Pedagogy of Constructivism and Computer Programmed Instruction in Teaching an...iosrjce
This paper focused at the pedagogy of constructivism and computer programmed instruction, and
explained their meaning and concept as learner-centered and individualised way of teaching and learning
processes respectively, aimed at putting learners in the fore of instruction delivery. Using content analysis the
constructivist and computer programmed instruction approach to instruction was viewed as a means to
minimize the teacher-centered manner to instruction in which the teacher controls the whole instructional
processes. Relevant conclusion was made as constructivism and computer programmed instruction pedagogy is
becoming increasingly popular in education, therefore it was recommended that this pedagogy be the main
focus in the course of instruction delivery
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Teachers reflecting about the implementation of an ePortfolio to encourage s...Ann Davidson
This paper examines the first steps of the implementation of an ePortfolio to encourage self-regulation in learners. First, it presents the Québec political context from which the necessity of providing students with a competency based education arises. Second, a brief literature review provides some arguments about the development of technological competencies in learners and teachers and about the orientation that pedagogy can take. This study tried to answer the following two research questions: 1) After using an ePortfolio during a school year, what are the pedagogical activities that teachers identify as being valuable to conduct with students? 2) What are the teachers’ perceptions of the variables that influence student learning and their pedagogy when using an ePortfolio? A focus group was conducted with French Québécois teachers. The preliminary results show that the ePortfolio software was a good experience for one of the teachers, but two teachers faced more important issues during the implementation phase.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Taiwanna D. Anthony & William Kritsonis, PhD
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Pedagogy of Constructivism and Computer Programmed Instruction in Teaching an...iosrjce
This paper focused at the pedagogy of constructivism and computer programmed instruction, and
explained their meaning and concept as learner-centered and individualised way of teaching and learning
processes respectively, aimed at putting learners in the fore of instruction delivery. Using content analysis the
constructivist and computer programmed instruction approach to instruction was viewed as a means to
minimize the teacher-centered manner to instruction in which the teacher controls the whole instructional
processes. Relevant conclusion was made as constructivism and computer programmed instruction pedagogy is
becoming increasingly popular in education, therefore it was recommended that this pedagogy be the main
focus in the course of instruction delivery
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Teachers reflecting about the implementation of an ePortfolio to encourage s...Ann Davidson
This paper examines the first steps of the implementation of an ePortfolio to encourage self-regulation in learners. First, it presents the Québec political context from which the necessity of providing students with a competency based education arises. Second, a brief literature review provides some arguments about the development of technological competencies in learners and teachers and about the orientation that pedagogy can take. This study tried to answer the following two research questions: 1) After using an ePortfolio during a school year, what are the pedagogical activities that teachers identify as being valuable to conduct with students? 2) What are the teachers’ perceptions of the variables that influence student learning and their pedagogy when using an ePortfolio? A focus group was conducted with French Québécois teachers. The preliminary results show that the ePortfolio software was a good experience for one of the teachers, but two teachers faced more important issues during the implementation phase.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Taiwanna D. Anthony & William Kritsonis, PhD
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Si has rebut una multa per participar a la campanya del #novullpagar, per suposada infracció de l'artícle 153 del Reglament General de Circulació, pots fer servir aquest model d'al·legacions.
Recorda que tens 20 díes per a presentar-les, des de que reps la notificació de la multa. I que has de quedar-te una còpia ambsegell de registre, quan les presentes.
Pots fer-ho per correu certificat, dus l'original i còpia en sobre obert, et segellaran la còpia i l'envies.
Livingo es un portal de compras online líder en Europa, experto en muebles y artículos del hogar que ha logrado colocarse con éxito en el mercado de cuatro países (DE, FR, IT, ES).
Actualmente Livingo cuenta con alrededor de 100 tiendas online asociadas y con un surtido de mas de 5 millones de productos.
Gracias a nuestra especialización en muebles de diseño de interiores, decoración y todo tipo de accesorios para el hogar, derivamos tráfico altamente cualificado para nuestros socios.
