The document discusses a study on co-teaching practices at Yishun Secondary School. It provides background on the school's use of co-teaching to address challenges in mixed-ability classes. It outlines the study's purpose to understand effective co-teaching models and their impact on student engagement and achievement. A literature review covers definitions of co-teaching models and components. Interim findings report academic results from co-taught classes and student survey feedback. Recommendations address selecting appropriate co-teaching models and improving teacher collaboration.
Collaboration and Co-Teaching WorkshopStephen Best
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
Co-Teaching: Six Models for Teacher SuccessEd Shepherd
In a time of AYP, NCLB, and IDEA there is a need for a form of teaching that can help meet the needs of both students and staff. Co-Teaching is the most commonly used form at this time.
Team teaching, objectives of Team teaching, Advantages of Team teaching, Limitations of Team teaching, Practical issues in Team teaching, Composition and structure of team,
It discuss about what is peer teaching, history of peer teacher and why we've choosen the peer tutoring. it also explains the commom models which consisting the five main catageries as well as 10 steps to follow while organising the peer tutoring inside the school or colleges
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.
Collaboration and Co-Teaching WorkshopStephen Best
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
Co-Teaching: Six Models for Teacher SuccessEd Shepherd
In a time of AYP, NCLB, and IDEA there is a need for a form of teaching that can help meet the needs of both students and staff. Co-Teaching is the most commonly used form at this time.
Team teaching, objectives of Team teaching, Advantages of Team teaching, Limitations of Team teaching, Practical issues in Team teaching, Composition and structure of team,
It discuss about what is peer teaching, history of peer teacher and why we've choosen the peer tutoring. it also explains the commom models which consisting the five main catageries as well as 10 steps to follow while organising the peer tutoring inside the school or colleges
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.
History of Math is a project in which students worked together in learning about historical development of mathematical ideas and theories. They were exploring about mathematical development from Sumer and Babylon till Modern age, and from Ancient Greek mathematicians till mathematicians of Modern age, and they wrote documents about their explorations. Also they had some activities in which they could work "together" (like writing a dictionary, taking part in the Eratosthenes experiment, measuring and calculating the height of each other schools, cooperating in given tasks) and activities that brought out their creativity and Math knowledge (making Christmas cards with mathematical details and motives and celebrating the PI day). Also they were able to visit Museum, exhibition "Volim matematiku" and to prepare (and lead) workshops for the Evening of mathematics (Večer matematike). At the end they have presented their work to other students and teachers.
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
This is a brief, I mean brief, introduction to mathematics that I used this year. I also introduced the different types of Geometry, and steps to solving a geometry problem.
The Use of Modified Jigsaw Strategy to Improve the Students' Reading Comprehe...Bussinessman
A Classroom Action Research on Senior High School at SMAN 2 Malang by Abdul Hamid Aly (English Education of Teaching and Training Faculty) University of Islam Malang.
English Language Teacher Knowledge and the Classroom Practicesinventionjournals
This paper previews the research about teacher knowledge and cognition among English Language Teachers and presents a pilot study resting upon the assumption that a gap between teacher professional knowledge and classroom practices exists.10 teachers from a language center volunteered to become the subjects of this study. A sample Teaching Knowledge Test (TKT) part 2, classroom observations, teacher interviews and student feedbackformed the data for this study.
Teacher Talking Time and Students Talking Time in English for Academic Purpos...Dwi Firli Ashari
Paper presentation in The Third International Language and Language Teaching Conference (LLTC) 2016 on 21 – 22 October 2016 in Sanata Dharma University, Yogyakarta.
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.
Differentiating instruction is important to the content, management and goals in the classroom. Students of all learning styles will be able to succeed in a classroom that differentiates instruction. There are many different trends in instructional styles. When the teacher rotates instructional styles, such as the ones in this presentation, the needs of all the students can be met.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
strategi pembelajaran kooperatif dalam kualitas permbelajaranSmpBaitulqurannganju
Adanya kecenderungan sekolah-sekolah membentuk kelas-kelas unggulan atas dasar prestasi akademik dewasa ini patut dikaji ulang. Apakah kecenderungan itu didasari atas pertimbangan yang sejalan dengan tujuan pendidikan kita ataukah karena pertimbangan lain sesuai dengan permintaan pasar yang bersifat sesaat?
Terlepas dari mana yang benar, fenomena yang muncul dalam sistem persekolahan yang ada sekarang ini cenderung memperlakukan siswa secara kurang adil dan kurang humanistis. Siswa pandai diberi label unggul dengan segala fasilitas yang diberikannya, sementara siswa yang di kelas tak unggul memperoleh label kurang dan predikat negatif yang lain. Siswa pada kelompok unggul berkompetisi secara keras dan cenderung individualistik. Sementara siswa di kelas tidak unggul merasa tidak mampu, frustasi dan selanjutnya menerima keadaan itu.
