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TITLE

INSTITUTION

SPONS AGENCYREPORT NOPUB DATENOTE

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ABSTRACT

DOCUMENT RESUME

CE 051 621

Employ the Team Teaching Approach. Second Edition.Module C-19 of Category C--Instructional E-acution.Professional Teacher Education Module Series.Ohio State Univ., Columbus. National Center forResearch in Vocational Education.Department of Education, Washington, DC.ISBN-0-89606-256-288

32p.; For other modules in this series, see ED 296135-141 and CE 051 622-623 and CE 051 711.American Association for Vocational InstructionalMaterials, 120 Driftmier Engineering Center,University of Georgia, Athens, GA 30602.Guides - Classroom Use - Materials (For Learner)(051)

MF01/PCO2 Plus Postage.Behavioral Objectives; *Classroom Techniques;*Competency Based Teacher Education; LearningActivities; Learning Modules; PostsecondaryEducation; Secondary Education; *Teaching Methods;*Team Teaching; *Vocational Education; *VocationalEducation Teacbers

This module, which is one in a series ofperformance-based teacher education learning packages focusing uponspecific professional competencies of vocational teachers, deals withusing the team teaching approach. The module consists of threelearning experiences. The first learning experience discusses theprinciples and procedures involved in using the team teachingapproach. In the second learning experience, the student works as amember of a simulated teaching team to plan, present, and evaluate a

_lesson. In the final learning experience, the student uses the teamteaching approach in an actual learning situation. Each learningexperience contains an objective, instructional text, one or morelearning activities, and a feedback instrument (discussion questionsand/or an assessment form). (MN)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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EDU ATIONAL RESOURCESaINFORMATION

eroploitbe learn 1eaching

0 Minor changes have been made to improve

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"

FOREWORDThis module is one of a series of 127 performance-based teachereducation (PBT:i) learning packages focusing upon specific pro-fessional competencies of vocational teachers. The competenciesupon which these modules are based were identified and verifiedthrough research /iS being important to successful v, rationalteaching at both the secondary and postsecondary levels of in-struction. The modules are suitable for the preparation of teachersand other occupational trainers in all occupational areas.

Each module provides learning experiences that integrate theoryand application; each culminates with criterion-referenced as-sessment of the teacher's (instructor's, trainer's) performance ofthe specified competency. The materials are designed for use byteachers-in-training working individually or in groups under thedirection and with the assistance of teacher educators or othersacting as resource persons. Resource persons should be skilled inthe teacher competencies being developed and should be thor-oughly oriented to PBTE concepts and procedures before usingthese materials.

The design of the materials provides considerable flexibility forplanning and conducting performance-based training program,-for preservice and inservice teachers, as well as business-indus-try-labor trainers, to meet a wide variety of individual needs andinterests. The materials are intended for use 3y universities andcolleges, state departments of education, postsecondary institu-tions, local education agencies, and others responsible for theprofessional development of vocational teachers and other occr i-pational trainers.

The PBTE curriculum packages in Categories A J are productsof a sustained research and development effort by the NationalCenter's Program for Professional Development for VocationalEducation. Many individuals, institutions, and agencies participat-ed with the National Center and have made contributions to thesystematic development, testing, revision, and refinement of thesevery significant training materials. Calvin J. Cotrell directed thevocational teacher competency research study upon which thesemodules are based and also directed the curriculum developmenteffort from 1971 1972. Curtis R. Finch provided leadership forthe program from 1972 1974. Over 40 teacher educators pro-vided input in development of initial versions of the modules; over2,000 teachers and 300 resource persons in 20 universities, col-leges, and postsecondary institutions used the materials andprovided feedback to the National Center for revisions andrefinement.

Early .,arsions of the materials were developed by the NationalCenter in cooperation with the vocational teacher education facul-ties at Oregon State University and at the University of MissouriColumbia. Pre,iminary testing of the materials was conducted atOregon State University, Temple University, and the Universityof MissouriColumbia.

Following preliminary testing, major revision of all materials wasperformed by National Center staff, with the assistance of numer-ous consultants and visiting scholars from throughout the country.