Nuestras ventajas de un vistazo:
• Sin cargos de suscripción
• Control flexible de presupuesto diario
• Sin plazo mínimo de tiempo
• Sin facturación mínima
• Modelo transparente de CPC
• Acceso privado a socios para el control de su presupuesto diario
A verse by verse commentary on Acts chapter 15 dealing with the council at Jerusalem and Peter's speech. It also deals with Paul and Barnabas in their disagreement that sent them in separate ways.
PLASTIC WASTE MANAGEMENT IN AFRICA: LESSONS FROM SOCIAL ENTERPRISESStefano Barazzetta
The report presents 5 different case studies of social enterprises working in the Municipal Solid Waste (MSW) sector, with focus on the collection and treatment of plastic.
The study will analyse and compare the following companies:
• Zanrec (Tanzania)
• EcoPost (Kenya)
• Wecyclers (Nigeria)
• Proplast (Senegal)
• Taka Taka Solutions (Kenya)
The study will highlight the key elements that contribute to the effectiveness and sustainability of the selected initiatives; the analysis will specifically focus on the:
• story of the company and stage of development
• operating model
• business model
• key partnerships
• impact/inclusion of vulnerable groups
• key results and key challenges
• strategy to move forward
Resumen personal y comentado del libro "The Winner within" de Pat Riley, ex entrenador de Los Ángeles Lakers y creador del showtime en basket. Un ejemplo de lo que no se tiene que hacer para evitar la autocomplaciencia
CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
Teaching is uncertain and interactional. Part of teaching well is using a combination of ones own talents, insights, skills, and professional judgments to encourage students learning and development. It is a very humanistic profession, and compassion is the utmost feeling of understanding, and showing others you are concerned about them. A compassionate teacher models that characteristic to the students with her/his actions, and as a result students will be more open to understanding the world around them. Teaching is difficult partly because classrooms are complex. First, teachers are required to serve in several roles. They need to serve as advocate, instructor, observer, evaluator, coach, activities director, supply master, tech support, and confidante, for instance. In their varied roles, teachers make many decisions about different kinds of issues. Teachers make hundreds of decisions per day. They need to think about students safety, their learning, and their other needs simultaneously, all while they also consider their own personal and professional issues. J. Jayapriya"Basic Requirements of Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2199.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/2199/basic-requirements-of-teaching/j-jayapriya
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
Enhancing the STEM FrameworkCombining Science, Technology, ETanaMaeskm
Enhancing the STEM Framework
Combining Science, Technology, Engineering, and Mathematics with
Stamina, Transdisciplinarity, Engagement, and Mindfulness prepares students
for real-world problems.
By Jennifer A. Manak and Enrique A. Puig
As we write this article amid the COVID-19 pandemic, we are more aware than ever
of the overlapping and interconnect-
ed nature of science, literacy, and
real-world issues. This pandemic is
not simply a problem to be solved by
expertise in any one discipline but
necessitates a transdisciplinary ap-
proach requiring the integration of
many f ields including biology, virol-
ogy, economics, politics, engineer-
ing, education, and psychology. As
we adapt instruction to educate stu-
dents and support social-emotional
learning, we must collaboratively
seek new solutions to these dynamic,
real-word issues in our global soci-
ety. As educators preparing the next
generation of global solution-seek-
ers, how can we foster our students
to become engaged, motivated, and
literate citizens who work across dis-
ciplines, cultures, and identities?
We propose building on the
STEM acronym (Science, Technol-
ogy, Engineering, Mathematics)
with Stamina, Transdisciplinar-
ity, Engagement, and Mindfulness
crosscutting STEM subjects to fos-
ter students’ acceleration of critical
thinking of disciplinary practices
across core ideas. Within the concept
of three-dimensional learning, we
situate stamina, transdisciplinarity,
engagement, and mindfulness as a
framework for enhancing instruction
across the disciplines to engineer so-
lutions to real-world issues. Similar
to the major goals of the Next Gener-
ation Science Standards (NGSS), this
framework focuses on students con-
structing, deconstructing, and re-
constructing concepts in a coherent
manner and progression. Within the
rest of the article, STEM will refer
to our enhancement of the acronym.
