This document defines team teaching and outlines its key aspects. It discusses the origin and definitions of team teaching. Team teaching involves two or more teachers collaboratively planning, instructing, and evaluating a group of students. The goals are to make best use of teacher expertise, improve quality of teaching, and develop cooperation skills. Different types of team organizations and necessary facilities are also outlined. Advantages include utilizing teacher skills and creating variety in instruction, while limitations include difficulties obtaining teacher cooperation.

2.  Introduction
 Origin
 Meaning
 Definition
 Purpose
 Characteristics
 Types
 Objectives
 Principle
 Procedure
 Team organisation
and types
 Facilities required
 Advantages
 Limitations
 Suggestions

3.  Most modern technique in the field of
Educational Technology.
 Concept arose in 1957.
 Best-known and commonly used plan –
Trump plan of teaching – named after
Professor J. Lloyd trump.

4.  Concept of Team teaching has its origin from
America during the mid-1950.
 Reached England in 1960.
 J. Freedom’s team teaching in Britain gives
an account of its growth in the country.
 Harvard University – initiated an internship
plan in 1955.

5.  Second mile stone – Project in Lexington
(1957-64)
 Francis Chase of the University of Chicago
has developed the need for team teaching.
 J. Leyod Trump – valuable contribution for
the success of team teaching.
 Extended to armed forces for teaching
purpose during second world war.

7.  Defined by several persons.
 Warwick – “Team-teaching is a form of
organization in which individual teachers
decides to pool resources, interests and
expertise in order to devise and implement a
scheme of work suitable for the needs of
their pupils and the facilities of their schools”.

8.  J. Lloyd Trump – “An arrangement whereby
two or more teachers with assistants plan,
instruct and evaluate co-operatively two or
more classes in order to take advantage of
their respective special competencies as
teachers”.

9.  Carlo–Olson – “An instructional situation
where two or more teachers possessing
complementary teaching skills cooperatively
plan and implement the instruction for a
single group of students using flexible
scheduling and grouping techniques to meet
the particular instruction”.

10.  “ An arrangement whereby two or more
teachers, with or without teaching-aids
cooperatively plan, instruct and evaluate one
or more class groups in an appropriate
instructional space and given length of time
so as to take advantage of the special
competencies of the team members”

11.  Chaplin – “Team teaching is a type of
instructional organisation involving teaching
teams and the students assigned to them, in
which two or more teachers are given
responsibility, working together for all or a
significant part of instruction of the same
group of students”.

12.  Goal – Improvement of teaching
 Utilizes teacher’s specialized interests, skills,
time and energy.
 Ensures preparation of lessons, materials
and aids – create motivation.
 Increases the possibility of variety of
instruction.

13.  Role differentiation of team members.
 Regrouping of students.
 Rescheduling of time.
 Redesign of teaching space.
 Common time or planning.
 Integration of learning in a meaningful way.
 Development of resource centres.

14.  Station – 2 Teachers – 4 station – circulate
within the 4 stations
 Parallel – 2 Teachers – 2 equal groups –
Each takes one
 Alternative – 2 teachers – 2 unequal groups
– Larger group taken by one teacher and
small group taken by another one.

15.  To make the best use of expertise of
teachers.
 To improve the quality of teaching.
 To develop the feelings of co-operation or
group work.
 To help the students.

16.  Principle of size and composition:
 Principle of duties assigning to teachers of
the team:
 Principle of learning environment:
 Principle of time factor:
 Principle of supervision:

17.  Step 1 – Planning
 Step 2 – Organizing
 Step 3 – Evaluating

18.  Deciding the topic
 Writing the terminal objectives
 Identify the initial behaviour
 Prepare the tentative schedule
 Assigning the duties
 Fixing the level of instruction
 Selecting appropriate teaching aids and
demonstration equipment's
 Evaluating the students performance

19.  Determining the level of instruction
 Presentation of lead lecture by a competent
teacher of the team
 Follow up work
 Providing motivation and reinforcement
 Supervision of students activities
 Conscious about time schedule and duties
assigned

20.  Asking questions – oral, written or practical
work
 Taking decision about the level of
performance
 Diagnosing the difficulties of learners
 Revising the planning and organizing the
phases

21.  Basic unit – teacher
 Criteria – Teacher’s experience, skill and
specialty
 Joint responsibility for instruction
 3 – 8 teachers for 75 – 240 students
 Clerical and secretarial needs cared by
clerical staff

22.  Single subject team:
 Interdisciplinary team:
 Hierarchical team:
 Synergetic team:

23.  Flexibility
 Time schedule
 Flexible school building
 Flexible school organization

24.  Utilizes the competencies of the teachers
 Creates learning environment for better
comprehension and mastery
 Provides an opportunity for free discussion
 Provides an opportunity to the teachers to
develop the professional status
 Develops team spirit

25.  Saves time and energy
 Highly flexible method of teaching
 Enables the students to become more aware
of their own approach, knowledge and other
experts

26.  Difficult to seek co-operation among
teachers
 Teachers do not like to deviate from the
routine method of teaching

27.  Success will depend upon the way it works
in practice
 Success depends upon the co-operation and
devotion of the teachers
 They themselves should prefer the activities
of teaching
 Student –teachers should be trained for this
type of teaching
 Success largely depend upon a balanced
team