Advanced testing of the materials was carried out with assistanceof the vocational teacher educators and students of Central Wash-ington State College; Colorado State University; Ferris State Col-lege, Michigan; Florida State University; Holland College, P.E.I.,Canada; Oklahoma State University; Rutgers University, NewJersey; State University College at Buffalo, New York; TempleUniversity, Pennsylvania; University of Arizona; University ofMichiganFlint; University of MinnesotaTwin Cities; Universityof NebraskaLincoln; University of Northern Colorado; Univer-sity of Pittsburgh, Pennsylvania; University of Tennessee; Univer-sity e Vermont; and Utah State University.

The first published edition of the modules found widespread usenationwide and in many other countries of the world. User feed-back from such extensive use, as well as the passage of time,called for the updating of the content, resources, and illustrationsof the original materials. Furthermore, three new categories (K-M)had been added to the series, covering the areas of servingstudents with special/exceptional needs, improving students'basic and personal skills, and implementing competency-basededucation. This addition required the articulation of content amongthe original modules and those of the new categories.

Recognition is extended to the following individuals for their rolesin the revision of the original materials: Lois G. Harrington, Cath-erine C. King-Fitch and Michael E. Wonacott, Program Associates,for revision of content and resources; Cheryl M. Lowry, ResearchSpecialist, for illustration specifications; and Barbara Shea forartwork. Special recognition is extended to the staff at AAVIMfor their invaluable contributions to the quality of the final printedproducts, particularly to Robin Ambrose for typesetting; to MarilynMacMillan for module layout, design, and final artwork; and toGeorge W Smith, Jr. for supervision of the module productionprocess.

THE NATIONAL CENTER

MR RESEARCH IN VOCATIONAL EDUCATIONTHE OHIO STATE UNIVERSITY1960 KENNY ROAD COLUMBUS 0193 43210

The National Center for Research in Vocational Education's mis-sion is to increase the ability of diverse agencies, institutions, andorganizations to solve educational problems relating to individualcareer planning, preparation, and progression. The National Centerfulfills its mission tri:

Generating knowledge through research.Developing educational programs and products.Evaluating individual program needs and outcomes.Providing information for national planning and policy.Installing educational programs and products.Operating information systems and services.Conducting leadership development and training programs.

AAVIM

AMERICAN ASSOCIATIONFOR VOCATIONALINSTRUCTIONAL MATERIALSThe tinfoil.' Institute tar lnstmetlonal Materials120 Driftmier Engineering CenterAthens, Georgia 30602

The American Association for Vocational Instructional Matenals(AAVIM) is a nonprofit national institute

The institute is a cooperative effort of universities, colleges anddivisions of vocational and technical education in the United Statesand Canada to provide fur excellence in instructional materials.

Direction is given by a representative from each of the states,provinces and territories. AAVIM also works closely with teacherorganizations, government agencies and industry.

3

Employthe Team

TeachingApproach

SecondEdition

ModuleC-i9 of ategory

CInstructional

Execution

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MODULESERIES

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Assistant

SecondEdition.

CopyrightCD 1988byTheNational

CenterforResearch

inVocationalEduca-

tion,The Ohio StateUniversity,

1960 KennyRoad,

Columbus,Ohio 43210.

CopyrightIsclaimed

untd full term.Thereafterall portions

of thiswnrkcoveredby this copyright

will bein thepublic

domain.

This workwasdeveloped

under acontractwith the

DepartmentofEducation.

However,thecontent

does notnecessarily

reflect

thepositionorpolicy of

thatAgency,and noofficial

endorsement

of Ihesematerials

shouldbe inferred.

ISBN0-89606-256-2

Publishedanddistributed

by theAmericanAssociation

forVocationalInstructional

Materials

(AAV1M),120

DriftmierEngineering

Center,TheUniversity

ofGeorgia,Athens,

Georgia30602,

(404)542-2586.

INTRODUCTIONAs a vocational-technical teacher, you may not be

in a position to meet all the demands of teamteaching. A modified version of team teaching thatyou may be able to use instead is cooperativeteaching (not to be confused with cooperative team-ing). Cooperative teaching uses group planning,presentations, and evaluation, but unlike teamteaching, it occurs on a limited basis.

