Collaboration and Co-Teaching Strategies · practices and co-teaching models. We will plan ways to integrate collaborative practices and co-teaching into our instructional repertoire

Collaboration and

Co-Teaching Strategies

TIM TEACHING

Disiapkan dari berbagai sumber oleh :

Prof. Dr. Pratiwi Trisunuwati

PEKERTI UB, 13 MARET 2019

3/11/2019TEAM TEACHING PROF PTS MARET 2019

1

Collaborative Relationships

Think about the successful collaborative relationships you have had in your life -- both personal and professional.

What has made these relationships successful?

Key words

Give one, get one

Working to gether with a single group of student

What makes collaborative partnerships work?


2

Objectives

Shared delivery of instruction

Mutual responsibility and ownership of class

Style of Co-teaching is dynamic, adapting as necessary

based on content delivered and student needs


3

Objectives

We will identify and discuss different collaborative

practices and co-teaching models.

We will plan ways to integrate collaborative practices

and co-teaching into our instructional repertoire in order

to improve student access and outcomes.


4

Advantages TT

THE STUDENTS

May increase students’ level of understanding

May lead to greater depth of understanding

May allow students to see other viewpoints

Variety of teaching styles may reach a greater variety of learning styles

THE TEACHERS

Allows team to play to its strengths

Creates a supportive environment

Allows development of new

teaching approaches

May help create sounder solutions

to discipline

Fosters intellectual growth

High Emotional intelligence


5

Disadvantages

THE STUDENTS

Potential for ambiguity and

diversity

Some students may be confused

by more than one way of looking

at an issue

THE TEACHERS

Potentially time could be an

issue

Form, norm, storm, perform


6

Characteristics of Team Teaching

Economic Factors:

It is traditional teaching, if a film is shown to six sections, it is projected

six times.

This method would organize one or two shows and thus economize use

of projector, bulbs, electricity and energy of the teachers.

Structuring in the Enthusiasm:

We teach those topics of the syllabus the best which we known bets

and for which we have a liking.

This enthusiasm of the teacher be structured by say factual lessons in

few large senior groups with adequate follow up in smaller groups.


7

Characteristics of Team Teaching

Development of Staff:

How do we deploy the teachers in brain teaching? The

deployment of teachers is done according to areas and methods

in which they feel most at home.

Experience Centered Work:

it means realistic field work of all kinds is undertaken on some

afternoons and two or more members of the staff are involved in

one project.


8

9

Learning Pyramid*

3/11/2019

TEAM TEACHING PROF PTS MARET 2019

9

* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA.

Frame work team teaching

• dasar

• Manfaat

• Model

Deskripsitim

• Sesuai tujuaninstitusional

• Menentukananggautatim

• MenyusunRPP

MerancangTim

• Evaluasipembelajarandan LO

• Konsolidasi TT

• PengembanganPBL

Implementasidan evaluasitim teaching


10

IMPLEMENTASI TEAM TEACHING

Merancangkegiatan pbl

Membagi peran dantanggung jawab

Mengatur pengelolaankelas

Mengadakan pertemuan2 kolaborasi bersama


11

Learning Outcomes

Getting Started

• Review the elements of collaboration

• Identify personality strengths and weaknesses, areas of expertise,

learning styles, teaching styles and what you can bring to the

relationship

• Identify your values and beliefs on classroom management,

motivating students, what is fair, assessment, grading, instructional

strategies (‘more is more’)

• Decide on the best times for meeting and planning for everyone

involved


12

Stages of Co-Teacher Development

Beginning Stage

Compromising Stage

Collaborative Stage


13

Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children, 2 (3) 41-47

•Teachers often present separate lessons•One teacher is “boss”; one is “helper”

•Special educators offers mini-lessons or clarifies strategies that students may use.•Both teachers direct some of the activities in the classroom.