Persoalan lain yang menunjukan aspek kompetitif dan individualistik dalam pendidikan kita adalah model pembelajaran langsung (model pembelajaran konvensional). Pada pembelajaran konvensional, guru menjadi pusat pembelajaran, berperan mentransfer dan meneruskan (transmit) informasi sehingga siswa tidak perlu mengkonstruksi ide-idenya. Tingkat partisipasi siswa sangat terbatas karena arus interaksi didominasi oleh guru. Bentuk penugasan dalam pembelajaran ini bersifat individual. Sebagai konsekuensinya, evaluasi yang diterapkan dikelaspun juga individual.
Dalam hal ini, guru perlu menyusun dan melaksanakan kegiatan belajar mengajar dimana siswa dapat aktif membangun pengetahuannya sendiri. Hal ini sesuai dengan pandangan kontruktivisme yaitu keberhasilan belajar tidak hanya bergantung pada lingkungan atau kondisi belajar, tetapi juga pada pengetahuan awal siswa. Keberhasilan dalam proses pembelajaran dipengaruhi oleh dua faktor yaitu faktor internal dan faktor eksternal. Faktor internal yaitu faktor yang berkaitan dengan diri siswa, diantaranya adalah kemampuan, minat, motivasi, keaktifan belajar dan lain-lain. Sedangkan faktor eksternal adalah faktor dari luar diri siswa, diantaranya adalah model pembelajaran.
Model pembelajaran memiliki andil yang cukup besar dalam kegiatan belajar mengajar. Kemampuan menangkap pelajaran oleh siswa dapat dipengaruhi dari pemilihan model pembelajaran yang tepat, sehingga tujuan pembelajaran yang ditetapkan akan tercapai. Terdapat berbagai macam model pembelajaran yang dapat dijadikan alternatif bagi guru untuk menjadikan kegiatan pembelajaran di kelas berlangsung efektif dan optimal. Salah satunya yaitu dengan menggunakan model pembelajaran kooperatif.
Wagitan (2006) menyimpulkan bahwa pembelajaran kooperatif dapat menjadi salah satu alternatif karena banyak pendapat yang menyatakan bahwa pembelajaran aktif termasuk kooperatif mampu meningkatkan efektivitas pembelajaran. Pembelajaran kooperatif mengutamakan kerjasama antar siswa untuk mencapai tujuan pembelajaran. Menggunakan pembelajaran kooperatif dapat mengubah peran guru, dari yang berpusat pada gurunya ke pengelolaan siswa dalam ke
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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
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!
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.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Scope
• Background
• Problem Statement
• Purpose, Rationale and Significance of the
Study
• Literature Review
• Research Questions + Hypotheses
• Methodology-Research Design,
Instrumentation, Procedures, Data Analysis
• Interim Findings
• Discussion
3. Background
Yishun Secondary School
• Mixed ability (HA, MA, LA) of students
within each class, despite streaming
• Big class size of 30-40
• Greater challenges faced in NT classes (8
classes), in student management and student
engagement in T&L
• NT students academically challenged
4. Background
• 4 AEDs (1 untrained)
• More classes deploying 2 teachers
(AED + EO or 2EOs), especially NT
stream
• For NT EL and Math classes, 6/16
classes (37.5%) have co-teachers.
5. Problem Statement
• In NT classes, teachers face three main
challenges in T&L:
1. Maintaining classroom discipline
2. Differentiated Abilities
3. Using engaging pedagogies to match
kinesthetic/visual learning styles
6. Purpose of the Study
The study aims to
1. understand and deploy the different
models of co-teaching effectively so as
to enhance the learning in classes.
2. make students more engaged in learning
and attain greater academic
achievements.
7. Rationale of the Study
1. To identify what co-teaching is and what it
is not.
2. To provide greater support for co-teachers
by understanding the various models of co-
teaching and their key components.
3. To study the various strategies for co-
teaching to succeed in the areas of
content, structure, assessment and
diversity.
8. Significance of the Study
Findings of the study will:
1. support the school in terms of
deployment of various co-teaching
models effectively for greater
engaged learning
2. benefit other schools in the cluster
in structuring the co-teaching
models
9. Literature Review
• Definition of Co-Teaching
• Models of Co-Teaching
• Understanding Co-Teaching
Components
• Phases of Co-Teaching and the Co-
Teaching Rating Scale
• Past Studies on Co-Teaching
10. Literature Review
Definition of Co-Teaching
• “Co-teaching is defined as two
professionals, typically a special education
teacher and a general education teacher,
delivering substantive instruction to a
diverse group of students in a single
physical space”.