In team teaching, a group of teachers workstogether to plan, conduct, and evaluate the activitiesfor all their students. Traditionally, teachers areassigned standard classes of standard length witha standard number of students. In team teaching,group size and time length are determined by the

nature of the activity and the individual needs of thestudents. This requires the coordination of teachers,students, space, and curriculum. The goal is to makethe best use of faculty and other resources so thateach student learns what he/she needs, in the waythat he/she learns most readily.

Since it is the team membersthe individualteacherswho must ensure that team teaching willreach its goal of providing better education, thismodule is designed to help you, a present or futureteacher, develop the attitudes and competenciesnecessary to be an effective member of a teachingteam.

3 5

ABOUT THIS MODULEObjectives

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Enabling Objectives:1. After completing the required reading, demonstrate

knowledge of the principles and procedures involvedin employing the team teaching approach (Learning Ex-perience I).

2. As a member of a simulated teaching team, plan, pre-sent, and evaluate a lesson (Learning Experience II).

PrerequisitesTo complete this module, you must have competency indeveloping a lesson plan. If you do not already have thiscompetency, meet with your resource person to determinewhat method you will use to gain this skill. One option isto complete the information and practice activities in thefollowing module:

Develop a Lesson Plan, Module B-4

ResourcesA list of the outside resources that supplement those con-tained within the module follows. Check with your resourceperson (1) to determine the availability and the locationof these resources, (2) to locate additiona! references inyour occupational specialty, and (3) to get assistance insetting up activities with peers or observations of skilledteachers, if necessary. Your resource person may also becontacted if you have any difficulty with directions or inassessing your progress at any time.

Learning Experience IRequired

Two peers, who will serve as members of yourteaching team throughout the module, with whom youcan discuss the self-check items.

Optional

Reference: Trump, J. Lloyd, and Miller, Delmas F.,Secondary School Curriculum Improvement: MeetingChallenges of the Times. Third Edition. Boston, MA:Allyn and Bacon, 1979.Videotape or audiotape equipment to use in taping,viewing or listening to, and evaluating your perfor-mance and that of the team during discussion.An actual team teaching situation that you couldobserve.

Learning Experience IIRequired

Two peers, who will serve as members of yourteaching team throughout the module, with whom youcan plan, present and evaluate a lesson.

OptionalA group of peers to role-play students to whom youare presenting a lesson using the team teachingapproach.

Learning Experience IIIRequired

An actual teaching situation in which you can employthe team teaching approach.A resource person to assess your competency inemploying the team teaching approach.

General InformationFor information about the general organization of eachperformance-based teacher education (PBTE) module,general procedures for its use, and terminology that iscommon to all the modules, see About Using the NationalCenter's PBTE Modules on the inside back cover. Formore in-depth information on how to use the modules inteacher/trainer education programs, you may wish to referto three related documents:

The Student Guide to Using PerformanceBased TeacherEducation Materials is designed to help orient preservice andinservice teachers and occupational trainers to PBTE ingeneral and to the PBTE materials.

The Resource Person's Guide to Using Performance-BasedTeacher Education Materials can help prospective resourcepersons to guide and assist preservice and inservice teachersand occupational trainers in the development of professionalteaching competencies through use of the PBTE modules.It also includes lists of all the module competencies.

The Implementation Guide for Performance-Based TeacherEducation & Competency-Based Staff Development Programsis designed to help those who will administer the PBTE pro-gram. It contains answers to implementation questions, possi-ble solutions to problems, and alternative courses of action.

Learning Experience I

OVERVIEW

EnablingObjective

(MO completing the required reading, demonstrate knowledge of the prin-..

oliiiii§.ariciprocedUres involved in employing the team teaching approach.

yog will be:reeding the information sheet, Employing Team Teaching, pp.::;674Q-7

. I,C.`-.:,,.X0 -' my wish 46. reed related sections of the: following supplenientery:

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ptional.dm ,-, feference:.,Tfu,;mji giti.'Miller, Secondary School Curriculum Improvement

eetiridiCtiefien thegeS of t 'Dries._. ,.., __. ,

You Will-be demonstrating knowledge of the principles'and procedures in-yolved emPloying The team teaching approach by responding with two other

:team' inernbere .to 'the Discussion Questions, pp. 11-13.

