Team teaching Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.

1. Team teaching
Ani Vadakke Purayil
M.Com, M.Ed. NET(Com),NET(Edu),SET
Faculty
Department of Teacher Education
Kannur University
Kannur, Kerala.
anivpknr@gmail.com

2. Team teaching
Team teaching involves a group of two or more
teachers working together to plan, conduct,
and evaluate the learning activities for the
same group of learners.

3. Definition
“Team teaching is a type of instructional
organization involving teaching personnel and the
students assigned to them in which two or more
teachers are given responsibility, looking
together, for all or a significant part of the
instruction for some group”
T.SHAPLIN
“In team teaching method two or more teachers
make a plan of subject, cooperatively carry it out
and always evaluate its effects on students
periodically”.
Naik M B

4. Here the teachers :
•Together set goals for a course,
•Design a syllabus,
•Prepare individual lesson plans and Teach
students
• Joint Responsibility
• Open Communication
•They share insights,
•Argue with one another
•Even challenge students to decide which
approach is better.
•Evaluate the results.

5. Team teaching boasts many pedagogical and
intellectual advantages:
• Team teaching is a great way to demonstrate to
your students the process of professional
collaboration.
• It help create a dynamic and interactive learning
environment,
• It provide instructors with a useful way of
modeling thinking within or across disciplines
• It inspire new research ideas and intellectual
partnerships among faculty.

7. Teaching team roles and responsibilities
You have a clear understanding of:
• What your role in the teaching team?
• What you are expected to do and by when?
• Who you notify or discuss any teaching issues
with?
• Do you know the same for the other members
of your teaching team?

8. • OBJECTIVES
• To utilize the better talents and interests of
teachers.
• To increase grouping and scheduling
flexibility.
• To improve the quality of instruction.
• To bring more dynamism in time table
construction.

9. PRINCIPLES
• Size and composition of the group for team
teaching should be appropriate in terms of
learning experiences and purposes of the group.
• Time should be allotted keeping in consideration
the importance of the subject.
• Learning climate should be provided by making
arrangements like laboratory, library, audio, video
etc.
• Level of team teaching must be appropriate to
the learners.
• The nature and extent of the supervision of group
activities depends on the purpose of group.

10. Team Teaching Procedure
Planning Stage :-
Topic, Objective, initial and terminal behaviour of
learners, teaching aids, teaching strategy,
members of team etc.
Execution Stage :-
Diagnosing the learner’s previous knowledge,
adopting proper communication strategy,
presentation of lecture by the team.
Evaluation Stage :-
• Evaluating level of performance, diagnosing the
difficulties and give remedial treatment

11. Team Teaching Models
#1 Traditional Team Teaching
Traditional Team Teaching Two or more teachers
actively share the instruction of the content and
skills in the same classroom at the same time
with the same group of students.
Models a respectful working relationship between
two adults
Allows both teachers to give their input on specific
topics
Can allow the teaching of two ideas or strategies at
the same time

12. #2 Collaborative Teaching
In collaborative teaching, team teachers work
together to teach the material not by the
usual monologue, but by exchanging and
discussing ideas and theories in front of the
learners.
Leads to student interest
Sparks discussion amongst students
Allows both teachers to give their input on
specific topics
Shows mutual respect

13. #3 Complementary/Supportive
One teacher is responsible for teaching the
content to the students, while the other
teacher takes charge of providing follow-up
activities on related topics or on study skills.
Able to receive a basic skills that relate to the
course
Each teacher gets to work in the content they
are most comfortable
Both teachers receive equal teaching time

14. #4 Parallel Instruction
In this setting, the class is divided into two
groups and each teacher is responsible for
teaching the same material to her/his smaller
group. A key feature is that teachers can roam
and give students individualized support.
More individualized instruction/attention due to
a smaller group
Can provide more control for socially-based
behavior problems between students

15. #5 Differentiated Split Class
A class with more than one teacher is divided
into smaller groups according to learning
needs. Instructors provide their respective
group with the instruction required to meet
their learning needs.
Provides excellent differentiation opportunities
Helps to meet students needs
Provides opportunity for remediation and
enrichment

16. #6 Monitoring Teacher
One teacher assumes the responsibility for
instructing the entire class, while the other
teacher circulates the room and monitors student
understanding and behavior.
Minimal collaboration is necessary
Allows the stronger teacher (more content
knowledgeable) to deliver a high-quality lesson
Can conceal the weakness of the other instructor in
a particular subject area
Monitoring teacher can help prevent behavioral
issues in the classroom or see students who are
struggling with instruction.

17. ADVANTAGES
• Opportunity for free discussion.
• Development of human relationships.
• Development of professional status of the
teacher.
• Exposure of group to more specialist.
• It will save time and energy.
• Improves the quality of instruction
• It allows for more interaction between teachers
and students.
• Working as a team, teachers model respect for
differences, interdependence, and conflict-
resolution skills.

18. • LIMITATIONS
• Lack of co-operation among teachers.
• Disregard to the dynamics of small group.
• Traditional conservative attitude.
• Lack of interest.
• Lack of accommodation for larger groups.
• Unrealistic expectations about team
operation.

19. • Reference
• https://federation.edu.au/staff/learning-and-
teaching/teaching-practice/facilitation/collaborative-
team-teaching
• Federation University Australia
• http://www.sbcjc.cc.ms.us/pdfs/ci/teamteachingprese
ntation.pdf
• https://ctl.byu.edu/tip/team-teaching-brief-summary
• https://www.slideshare.net/LakshmyTM/team-
teaching-80839786
• http://flightline.highline.edu/ibest/contentinstruct
ors.php
• http://flightline.highline.edu/ibest/co-teaching.php
http://www.sbctc.ctc.edu/college/_e-ibest-
esources.aspx