In addition to building upon STEM
and what it means to educators, we
will include classroom implementa-
tion tips as guideposts for teacher-
colleagues, teacher-leaders, and to
support our argument.
Over time, educators come to the
realization that prof icient learners
are transdisciplinary literate. Trans-
disciplinary learners crosscut infor-
mation and knowledge from various
disciplines to function, inform deci-
sions, make sense, and create. Re-
f lecting the NGS S, our goal is to pre-
pare global-ready students to build
upon traditional STEM by focusing
on: (1) building student stamina for
learning, (2) using knowledge across
disciplinary core ideas, (3) engaging
students in becoming transdisci-
plinary literate, and (4) developing
learners who are mindful of the world
around them. Ultimately, our goal
for globally-minded students is to
be make informed decisions on per-
sonal and real-world issues (Tucker
2017). To inform three-dimensional
instruction, the essential pragmatic
questions are:
• How do we use stamina,
transdiscipl ...
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Collaboration and Co-Teaching: General and Special Education Faculty
Author(s): Barbara Duchardt, Leslie Marlow, Duane Inman, Paula Christensen and Mary Reeves
Source: The Clearing House, Vol. 72, No. 3 (Jan. - Feb., 1999), pp. 186-190
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/30189441 .
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2. Collaborationand Co-Teachi
General and Special Education
Faculty
BARBARADUCHARDT,LESLIEMARLOW,DUANEINMAN,
PAULACHRISTENSEN,and MARYREEVES
he old saying "Two heads are better than one"
describes one of the positive effects of working
together. Businesses have promoted the effectiveness of
teamworkfor years, andtoday manybooks aboutworking
togetherto solve problemsor complete tasksarebest sell-
ers (Bondyet al. 1995;PugachandJohnson1995;Thomas,
Correa,andMorsink1995; KatzenbachandSmith 1994).
Teachereducatorsareincreasinglyrealizingthe benefits
of teamwork.Co-planning and co-teaching practices are
beingestablishedbetweenandamongfacultyof severaldis-
ciplines (Hafernick, Messerschmitt,and Vandrick1997).
With school restructuring, systemic reform, and least
restrictive environmentpractice taking center stage, co-
planning and co-teaching may provide powerful ways to
addressthe needsof diversepopulationsof studentsin both
highereducationandgeneraleducation(K-12).
Opportunitiesfor co-planning and co-teaching are not
inherentwithin the structureof highereducation.Like the
organizationalstructurein public schools (Skrtic, Sailor,
and Gee 1996), the highereducationstructureleaves little
time for creative and innovative interdisciplinaryprofes-
sional teamplanning,curriculumdevelopment,andcollab-
orative teaching. Therefore, while collaborativeteaching
efforts have been documented(Hafernick,Messerschmitt,
and Vandrick 1997), the creation of a higher education
modelthattakesinto accountthe uniqueaspectsof college
teachingis only now being exploredin depth.
Barbara Duchardtis an associate professor of special
educationat NorthwesternState University,Natchitoches,
Louisiana.Leslie Marlowis an assistantprofessorelemen-
taryeducation,and Duane Inmanis an assistantprofessor
of curriculumand instruction,both at the Universityof
Memphis. Paula Christensenis an assistant professor of
counselor education at Northwestern State University,
Natchitoches. Mary Reeves is an assistant professor of
mathematicseducationat the State Universityof New York
at Oswego.
Implementation
In 1993, the special educationfaculty at Northwestern
StateUniversityof Louisianainitiatedcollaborativeoppor-
tunitieswith the generaleducationfaculty for co-planning
andco-teaching.Thiseffortwas fundedby a grantreceived
from Part B, discretionaryfunds of the Individualswith
Disabilities EducationAct (IDEA). The primarygoals of
thiscollaborativeeffortwereforspecialeducationandgen-
eraleducationfacultyto (a) collaborateandmodelco-plan-
ningandco-teachingfor studentsas partof thegeneralele-
mentaryeducationmethodsblock, ContentandTechniques
of Teaching in the ElementarySchool, (b) improve the
knowledgebase of undergraduategeneralelementaryedu-
cation majorsaboutstudentswith diverse needs, (c) share
the results of these efforts with colleagues interested in
teachercollaboration,and(d)developaco-planningandco-
teachingmodelfor implementationwithinthe state.