You:Youww be evaluating your competency by comparing your team's responsesto,theadiodussion questions with the Model Answers, pp. 15-16.

=

'you' and your team members may wish to observe an actual team teachingsituatioI if at all POSSible.

5

For information describing the reasons why team teaching came into being,the principles underlying the concept, and the procedures for effective teamteaching, read the following information sheet.

EMPLOYING TEAM TEACHINGIf a beginning teacher learns an instructional

method (e.g., presenting an illustrated talk), it is fairlysimple to employ that single method during aclassroom lessun. Team teaching is not the samekind of method. It is not a method you use as partof one or two lessons in a unit as appropriate.

Team teaching involves a total change in theorganizational structure. It is part of a particular at-titude toward education that grew out of dissatisfac-tion with some of the fundamental beliefs thateducators have often seemed to operate fromorperhaps the constraints educators have often hadto operate under. In terms of reality, these beliefsor constraints can be seriously questioned, asfollows.

BeliefSubject matter is organized into neat lit-tle compartments by subject area.RealityLearning does not divide neatly intoseparate areas. On a simple level, consider theyoungster who is assembling the model airplaneshe got for her birthday. She is applying languageskills (reading directions), math skills (measuring),science skills (principles behind why the propelleroperates as it does to make the plane fly), andmaybe even history skills (the plane is a modelof the one Lindbergh flew).

BeliefTeachers all have identical competenciesand can be treated accordingly.RealityTeachers are not all alike. Some are bet-ter speakers than others. Some relate better onan individual, one-to-one level than others. Theirtalents are varied; their interests vary.

BeliefAll classes should be an ideal 50 minuteslong (or some other arbitrary length).RealityWhile 50 minutes may be an ideal lengthof time for certain activities, it is not ideal for allactivities. What happens when a teacher needsto fit an excellent two-hour film into those 50minutes?

BeliefClasses should contain an ideal numberof studentsfor instance, 30.RealityWhile 30 students may be an idealnumber for some activities, it is not ideal for allactivities. Does it make sense to show that ex-cellent film five times in one day to five classesof 30 students each?

Belief--Students and teacher should be assignedto a single, self-contained classroom.RealityFor some activities, the room to whichthe teacher has been permanently assigned maybe fine, but what if it has 30 desks and the activi-ty being pursued requires students to work ingroups at tables?

BeliefA prescribed curriculum indicates whatknowledge, skills, snd attitudes should be con-veyed to all students, and in what order.Reality If students are indeed individuals withindividual goals, needs, interests, and abilities,how can one curriculum serve all those individualvariations?

In an attempt to create an organizational structureto fit these realities, team teaching was born. Teamteaching demands that the following conditions bemet:

Two or more teachers plan, instruct, andeve luate cooperatively.Te ichers are mutually responsible for a groupof students equivalent in size to two or moreconventional classes.Teachers are assigned a large block of time dur-ing which they can schedule activities accordingto the length of time required by each activity.Teachers have a common planning period eachday.

Teachers have aides or assistants to assist innonteaching duties.Teachers divide responsibilities so that allteachers are operating in their areas of strengthand interestso that they combine their talentsto strengthen their total impact.Instruction is planned using groups of varioussizes and compositions and various time limits,depending on the purpose of the activity.A variety of technical aids, audiovisualmaterials, learning labs, and so on, are used.Teachers cooperatively and continuallyevaluate their own performance.Teachers may be drawn from one or more sub-ject areas or one or more grade levels.

It has been claimed, as with many innovative ideasin education, that team teaching cuts costs, resultsin more stud( it learning, or allows instructors morefree time. These claims are unproven, and further-more, they are not the major goals of team teaching.

Team teaching is designed to meet student needsbetter by making better use of the staff, facilities,time, and materials presently available. Teamteaching is intended to allow teachers to utilize avariety of alternatives to reach the variety of in-dividuals whom they are responsible for educating.Team teaching attempts to bend the organization tofit the varying instructional needs, rather than to limitinstruction to rigid organizational constraints.