•Both teachers participate in the presentation of the lesson, provide instruction and structure the learning activities•Students address questions and discuss concerns with both teachers

Team Teaching Techniques

Pre-class Coordination and Preparation

Coordinate and discuss delivery styles

Choose a co-teaching model

Agree on course expectations

Agree on Responsibilities

Agree on Scheduling

Use the Administrator Guide

Setup a regular meeting time

Agree to be flexible


14

Team Teaching Techniques (Cont’d)

During Class

Present a team teaching approach

Control of the session

Should not interrupt the session

Include other instructor(s) when appropriate

Smooth transitions are essential

Assist and support

Communicate and coordinate the next session/activity


15

Team Teaching Techniques (Cont’d)

Post class

Gather evaluations

Help repack materials

Discuss and evaluate the course

Review the delivery and presentation methods

Congratulate each other


16

Implementasi Tim Teaching

2 or more teachers join to teach one group

2 or more teachers join to teach a large group

divided on different class both in same time or not

May be for the whole lesson

May be for part of the lesson

May be in one location or by videoconferencing


17

Category Team Teaching

Category A:

Two or more instructors are teaching the same students at the same

time within the same classroom;

Category B:

The instructors work together but do not necessarily teach the same

groups of students nor necessarily teach at the same time.


18

Team Teaching Category A:

Differentiated Split Class

Monitoring Teacher

This type of teaching involves

dividing the class into smaller

groups according to learning

needs (same class, small group)

This situation occurs when one

teacher assumes the responsibility

for instructing the entire class,

while the other teacher circulates

the room and monitors student

understanding and behavior.


19

Team Teaching Category A (cont) :

Traditional Team Teaching

Collaborative Teaching

Parallel Instruction

the teachers actively share the

instruction of content and skills to

all students.

team teachers work together

the class is divided into two

groups and each teacher is

responsible for teaching the same

material to her/his smaller group


20

Traditional Team Teaching

In this case, the teachers actively share the instruction of content

and skills to all students.

For example, one teacher may present the new material to the

students while the other teacher constructs a concept map on the

overhead projector as the students listen to the presenting teacher.


21

Collaborative Teaching

This academic experience describes a traditional team teaching

situation in which the team teachers work together in designing the

course and teach the material not by the usual monologue, but

rather by exchanging and discussing ideas and theories in front of

the learners.

Not only do the team teachers work together, but the course itself

uses group learning techniques for the learners, such as small-group

work, student-led discussion and joint test-taking


22

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.

This model is usually used in conjunction with other forms of team

teaching,

ideally suited to the situation when students are involved in problem-

solving activities, as the instructor can roam and give students

individualized support.


23

Category B team teaching

Consists of a variety of team teaching models, in which the

instructors work together but do not necessarily teach the same

groups of students, or if they do, they do not teach these students

at the same time.

This category of team teaching can take many forms:

Complimentary / Supportive Team Teaching : this situation occurs

when 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


24

Common Models of Co-Teaching

Whole Class Instruction

Team Teaching

One Lead Teacher, One Teacher Assesses

One Lead Teacher, One “Teaching on Purpose”

Small Group Instruction

Station Teaching (akin to “Centers” in Elementary classrooms)

Alternative Teaching

Parallel Teaching

Re-Teaching Martinsen Holt, N. (2004). Pull-out to collaboration: Becoming an effective ESL co-teacher (Unpublished master's thesis). Hamline University, Saint Paul, MN.

Retreived from: http://www.hamline.edu/WorkArea/DownloadAsset.aspx?id=2147490909 Honigsfeld, A., & Dove, M. (2008). Co-teaching in the ESL classroom. Delta Kappa Gamma Bulletin,74(2),

8-14. Retrieved from http://www.nystesol.org/region/ArticleStudy_Co-teaching.pdf Long Island RBE-RN - June 2014

11


25

Common Models of Co-Teaching:

Station Teaching (akin to “Centers”)

http://www.youtube.com/watch?v=rj9bMITadec

http://www.youtube.com/watch?v=DkY2D-f3JNo

Two or more groups of students

Teachers divide the class into smaller groups

Each teacher delivers a portion of the content to small

groups

Groups rotate and may work on small group assignments or

independently between sessions with each teacher


26


Team Teaching https://www.youtube.com/watch?v=DQxzFWyrJp8

One heterogeneous group of students

Both teachers instruct all students together

Teachers often “tag-team” content-area instruction

Requires high levels of planning and mutual trust


27


Parallel Teaching

Two heterogeneous equal groups of students

Each teacher instructs one group covering the same content

Provides additional opportunities for student interaction and monitoring of student learning


