Collaborative teaching workshop by dr manishankar chakraborty and mr salim bani oraba (1)

Mr. Salim Bani Orabah
&
Dr. Manishankar Chakraborty
Ibra College of Technology
Sultanate of Oman

Outline
 Rationale
 Outcome
 Introspection on Professional Development
 Teacher’s Professional Development-Definition
 Myth about Professional Development
 Tools for Professional Development
 Task- Brainstorming on Team/Collaborative Teachings
 Case Analysis
 Pre-requisite
 Activity
 Proposed Roadmap
 Conclusion
 References
4/20/2014
Mr. Salim Bani Orabah and Dr. Manishankar
Chakraborty 2

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)
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Rationale
 Teaching forms the backbone in the teaching-learning
domain. Individual teaching is a norm, however, team
teaching although an exception has tremendous
benefits for the teacher-learner duo.
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Outcome
 To raise the awareness of the importance of
team/collaborative teaching as a tool for Professional
Development.
 To formulate the process for carrying out
team/collaborative teaching.
 To be able to carry out team/collaborative teaching
sessions within and between departments.
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Introspection on
Professional Development
A Task- Write your own definition
of professional development,
brainstorm it with the other
members of your group and zero
into the final one.
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Teacher’s Professional Development
 “Teacher development…draws on the teacher’s own inner
resource for change. It is centred on personal awareness of
the possibilities for change, and of what influences the
change process. It builds on the past, because recognizing
how past experiences have or have not been developmental
helps identify opportunities for change in the present and
future. It also draws on the present, in encouraging a fuller
awareness of the kind of teacher you are now and of other
people’s responses to you. It is a self-reflective process,
because it is through questioning old habits that
alternative ways of being and doing are able to emerge.”
 Head, K. and Taylor, P. (1997) Readings in Teacher Development Oxford:
Macmillan Heinemann (p1)
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Myth about Professional
Development
 It is institute driven.
 Administrators responsibility only.
 No need of self motivation.
 Only attending workshops without
takeaways.
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Tools for Professional
Development
Activity – Matching Exercise of
Development Tools with the
Descriptions.
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Task- Brainstorming on
Team/Collaborative Teachings
 Discuss in group if you had or had not
have any experiences of
team/collaborative teaching in the past.
 It should include the-
 The Opportunities
 The Challenges
 The Benefits for Teachers
 The Benefits for the students
 Would you recommend or not?
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Case Analysis
 Introduction
(1)Equal Partnership for both
(2)Building dynamic teams to
experiment
(3)Can be conducted in any
context
(4)Wonderful to disastrous
consequences
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Case Analysis
 Literature review & Analysis
 Lower Teacher-Student ratio
 Only sharing turns by teachers not the
goal
 Teacher develops professionally
 Gets a partner to set goals, make plans,
implement lessons and evaluate results
 Inspiration and constructive feedback
 Increased quality by students
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Case Analysis
 Nervousness due to lack of awareness
 Teachers refuse because they think they
are “Solitary Creature”
 Teachers refuse to get evaluated by other
colleagues
 Successful teams should not feel
upstaged by peers
 Lack of prior experience act as a mental
barrier
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Case Analysis
 In the Classroom
 Never take anything for granted,
explicitly discuss everything
 Clear Communication
 Overcoming challenges of cultural
and experiential differences
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Case Analysis
 Understanding each others teaching
philosophy
 Honest discussion to share
responsibilities equally
 Personal Differences should not lead to
loss of respect for each other
 Students and pick and exploit such
instances
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Case Analysis
 Planning
 Analyzing individual strengths and
abilities.
 Complementing each others
strengths and abilities.
 Both partners taking active roles
in various areas-assessments,
delivery and feedback
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Case Analysis
 Eye Contact and Signaling a must between
teachers for classroom management
 Transition timing and pacing
 Circulating in the classroom
 Increasing Teachers proximity to students by
making 180 degree angle
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Models of Collaborative Teaching
 (1)Traditional Team Teaching- Traditional team
teaching involves two or more instructors
teaching the same course.
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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.
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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.
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 (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.
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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.
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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.
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 (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.
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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.
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Challenges-Connected Course
Approach
 Includes finding a space for the joint class
meetings.
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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.
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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.)
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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.
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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.
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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
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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
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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
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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
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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
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Conclusion
 For successful Team/Collaborative
Teaching Should plan together,
teach together and after the
lesson reflect on the lesson
together.
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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
 R, Benoit, Team Teaching tips for Foreign Language
Teachers, ITESLJ, pp1-9
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Collaborate we grow, individually we
stagnate!
Thank-you
4/20/2014
Chakraborty 38

Collaborative teaching workshop by dr manishankar chakraborty and mr salim bani oraba (1)

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