In fall 1993, the special andelementaryeducationfacul-
ty (i.e., languagearts,mathematics,science, social studies)
met once a week over lunch to discuss course contentand
servicedeliveryin thefourclasses of theundergraduateele-
mentaryeducationmethods block. The special education
facultyobservedin the methodsclasses in orderto become
moreawareof the goals, objectives,andclass requirements
of each general education faculty member.After those
observations, the group met again to discuss teaming
arrangements.Finally,individualteammembersmetto co-
plana lesson.
Key Questions
Duringeach formalandinformalcollaborativemeeting,
the faculty members involved generated and discussed
multiplequestions.Those questionswereboiled down into
five categories: concerns, teaming, pre- and inservice
teacher needs, planning time, and evaluation. As each
semester progressed, answers to the questions evolved,
resultingin thefollowing list of questionsandanswersand
the development of the Co-Planning and Co-Teaching
Model (figure 1):
186
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All use subject to JSTOR Terms and Conditions
3. Vol.72, No. 3 Collaboration and Co-Teaching 187
FIGURE1
Co-Planning and Co-Teaching Model
STAGES
* Choose a teacheryoutrust
* Findpocketsof timeto plan
* Brainstorm
* Preparethe lesson
* Co-teachthe lesson
* Supportyourpartner
* Evaluatethe lesson
RESULTS
* Collaboratingand developingtrust
* Learningto be flexibleand collegial
* Findingpocketsof timeto co-plan
* Learningthroughtrialand error
* Formingteachingand learningpartnerships
* Challengingourselves and developing
professionally
* Solvingproblemsas a team
* Meetingthe needs of diverselearners
* Meetingthe needs of teachers as problemsolvers
Question1: As thisprojectbegins,whatareyour concerns
about co-planning and co-teaching with faculty from
anotherarea (special educationor elementaryeducation)?
Specialeducationfacultygenerallyfelt thatwith certain
modifications the inclusion curriculumwould fit nicely
withtheelementaryeducationcurriculumin all areas.Hav-
ing had previous experience in public school elementary
and middle school educationand special education, they
hadalreadyseen thatthe two types of educationwere not
so very different in theory and that preservice teachers
needed to learnhow to apply the theory to accommodate
all students.
The special education faculty did, however, have two
concerns. The first was expressed by the faculty in
gifted/talentededucation,who fearedthatthe emphasison
inclusion would resultin the eliminationof ability group-
ing and challenging activities for that group of students.
The second was expressedby those faculty memberswho
taughtcourses on mild/moderateand severe/profounddis-
abilities;they were concernedthatthe elementarycurricu-
lum was predeterminedto such an extentthattherewould
be a lack of flexibility on the partof the generaleducation
faculty and the purposes of the project would not be
addressed.
Elementaryeducationfaculty membershad more con-
cernsthanthe specialeducationfaculty.In the initialplan-
ningmeetings,theyappearedto be morenegativeaboutthe
collaborativeeffort.Theirprimaryconcernsincludedfind-
ing thetime for planningandfor meetings,havingto share
spacewithanotherteacher,tryingto addmorecontentto an
already over-full curriculum, lack of knowledge about
inclusionandspecialeducation,loss of autonomy,andloss
of instructionaltime. These concerns are similarto those
reportedby manyteacherswhenfacedwithmorecontentto
be taughtin a finiteamountof time andwith the perceived
invasion of their classroom by another professional
(Phillips,Sapona,andLubic 1995).
As a resultof the concernsfelt by all faculty members,
the elementary-specialeducationteams were tentativeat
first in theircommunicationswith one another,as if they
were "cooking in someone else's kitchen" (Phillips,
Sapona,andLubic 1995,268). However,as the teamscon-
tinued to work together, the blending of each person's
expertise strengthenedthe content of the lessons and the
way they were presented.All participantsin the project
reportedthatthey learnedto be moreflexible, to focus on
individualstrengths,andto prioritizeconceptsandaddress
only those thatwere perceivedto be most important.Ulti-
mately, the preservice special and elementaryeducators
agreed thatthey sharedthe primarygoal of providingan
effective instructionalmodelfor theirstudents.
