of action (steps)for effective implementation 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 19
  20. 20. A Proposed Roadmap  Within Department  (1)Cluster courses with commonalities  (2)Seek volunteers(lecturers/facilitators)  (3)Finalize contents & assessments in line with Ministry outcomes and graduate attributes  (4)Staff training on synergistic, symbiotic collaboration techniques  (5)Identification of core competencies of each staff member  (6)Allocate portions  (7)Standardization of delivery techniques 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 20
  21. 21. A Proposed Roadmap  (8)Finalization of time-table with solo/duet lecture depending upon the needs  (9)E-Learning tools like MOODLE can be used proactively as a tool for facilitation and continuous learning  (9)Seek learner feedback on understanding and retention of delivered concepts  (10)Incorporate changes and evolve 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 21
  22. 22. A Proposed Roadmap  Between Departments  (1)Identify courses where departments can collaborate  (2)Identify the major areas/concepts/outcomes within a course that calls for collaboration  (3)Discuss within a committee comprising of academic administrators and lecturers the viability/feasibility aspect  (4)Finalize clearly the deliverables/outcomes to be attained after the exercise 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 22
  23. 23. A Proposed Roadmap  (5)Finalize contents and delivery techniques, itinerary, assessments  (6)E-Learning tools like MOODLE can be used proactively as a tool for facilitation and continuous learning  (7)Seek learner feedback on understanding and retention of delivered concepts  (8) Incorporate changes and evolve 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 23
  24. 24. References  Anonynomous . (2011). Definition of Collaborative teaching. Available: http://highered.mcgraw-hill.com/sites/0072486694/student_view0/glossary.html. Last accessed 16th of April 2014.  Vanderbilt University. (2011). Center for Teaching. Available: http://cft.vanderbilt.edu/guides-sub-pages/teamcollaborative-teaching/. Last accessed 16th of April 2014.  10.5465/AMJ.2007.28165912 ACAD MANAGE J December 1, 2007 vol. 50 no. 6 1323-1333  doi: 10.1177/0022487192043003005 Journal of Teacher Education May 1992 vol. 43 no. 3 193-199 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 24
  25. 25. Collaborate we grow, individually we stagnate Thank-you 4/17/2014 Mr. Salim Bani Orabah and Dr. Manishankar Chakraborty 25

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