(Friend & Cook, 2003)
11. Literature Review
Models of Co-Teaching
1. One Teach, One Assist
2. Station Teaching
3. Parallel Teaching
4. Alternative Teaching
5. Team Teaching
(Friend & Cook, 1996)
12. Literature Review
1. One Teach, One Assist
- one teacher takes an instructional lead
while the other assists students when
necessary.
2.Station Teaching
- each teacher works on a specified part
of the curriculum, so that students
rotate from one station to the other.
(Friend & Cook, 1996)
13. Literature Review
3. Parallel Teaching
- the class is divided into two equal
heterogeneous groups; each is taught
the same content at the same time by
one of the two co-teachers.
4. Alternative Teaching
- classroom reorganised into one large
group and one small group, where one
teacher is able to provide main
instruction, the other to review a smaller
group of students. (Friend & Cook, 1996)
14. Literature Review
5. Team Teaching
-both teachers are actively engaged in
instruction for the whole class and feed
off one another by finishing each other’s
sentences, clarifying each other’s
comments, or answering student questions.
(Friend & Cook, 1996)
15. Literature Review
Understanding Co-Teaching Components
1. Interpersonal Communication
2. Physical Arrangement
3. Familiarity with the Curriculum
4. Curriculum Goals and Modifications
5. Instructional Planning
6. Instructional Presentation
7. Classroom Management
8. Assessment
(Gately & Gately, 2001)
16. Literature Review
3 Phases of Co-Teaching
Beginning Stage
Guarded, careful communication
Compromising Stage
Give and take communication, with a sense of
having to “give up” to “get”
Collaborating Stage
Open communication and interaction, mutual
admiration
(Gately & Gately, 2001)
18. Literature Review
The Effects of Team Teaching in
Mathematics Achievement on 8th Graders.
(Chung-Yuan Christian University, Taiwan)
1. The average final exam scores of students
receiving team teaching were higher
than those receiving traditional teaching.
2. Co-generative dialogues resulted in greater
teachers’ collaboration
3. Regrouping based on students’ ability.
(Jang, 2006)
19. Literature Review
Summary
1. Joint planning, instruction and evaluation
essential for success of co-teaching.
2. Models to be adopted depends on:
i. Student characteristics and needs
ii.Teacher characteristics and needs
iii. Curriculum
iv. Practical considerations
3. Level of collaboration between co-
teachers is key to success.
20. Research Question
• To what extent would co-teaching enhance
the academic achievement of Lower
Secondary NT students in English and
Mathematics?
Hypothesis
• Co-teaching enhances the English and
Mathematics achievement of students.
21. Research Design
• Mixed Research-Quantitative and Qualitative
• Longitudinal Project (1-2 years)
• 3 NT Classes-1T2 (Math), 2T2 (EL and Math)
• Project started in Term 1 Week 4, to last till
Term 4.
23. Class Procedures (Sem 2) Period
T/S Co-Teaching Model Intervention
1T2 123.6 One Teach One Assist Term 1
(Math)
Parallel Teaching* Term 2,
(heterogeneous groups)
Parallel Teaching* Term 3, 4
(groups org based on
ability)
2T2 128.2 Parallel Teaching* Term 1, 2, 3, 4
(Math) (groups org based on
behaviour)
Alternative Teaching Term 3
Station Teaching Term 3
2T2 128.2 Alternative Teaching Term 1, 3
(EL) (groups org based on
ability)
One Teach One Assist Term 2, 3, 4
Team-teaching Term 3
24. Academic Results
1T2 Math CA 1 SA 1 CA2 SA2
(39
students)
No. of 5 20 13 26
failures
Passing 87.2% 48.7% 38.5% 33.3%
Rate
Target 3.95 3.95 3.95 3.95
Actual 3.21 3.97 4.33 4.36
EPI 0.74 -0.20 -0.38 -0.41
25. Academic Results
2T2 Math CA 1 SA 1 CA2 SA2
(40
students)
No. of 14 32 18 13
failures
Passing 62.2% 20.0% 56.1% 64.9%
Rate
Target 3.73 3.77 3.77 3.77
Actual 3.32 4.67 3.54 3.92
EPI 0.41 -0.90 0.23 -0.16
26. Academic Results
2T2 EL CA 1 SA 1 CA2 SA2
(41
students)
No. of 9 5 7 5
failures
Passing 77.5% 87.5% 72.5% 87.5%
Rate
Target 3.85 3.85 3.85 3.85
Actual 3.88 4.02 4.0 3.85
EPI -0.02 -0.17 -0.15 0
27. Findings from Surveys
Q. Do you think you learn better when there
are two teachers teaching you? Why?