Essential Qualities tor Team MembersMost of the same qualities that make a good

teacher also make a good team member: curiosity,patience, intelligence, enthusiasm, imagination, con-fidence, intellectual honesty, and a desire to improveprofessionally. In addition, of course, each teacherhas individual talents, interests, and skills.

The conventional educational organization allowsa teacher to plan alone, shut the classroom door,and lecture to the students with a minimum of col-legial interaction. Some teachers with this closed-door policy are excellent teachers, but they wouldbe unhappy team teaching. Their individual talents,interests, and skills do not lie in this area.

Ideally, in a school committed to team teaching,all teachers should be hired as parts of teams.Realistically, however, schools already have a fullstaff of teachers to work with when they make themove to adopt a team teaching structure. What doesthat school do with the teachers who can't or won'tteam teach?

If part of the philosophy underlying team teachingis that each teacher should be allowed to operatein a situation that makes maximum use of his/herparticular talents, then, within the school, provisionshould be made for some teachers to maintain self-contained classrooms. Furthermore, the organiza-tion needs to create an environment of mutualrespect and tolerance so that a teacher choosing notto be a part of a team is not treated as an outcast.

We said that teaming requires a commitment.Therefore, any teacher about to team teach must firstwant it to succeed. Then, in addition to the qualitiespreviously described, teachers must possessordevelop through some kind of human relations

trainingsome additional qualities in order to func-tion effectively as team members. These additionalqualities are related to the fact that two or more peo-ple are planning, instructing, and evaluatingtogether. Thus, the teacher must possess thefollowing qualities that promote effective groupinteraction:

The teacher mu3t be cooperative.The teacher must be able to express him/herselfclearly.The teacher must be a good listener.The teacher must be able to lead in those areasin which he/she is strong.The teacher must be able to follow in thoseareas in which he/she is not as strong and mustbe willing to learn from others.The teacher must keep an open mind and bewilling to change.The teacher must be willing to be evaluated byteam members and be interested in self-evaluation.The teacher must be able to maintain his/heron individuality while cooperating with others.Teaming does not mean blending a team ofteachers into a single unit of indistinguishablepersonalities. Rather, it involves the closecooperation of persons with differing streng. .,

and talents.

This cooperation between teachers cannot bestressed too much. It is the pivot around which theentire concept of team teaching revolves. The ad-vantages that result from employing the teamteaching method can be many if this close coopera-tion exists.

79

In a conventional teaching situation, the teacherin a given occupational service area is assumed tobe equally competent in all aspects of that servicearea. For example, the home economics teacher hasbeen trained in sewing and is assumed to be equal-ly competent in all areas of sewing. However, thathome economics teacher may haw' only minimumcompetency in tailoring because of a lack of interestin that area. He/she may 'nave a great interest inclothing design, however, and possess expert skillsin that area.

In the conventional teaching situation, this teacherteaches all areas, probably unevenly. By teaminghim/her with another teacher whose special exper-tise and interest lie in tailoring, two things happen:(1) the students get a better education, with a morebalanced presentation of all areas; and (2) the twoteachers exchange information and ideas so thateach becomes stronger in his/her weaker areathere is continual inservice training within the teamamong team members.

This information exchange does more than justcreate more knowledgeable teachers. It creates adynamic environment. In other words, it creates anenvironment in which each person serves as acatalyst to the other persons on the team. One per-son's enthusiasm at one time serves to inspire en-thusiasm in the other person. One person's creativitycan start the creative juices flowing in the other per-son. Two heads are often, in fact, better than one,and enthusiasm and creativity are, indeed,contagious.

Normally when a teacher is absent, there is asubstitute teacher. We all know from our own ex-perience in school that a substitute often leads a har-ried life. With team teaching, this unhappy situationis alleviated. A substitute coming in becomes amember of a team, not an isolated stranger. Thus,the discipline established by the team can operatefor the substitute, and the substitute can get cleardirection about his/her responsibilities for the day.He/she is not alone. Another option sometimesavailable in team teaching is that, by regrouping, theremaining members can accomplish their goalswithout a substitute teacher being called in.