Question2: How will we decide which special education
faculty and elementary education faculty will team
together?
Collaborationin teaching is generallydescribedas the
sharingof expertisein deliveringa "seamless"lesson, solv-
ing a problem,workingon a project,or any similaractivi-
ty. Because most teachereducationprogramsdo not train
teachersto developa multidisciplinary,collaborativemind-
set, difficulties seem to arise when teachereducatorsare
expected to model teamworkand collaborationthey have
not experienced themselves (Pugach and Johnson 1995;
Thomas,Correa,andMorsink1995).
Thus, in the collaborationwe are describinghere, the
matterof who should team together was tricky at first.
However,becauseall of theindividualshadworkedtogeth-
er on diversecommitteesat varioustimes,theywere aware
of one another'ssimilarities and differences in teaching
styles, techniques,and managementskills. It then became
simplya matterof opencommunication,witheachindivid-
ual identifying those co-planner/teachercharacteristics
with which he or she would be most comfortable. It was
also agreedthatthe compositionof the teamswas notnec-
essarily permanent.If at any point,for any reason,a team
memberwantedto workwith a differentperson,he or she
could do so with no questions asked. This agreement
appearedto provideeachpersonwithreassuranceaboutthe
flexibility and workabilityof the plan. Once the ground
ruleswere established,with everyonetakingan activepart
in the discussion,teampairsformedsmoothly.
Question 3: What are the needs of the preservice and
inserviceteacherswhoare (or will be) involvedin inclusive
education?
To determinewhatspecific contentshouldbe integrated
into the existing elementarymethodscurriculum,the team
members decided to obtain feedback from focus groups
(Krueger1997;Morgan1997).Thegroups,whichincluded
the teamteachers,classroomteachers,administrators,uni-
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4. 188 The ClearingHouse January/February1999
versityfaculty,school districtsupervisors,parentsof chil-
drenwithdisabilities,andpreserviceteachers,meton three
occasions. At each meeting, individuals were asked for
responsesto predeterminedsentencestems,suchas thefol-
lowing:
* A quality, full-inclusion preservice methods class
addressesthe following content....
* Higher educationfaculty can teach preserviceteachers
how to....
* Advice I would give to preserviceteachersaboutteach-
ing studentswith diverseneeds wouldbe....
* Schools can foster respectfor all childrenregardlessof
race, socioeconomic status, gender, culture, disability,
etc., by....
* When makingchanges in the classroom,one mustcon-
sider....
* Parents,teachers,and administratorscan work together
by ....
* Componentsor ways of restructuringfor full inclusion
are ....
Upon completionof the focus groupmeetings, the pre-
service special andelementaryeducationteamsdiscussed,
as a large groupand in team-pairs,implementationof the
concepts that had been discussed in the group meetings.
The conceptsfell into threemajorareas:students(motiva-
tion, management, attitudes), instruction (modifying
instruction,curriculum,and physical environment),and
professionaldevelopment(managingstress, sharingideas,
acquiring/usingproblemsolving, decision making,respon-
sibility taking,andcollaborationskills).
Question4: Whenand how do wefind the timeto sit down
andplan our team-teachinglessons?
The facultymembersdecidedthateveryeffortshouldbe
made to ensure a pleasurableexperience. Therefore,for
the firstmeeting,individualteamssimply madea commit-
mentto a time andplace in which to meet, which in most
cases included breakfast,lunch, or an afternoondessert
with coffee.
After the initial meeting (of thirtyminutes to an hour,
dependingon the individualsinvolved),projectparticipants
foundthata few minuteson thephone,or a coupleof min-
utes when passingin the hall, was all the contactthatwas
neededto getorganizedas a team.Thateaseof contactprob-
ablyoccurredbecauseeach teammemberhada foundation
and experience in education. No discrepanciesin back-
ground,such as inexperiencein highereducationor lack of
publicschoolteaching,werefactorsaffectingplanning.