28

Common Models of Co-Teaching

Re-Teach Teaching

Two semi-equal groups of students grouped according to their needs

One teacher reinforces concepts, previously learned skills to students not ready to move on

Second teacher teaches alternative material or enrichment to those who are ready to move on

Group assignment is flexible and temporary


29

Most Effective (but least commonly observed)

Model of Co-Teaching

Team Teaching

Teacher A & B co-lead instruction

Teacher A & B are seen as equals by all students in the class

Teacher A& B share the responsibility and have time to plan

and develop appropriate materials, supports, struggling

learners and higher achieving students

In this model, the teachers are equals and students benefit by

having two instructional professionals in the classroom.


30

Least Effective (but most commonly observed)

Model of Co-Teaching

One Lead Teacher, One Assisting Teacher ( One Teach, One Drift)

Teacher A always leads the instruction

Teacher B circulates and assists students or focuses on assisting a

specific group of students

In this model, the teachers are not seen as equals and minimizes the advantage of having two instructional professionals in the classroom.


31

The Components of Co-Teaching


32

CO-TEACHINGCOMPONENTS

INTERPERSONALCOMMUNICATION

PHYSICAL ENVIRON

MENT

FAMILIARITY WITHTHE

CURRICULUM

INSTRUCTIONAL PLANNING

INSTRUCTION

ASSESSMENT

TEACHING PHILOSOPHY

BELIEFS

CURRICULUM GOALS

Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children, 2 (3) 41-47

Sharing Responsibility

Cooperating Teacher & Teacher Candidate

Plan

Assess

Lead

Teach


33

Team Teaching

Well planned, team taught lessons, exhibit an invisible flow of

instruction with no prescribed division of authority.

Both teachers are actively involved in the lesson.

From a student’s perspective, there is no clearly defined leader as both

teachers share the instruction, are free to interject information, and are

available to assist students and answer questions.


34

FACTORS RESPONSIBLE SUCCES OF TEAM

TEACHING


35

Benefits to Teacher CandidatesEnd of Experience Survey (N= 157)

Teacher Candidates indicated that Co-Teaching led to:

Improved classroom management skills (95.5%)

Increased collaboration skills (94.9%)

More teaching time (94.6%)

Increased confidence (89.9%)

Deeper understanding of the curriculum through co-planning (89.1%)

More opportunities to ask questions and reflect (88.6%)


36

7-12 Survey Drawbacks of Co-Teaching

Cumulative Data 2004-2008 (N= 1686)

7.1

8.3

8.8

11.6

13

13.5

18.8

0 2 4 6 8 10 12 14 16 18 20

Less Material Covered

Candidate too dependent

Teachers interrupt each other

Contradicting information

Grading Issues

Confusing who to go to

Confusing with 2 explanations


37


38 Anticipate problems and minimise there impact

References

Dove, M., & Honigsfeld, A. (2010). ESL coteaching and collaboration: Opportunities to

develop teacher leadership and enhance student learning. TESOL Journal, 1(1), 3-22.

http://dx.doi.org/ 10.5054/tj.2010.214879

Hendrickson, D. (2011). ESL and mainstream co-teaching practices in one elementary

school (Unpublished master's thesis). Hamline University, St. Paul, MN. Retrieved from:

http://www.hamline.edu/WorkArea/DownloadAsset.aspx?id=2147516348

Honigsfeld, A., & Dove, M. (2008). Co-teaching in the ESL classroom. Delta Kappa Gamma

Bulletin,74(2), 8-14. Retrieved from http://publication.dkg.org/dsweb/Get/Rendition-

891/2008%20Winter.pdf#page=8

Martinsen Holt, N. (2004). Pull-out to collaboration: Becoming an effective ESL co-teacher

(Unpublished master's thesis). Hamline University, Saint Paul, MN. Retreived from:

http://www.hamline.edu/WorkArea/DownloadAsset.aspx?id=2147490909


39


40

Documents

Collaboration and Co-Teaching Strategies · practices and co-teaching models. We will plan ways to integrate collaborative practices and co-teaching into our instructional repertoire