Similarly, a teacher who has some weaker areasthat could cause problems in the classroom can useteam support to function more effectively. For in-stance, if a team has four members, one of whom

8

has some problems maintaining order in the class,he/she can benefit from a situation in which studentsare responding to a team with three strongdisciplinarians. The discipline and control willtransfer to some extent. Or, a teacher who has astrong expertise, but who tends to make dry presen-tations, can benefit from the creative ideasgenerated by his/her teammates.

In addition, when students view teachers workingin close cooperation, it sets an excellent examplefor them to follow)

Team StructureAs was mentioned before, a team can be com-

posed of teachers from one or several subject areas,from one or several grade levels. A team can bestructured as a hierarchical team or as a cooperativeteam.

The hierarchical team has a designated leader,probably a master teacher. Although the team is stillworking as a cooperative unit, the leader has theultimate responsibility for guiding the team and fordecision making.

The cooperative team has no designated leader.All members share the leadership and decision-making responsibilities equally. Members can taketurns being informal leaders, lead in their areas ofexpertise, or just share the leadership.-

DIFFERENTIATEDSTA-FP1NCr

1. This section was partially adapted from Melvin P. Heller, "Qualities forTeam Members," in David W. Beggs, III, ed., Team Teaching: Bold NewVenture (Bloomington, IN: Indiana Univeisity Press, 1964), pp. 145-154.

10

Both the hierarchical and cooperative team struc-tures should include some differentiated staffing.This term relates to a concept discussed previous-ly: a teacher is not equally competent in all areas,and all teachers are not equally competent. Differen-tiated staffing is an attempt to assign duties andresponsibilities on the basis of a teacher'sbackground, training, and interests.

Further, since teachers are skilled protessionais,differentiated staffing calls for them to do profes-sional level work. It calls for the use of aides andassistants to work with and support the professionalteachers and to relieve them of their nonprofessionalduties. A truly differentiated staff would include per-sons in such various levels as master teacher, in-structor, assistant instructor, technician, clericalassistant, and teaching aide.

With differentiated staffing, the teacher can spendhis/her time teaching, working with students, prepar-ing to teach, keeping up-to-date, conferring with col-leagues, evaluating, and self-evaluating. The techni-cians, clerical assistants, or teacher's aides assumesuch nonprofessional tasks as taking attendance,collecting money, typing and duplicating materials,ordering audiovisuals, supervising study hall, andsupervising the lunchroom. These paraprofessionals(persons working under the supervision of the pro-fessional teacher) can also be trained to do suchtasks as grading papers, working individually withstudents, and organizing bulletin boards. They aremembers of the team and, as such, should be in-cluded in the planning sessions.

Planning

The core of team teaching is the cooperative plan-ning. Planning sessions should involve all theteachers in the team and any paraprofessionalsbelonging to the team. Furthermore, other profes-sionals on the school staffsuch as guidance andcounseling personnel, reading specialists, schoolpsychologists, librarians, and media specialistsshould be included periodically in planning sessions.They have much to offer, and they can do a betterjob if they are kept aware of what the teachers aretrying to accomplish.

It is during the planning sessions that the follow-ing kinds of questions are discussed and answered:

Initially, what are our program objectives andour unit objectives?Weekly, what are our lesson objectives?What lesson content is to be presented?Which content is to be presented by large-grouppresentatior9What methods and aids will be used to presentthat content?Who will make the large-group presentation?

What will be discussed during small-groupmeetings?How will the small groups be organized?Who will be assigned to each small group?What types of independent study would beappropriate?How will students be evaluated?What blocks of time will be assigned to large-group, small-group, and independent studyactivities?

How could we have improved the previousday's activities?What specific problems have arisen with par-ticular students, and how can these problemsbe solved?

Grouping and SchedulingYou have probably noticed by now that we are

talking about three basic, grouping patterns: largegroup, small group, and independent study. Thesize of the group your team decides to use for anygiven activity depends primarily on the type of ac-tivity it is. Likewise, the amount of time and theamount of supervisior necessary is determined bythe nature of the activity.