Duringpre-teachingpreparation,teamsdiscussedcontent
andconcernsforstudentswithdiverseneeds.Graphicorga-
nizers and/orlesson plans were constructedby team pairs
for each team teaching experience and included content
specifiedby thefocus groupsas well as establishedcontent
withinthe specific courses.An exampleof a graphicorga-
nizerfor social studiesteamteachingis foundin figure2.
Throughoutthe planningphase,each team memberdis-
cussed various accommodations,modifications,manage-
mentplans,instructionalstrategies,and differentiatedcur-
ricula that could be used with the particularcontent.
Generally,this informationwas providedto preservicestu-
dents in class througha series of questionssuch as, "How
couldthisactivitybe adaptedforuse withachildwho lacks
fine motor coordination?""Is there an instance where a
cooperativegroupshouldincludeall of the giftedstudents?
Why or why not?""Isit moreimportantto implementhet-
erogeneous or homogeneous grouping? Provide some
examplesof each."
Question5: Afterreviewingthe videotapedlessons, student
comments,and discussion with all team members, how
wouldyou describe and evaluate the co-planningand co-
teachingexperience?
All team memberscited the experienceof co-planning
and co-teaching as a positive learningexperience.As the
project unfolded, the concerns that had originally been
expressed were addressed and resolved. The preservice
special andelementaryeducationfacultyrealizedthatthey
sharedtwo majorconcerns:how to meetindividualstudent
differences and how to addressmultiple learning-modes.
The team members agreed that they learned from one
another-not only content information and information
aboutstudentswith diverseneeds butalso a wide rangeof
examples,techniques,andstrategiesthattheycould all use
in training preservice teachers. Although some loss of
instructionaltime did occur,manyof the issues addressed
in the differentcontentareaswere expandeduponbecause
of thedifferentviewpointsexpressedby each teamteacher.
Thatexpansionof ideas,alongwiththevarietyof examples
and strategies,resultedin the perceptionof enhancedpro-
fessional developmentby those involved.
Everyoneinvolvedin thisprojectstatedthattheco-plan-
ning and co-teaching experience had been an enjoyable
one. However, when asked if they would want to be
involvedin a similarprojectagain,perhapsin anotherloca-
tion or with anotherset of faculty,an unequivocalyes was
not forthcoming.To succeed, such a cooperative effort
requirespeople who are sensitive to one another'sneeds
and who arewilling to trulycooperate.In this project,all
teammembersweresensitiveto theclassroomneedsof the
others and to the climate of the class. Participantsdevel-
oped mutualtrustthroughexplorationof similarinterests,
establishmentof professionalandpersonalrapport,anduse
of similarpedagogy styles. Everyoneinvolved workedto
enhance classroom climate, not to radically change it.
Therefore,any cooperativeeffortwould firstand foremost
requireteammemberswho interactin thismanner.
Finally,participantsconcludedthatteachersshould not
look at educationonly from the perspectiveof a general
education teacher,a special education teacher,or a lan-
guage arts,mathematics,science, or social studiesteacher.
Integrationof content ideas and expertise in pedagogy
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5. Vol.72, No. 3 Collaborationand Co-Teaching 189
FIGURE2
GraphicOrganizerfor Social Studies TeamTeaching
Topic:Charts,Graphs,Tables
Objectives(each 1. Definedecodingand
studentwillbe able to): encodinginrelationto
the topic.
2. Identifygivengraphs,
tables, and charts.
3. Encodeinformationinto
appropriategraph,table,
orchart.
4. Identifyuses of math
and languageartsskillsin
social studies activities.
5. Identifyarrangements
forcollaborativegrouping.
6. Createa listof ways to
adaptpopulationstudies
fordiverselearners.
Introduction: 1. Use of specialized
access skills
2. Reasons forstudent
difficultieswithgraphs,
charts,tables
3. Defining;examples;
nonexamples
4. Scope and sequence
Content/Activities: 1. Encodingdata a. Gatheringinformation
b. Presentingin
understandableform
c. Contentenhancement
procedures(types)
d. Practice(tofu/rice)
2. Decodingdata a. Whatmustbe known
b. Problems
c. Samples
3. Populationstudy a. Attribute
b. Rawdata
c. Rawdatatable
d. Statistics
e. Bargraph
f. Summary
Review/Questions:Reciprocalteachingtechnique
through co-planning and co-teaching teams produces
teachersmorecapableof workingwitha diversepopulation
of students.Thatresultsin a moreglobalteachingperspec-
tive, one thatfocuses on broader,collective goals and on
the needs andabilitiesof all students.
