Team teaching involves two or more teachers collaborating together to set goals, prepare lessons, teach students, and assess learning. There are several models of team teaching: lead-support where one teacher leads instruction while the other supports students; alternative teaching where one teacher re-teaches a small group while the other provides enrichment; parallel teaching where teachers split the class in half to teach the same content simultaneously; station teaching where teachers divide content and students, rotating between stations; and teaming where both teachers deliver the same instruction simultaneously by modeling, demonstrating, or taking turns. Effective implementation requires teachers to discuss views on teaching, agree on behavior management, communicate with parents, and work as equal partners who plan ways to resolve disagreements.
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.
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. It explains about how to organise team teaching in side the school with cooperation of other teachers.
2. It enhance the teachers with commitment, comprehensive, creative, concern towards the students
Robert Glaser developed this model in 1962. It explains the relationship between teaching and learning. Assumptions of Basic Teaching Model, Components. Step 1: Instructional objectives, Step 2: Entering behaviour, Step: 3 Instructional procedures, Step: 4 Performance assessments, Description of Glaser’s Basic Training Model, Principles of reaction
Discussion involves two-way communication between participants.
In the classroom situation a teacher and students all participate in discussion.
During discussion, the teacher spends some time listening while the students spend sometimes talking.
The discussion is, therefore, a more active learning experience for the students than the lecture.
1. It explains about how to organise team teaching in side the school with cooperation of other teachers.
2. It enhance the teachers with commitment, comprehensive, creative, concern towards the students
Robert Glaser developed this model in 1962. It explains the relationship between teaching and learning. Assumptions of Basic Teaching Model, Components. Step 1: Instructional objectives, Step 2: Entering behaviour, Step: 3 Instructional procedures, Step: 4 Performance assessments, Description of Glaser’s Basic Training Model, Principles of reaction
Discussion involves two-way communication between participants.
In the classroom situation a teacher and students all participate in discussion.
During discussion, the teacher spends some time listening while the students spend sometimes talking.
The discussion is, therefore, a more active learning experience for the students than the lecture.
A brief discussion of the rationale behind collaboration and co-teaching for elementary resource teachers, followed by a variety of types of co-teaching and examples of each.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
CR4YR collaboration.Aug 2013, Oct Prince Rupert Faye Brownlie
After school session in Prince Rupert to continue to conversation re: collaboration. Focus on different models of co-teaching, as first discussed at CR4YR in August.
The basic models of team- teaching:
Team teaching. Both teachers plan lessons and work together to teach students. This helps students see the teachers as equals with each other. It also gives students the chance to ask questions and get assistance during a lesson. This can be especially helpful for students with accommodations.
One teaches, one assists and/or observes. Having one teacher actively teaching frees up the other teacher to assist and give individual help as needed. Or the other teacher can observe. For instance, an observing teacher may collect information about how a child responds to different teaching approaches and about his attention and behavior. That kind of data is valuable for IEPs and for behavior intervention plans.
Station teaching. Teachers may be responsible for different parts of the lesson plan. This allows them to play to their teaching strengths. Students are divided into groups and move from one station to the other. Or the teachers rotate from group to group.
Parallel teaching. The class is split in half, and each teacher takes one group. Both groups are taught the same thing but in a different way.
Alternative teaching. One teacher handles a larger group of students. Meanwhile, the other teacher works with a small group on a different lesson or gives more support to struggling learners.
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(с) pysa4ka, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. What is it? What do you understand by the term “Team-teaching”? Through discussion come up with an agreed definition. Are there different types of Team-teaching? Brainstorm different models of team teaching
3. Learn: What is Team-Teaching? Team teaching is a teaching relationship where teachers together set goals for a unit, prepare individual lesson plans, teach students, and assess the students’ learning. Teachers work in a coactive and coordinated fashion in which they use techniques that allow students of varying abilities to achieve their potential.
4. There are many ways that teachers can work together to make the lesson easier to understand for all students.
5. Lead-Support One teacher can have primary responsibility for teaching while the other: Observes particular student behaviors Assesses individual students Circulates through the room providing unobtrusive one-to-one assistance
6. Alternative Teaching One teacher works with a small group needing re-teaching while the other provides enrichment or alternative activities for the rest of the class. This can be used for pre-teaching, enrichment and/or assessment.
7. Parallel Teaching Both teachers teach the same information, but they divide the class group and do so simultaneously.
8. Station Teaching Teachers divide content and students, each then teaches the content to one group and subsequently repeats the instruction for the other group. Sometimes there is another “station” for independent work or computer work.
9. Teaming Both teachers are delivering the same instruction at the same time. One may model while the other speaks, one may demonstrate while the other explains. The teachers role play, or they may simply take turns delivering instruction.
10. Implementation Suggestions During the planning process, discuss your views on teaching and learning, especially who your target group of students is going to be Discuss behavior management and other practices so you can come to an agreement Let parents know about the benefits of co-teaching Agree to be equal partners: Plan ways to talk out disagreements Proceed slowly in designing, implementing, and evaluating the co-teaching process
Editor's Notes
Beginning course details and/or books/materials needed for a class/project.
A schedule design for optional periods of time/objectives.
Introductory notes.
Objectives for instruction and expected results and/or skills developed from learning.