Large-group instruction involves 60-300students in an auditorium-type setting. It can be usedto introduce a topic or convey the basic informationor the background material all the students need toknow. It also can be used to present a film.

If the information is to be presented via an il-lustrated talk, then the teacher selected to make thepresentation should be the one who is mostknowledgeable in that area and/or who is the bestspeaker. Depending upon the teachers involved, itmay be advantageous for a combination of severalspeakers to be used.

This does not mean that one teacher works whilethe other team members have free time. All teammembers should have input into what the talk shouldcontain and how it should be presented. Further-more, since the talk is usually discussed at a latertime in small groups that will involve each teammember, each member needs to sit in on the talkwhen it is presented.

If a film that is to be presented in a large-groupsetting has been previewed by all team members,then it is possible that only one or two memberswould be used to supervise the presentation of thefilm to the students. This allows each member to beinvolved, to be aware, and to be able to evaluate thetalk or film at a later planning session. Student in-volvement here is as listener and note taker.

911

Large-group instruction is frequently followed bysmall group discussion involvirk, groups of 12-16,each of which is headed by a team member. Here,students become active participants. They candiscuss the content presented in the large group, orfurther content can be introduced on a more in-dividualized basis.

The small-group situation is a good place todemonstrate a manipulative skill or to use oral ques-tioning techniques. It is also a good place to havestudents use the discovery method or to invoivethem in laboratory work (15-60 students). Studentscan be grouped arbitrarily or by special interestareas, depending on what is to be covered. Thegrouping should be flexible, varying according to thenature of the activity.

The sequence of use does not always need to belarge group followed by small groups. Small groupscould be used to discuss a new area, provide motiva-tion, and raise questions. Then, a large-grouppresentation could be used to answer thosequestions.

Independent study provides a student or groupof students (1-4 students) with the opportunity to ex-plore a topic of special interest in greater depth. Timemust be provided for students to pursue such ac-tivities. Furthermore, during planning sessions,

teachers should generate ideas for passible indepen-dent studies that could be pursued by a student whowants to do more relative to that day's lesson. A stu-dent may be very interested in a topic but not go anyfurther because he/she doesn' know where to go.If a list of related projects is provided, that studentmay decide to probe deeper.

Cooperative TeachingAs a vocational-technical teacher, you may not be

in a position to meet all the demands of teamteaching. A modified version of team teaching thatyou may be able to use instead is cooperativeteaching (not to be confused with cooperative team-ing). Cooperative teaching uses group planning,presentations, and evaluation, but unlike teamteaching, it occurs on a limited basis.

For a particular unit or lesson only, two or moreteachers cooperate in their teaching efforts. For ex-ample, in a school in which there is only one teacherfor each occupational service area, these teacherscould cooperatively teach units leded by studentsin all service areas (e.g., apply g for a job). Duringthe time period when these teachers are using thecooperative teaching method, the procedures forplanning, presenting, and evaluating are the sameas for team tilaz:hing.

101 2

4

Optional.kActivity

For additional information on team teaching, you may wish to read the sec-tions discussing teaming and flexible scheduling in the following supplemen-tary reference: Trump and Miller, Secondary School Curriculum Improvement.(Trump, incidentally, is one of the "fathers" of the team teaching concept.)

Form a teaching team with two of your peers and, as a team, attempt to reachconsensus on answers for each of the discussion questions that follow. Thequestions check your comprehension of the material in the information sheet,Employing Team Teaching, pp. 6-10. Discussing the questions with peerswill give you a chance to work as a group. Select one team member to recordyour answers in writing.

Instead of recording your answers in writing, you may wish to audiotape orvideotape your discussion. This would serve several purposes: (1) the burdenof recording the answers won't fall on one person's shoulders, (2)you willhave a complete record of your responses, and Mauslireeziew how wellyou were operating and cooperating as a team.

DISCUSSION QUESTIONS

1. One result of team teaching can be that students become more independent and more responsible.What characteristics of team teaching would cause this to be true?