Application
It has been said that it takes a whole village to raise a
child.Today,it can also be saidthatit takesa whole school
to educatea child. No longercan a teacherin a classroom
of diverse learnersmeet all the educational, social, and
emotionalneeds of his or her students.It takes collabora-
tion amongall professionalsin a school system to educate
all students.Therefore,preserviceteachereducationmust
model, demonstrate,and promotethe collaborativeeffort
that is required in today's schools-among classroom
teachers,counselors,speechtherapists,physicaltherapists,
occupational therapists, and other school professionals.
Althoughtherearemanyways to collaborate,the Co-Plan-
ningandCo-TeachingModeldevelopedas anoutgrowthof
this projectis presentedto assist othereducatorswho are
beginningto collaborate.
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6. 190 The Clearing House January/February1999
Stage 1: Choose a teacher you trust. Any obstacles that
could result from misunderstandings or ineffective
communicationmustbe prevented.As soon as the lines of
communicationare open, begin to discuss the goals and
objectivesof your endeavor.The more you talk aboutthe
lesson, the more you will begin to understandeach other.
From these discussions, trust can be established and a
greaterinterpersonalrapportcreated.
Stage 2: Findpockets of time to plan. Planningcan occur
quite effectively in short periods of time, usually several
ten-minutesessions.Afterreadingthe basic topic material,
meet with otherteam membersin small blocks of time to
discusscoursecontent.As you worktogethereachtime,the
amount of time needed to plan will become less.
Eventually,planningcan occuras you walkfromone place
to anotheror by phoneor e-mail.
Stage3: Brainstorm.Afterreadingthe material,each team
member,throughbrainstorming,shouldlist severaloptions
for the co-teaching lesson, basing decisions on individual
areas of expertise. Brainstorming helps identify the
strengthsof each partnerand allows planningto proceed
smoothlyandquickly.
Stage 4: Preparethe lesson. Discuss, prepare,anddevelop
a written guide for the co-teaching lesson. Outline form
workswell andprovidesthebasicinformationforeveryone
involved in the process. Initially, indicate which team
member will do which aspect of the lesson. Make
preparationsforvideotapingthelessons inorderto evaluate
andreviseyourplanfor co-teachingthe nexttime.
Stage 5: Co-teachthe lesson. The firsttime you co-teach,
you are testing new instructionalarrangements.However,
thepreparationtimewill paydividendsby makingyou well
prepared.Untilyou implementthelesson, youhaveno idea
if thefirstfourstagesareworkingorif you needto develop
additionalstrategiesfor workingtogether.
Stage 6: Supportyourpartner One of the skills thatmost
teachers possess is the ability to be flexible and add or
highlight importantpoints throughoutthe lesson. This is
done duringteamteachingto help one anotherembellisha
point. Now is not the time to be possessive about"your"
classroom. The two partners must establish an easy,
confident working relationship, so that both feel
comfortablecontributinginformationsimultaneously.
Stage 7: Evaluatethe lesson. When viewing the videotape
after the first lesson, you will probablyrealize that with
some polishing you can fine tune your presentation.
Having others view your teaching will also provide
valuableinsights.
Conclusion
Co-planningandco-teachingarrangementscan resultin
nine positive outcomes: (1) collaboratingand developing
trust,(2) learningto be flexible and collegial, (3) finding
pockets of time to co-plan, (4) learningthroughtrial and
error,(5) forming teachingand learningpartnerships,(6)
challenging oneself and developing professionally, (7)
solving problems as a team, (8) meeting the needs of
diverselearners,and (9) meeting the needs of teachersas
problemsolvers. All teachersin higher education,public
schools, andprivateschools can learnto develop a collab-
orativeteachingenvironmentthat will benefit themselves
andtheirstudents.
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