• Yes, because one teacher can teach the
class while the other teacher can maintain
discipline in the class. (1T2)
• Yes. It is because one could teach and the
other could help those who do not
understand. (2T2)
• Yes. Because two teachers can control the
class and the class is very quiet. (2T2)
• Yes. Able to work in group discussions
better. (2T2)
28. Findings from Surveys
Q. Give some suggestions on how the two
teachers can teach you better in class.
• Separate 2 classes (2T2)
• Take out the most noisy people in our
class! If only it could be a separate class.
(2T2)
• One teaching the weaker ones, the other
teaching the better ones. (1T2)
29. Conclusions
• Academic results for 2T2 EL met target;
2T2 Math did not meet target, but showed
improvement from SA1 to SA2 .
Reasons:
-2T2 EL co-teachers unchanged in SEM 1 &
2, co-teaching models used were effective
-2T2 Math co-teachers were different in
Sem 1 & 2, and it took a while for co-
teaching models to be effective
-2T2 EL co-teachers reached “collaborating
stage” much earlier than 2T2 Math
30. Conclusions
• 1T2 Math did not met target and no
improvement shown from SA 1 and SA2
-1T2 Math teachers still experimenting
with various co-teaching models in
Semester 1
- Change of Math tcr in Sem 2
31. Recommendations
• Which co-teaching model to adopt for
your class?
One-teach, one assist
1. When the lesson lends itself to delivery by one
teacher/teaching a new topic.
2. When one teacher has particular expertise for
the lesson.
Parallel Teaching
1. When a lower adult-student ratio is needed to
improve instructional efficiency.
2. To foster student participation in discussions.
32. Recommendations
Alternative Teaching
In situations where students’ mastery of
concepts taught or about to be taught
varies tremendously, due to great disparity
in abilities.
•How to group students?
- Based on behaviour or learning abilities.
•The Co-teaching Rating Scale will be used
extensively to help co-teachers focus on
areas that need improvement.
33. Recommendations
Station Teaching
•In class, not feasible, physical space
constraint
•EL (SIO the same, v hard to do it
indoor, 2T2: 36)
•Outdoor more successful (Math lesson
on Geometry)
•A lot of careful planning needed
34. Recommendations
Hybrid Model 1
•1st period-1 teach 1 assist
•2nd period-parallel teaching/alternative
teaching
Hybrid Model 2
•1st and 2nd period-Station Teaching
•Last 10 min (consolidation)-1 teach 1
assist/parallel teaching/alternative
teaching
35. Team-talking (3E8 EL)
• It happens in 3E8 (Rachel and Muizz)
• Chemistry between 2 tcrs
• Subject Content knowledge must be
on par
• Regular communication-collaborating
phase
• Class will respond when both tcrs
respond
36. References
• Cook, L., & Friend, M. (2004). Co-Teaching: Principles,Practices,
and Pragmatics. New Mexico Public Education Department
Quarterly Special Education Meeting, Albuquerque, NM
April 29, 2004.
• Dieker, L.A., & Murawski, W.W. (2003). Co-teaching at the
secondary level: Unique issues, current trends, and suggestions
for success.The High School Journal; Apr/May 2003; 86, 4;
Teacher Journals, pg. 1
• Gately, S.E., & Gately, F. J. (2001). Understanding coteaching
components. Teaching Exceptional Children, 33(4), 40-47.
• Jang, S. J. (2006). Research on the effects of team teaching
upon two secondary school teachers. Educational Research, Vol.
48, No. 2, June 2006, pp. 177 – 194.
38. Interim Findings
Co-Teaching Rating Scale (CTRS)
Class SEM 1 SEM 2
1T2 (Math) Tcr A 2.86 ?
1T2 (Math) Tcr B 2.36 ?
2T2 (EL) Tcr A 2.86 ?
2T2 (EL) Tcr B 2.86 ?
2T2 (Math) Tcr A
2T2 (Math) Tcr B
Editor's Notes
A1 to B3 but extended to B4 as Tutors volunteer. Cross pairing was possible because subject trs had taught students in the lower sec
A1 to B3 but extended to B4 as Tutors volunteer. Cross pairing was possible because subject trs had taught students in the lower sec
A1 to B3 but extended to B4 as Tutors volunteer. Cross pairing was possible because subject trs had taught students in the lower sec