2. Assume that the members of your team were actually teaching in a school that was changing to a teamteaching structure. One of the teachers in the school says, "We can't team teach in this old buildingwith our present class loads. We need a mo.:ern facility and money to buy innovative instructional materialsin order to team teach." Is this true? What minimum conditions would need to be met for team teachingto be possible?

3. Why are the planning sessions so heavily emphasized in team teaching?

4. For your team's occupati Jnal specialty, what kinds of activities would be appropriate for large-groupinstruction? for small-c-uup discussion? for independent study?

12 14

5. What are the areas of strength and/or expertise for each of the members of your group? Are there areasin which a member feels he/she is less skilled?

6. For your team's specific occupational specialty, in what ways could a teacher's aide be used effectively?

1513

, 1416

As a team, compare your responses to the discussion questions with themodel answers given below. Your responses need not exactly duplicate themodel responses; however, you should have covered the same major points.

MODEL ANSWERS

1. One of the underlying principles of teamteaching is that students are grouped accord-ing to abilities, needs, and interests. Subjectmatter and methodology are then selected withthose varying characteristics in mind. Whenstudents are participating in activities that fittheir needs, interests, and abilities, thechances of their taking responsibility for theirlearning increases.

Further, during large-group instruction, theyare responsible for listening and taking notes.During small-group discussion, the small sizeof the group places responsibility on each stu-dent to be involved and to participate. The op-portunity for independent study encouragesstudents to plan and take responsibility for theirown instruction.

Finally, if team teaching is truly functioning,then students constitute one part of the teamand, as such, have some input into planning.

If all these conditions are present under teamteaching, students are more likely to becomemore independent and responsible.

2. In the information sheet, the statement wasmade that team teaching is part of an attitudetoward education. Attitudes do not require ex-pensive facilities and equipment.

Team teaching can fail just as thoroughly inan ultramodern, totally equipped school as inan old building that lacks many of the modern"extras." If teachers have the "team teachingattitude," if they are committed to making itsucceed, and if they are willing to cooperate,then it will probably succeed despite "inade-quate" facilities and equipment.

In fact, that pessimistic teacher should be ask-ing questions such as the following:

Can the teachers who are being teamed ac-tually work together cooperatively?Are the teachers who are being teamed ac-tually committed to the success of teamteaching?Is adequate mutual planning time being pro-vided for each team?Will a large enough block of time be sched-uled for each team that scheduling can beflexible?Will there be provision for access to roomsthat will allow the use of varying groupsizes?Will there be some provision for at least apart-time teacher's aide?

These are the minimum conditions with whichthe teachers should be provided in order tosucceed.

3. During the time that a presentation is beingmade, "teaming" is not necessarily visible. Anindividual teacher may be presenting informa-tion or an individual teacher may be acting asa consultant to students working independent-ly. An individual teacher also may be leadinga small-group discussion, with another teacherconducting a similar activity across the hall.

The place where teamwork is in evidence, andwhere it is absolutely essential, is in the plan-ning sessions. A team that cannot plantogether cooperatively is not team teaching.They are still operating as if they had self-contain;d classrooms. Only the method-ological name has been changed, not themethod itself.

4-6. These three questions have no model answerssince they are based on the characteristics ofyour team and your service area. However, forQuestion 4, did you consider the class size andcontent specifications listed on pp. 9-10 as ap-propriate for each grouping?

For Question 5, did you consider personalstrengths (e.g., patience), teaching strengths(e.g., good speaker), content strengths (e.g.,

carburetor expert), and outside interests (e.g.,flies model airplanes)? Were any weakneJsesthat were discussed done so constructivelyand gently?

For Question 6, did you consider nonprofes-sional duties and paraprofessional duties aswell?

Level of Performance: Your responses to the discussion questions should have covered the same majorpoints as the model answers. If you missed some points or have questions about any additional points youmade, review the material in the information sheet, Employing Team Teaching, pp. 6-10, discuss the ques-tion further as a team, or check with your resource person if necessary.

4Pliliali OptionalActivity

%1510

Before attempting to conduct team teaching in a simulated or real-worldteaching situation, you may wish to meet with your resource person to seeif he/she can suggest a location where you could observe an actual teachingteam as they plan, present, and evaluate. Arrange through your resourceperson to visit this location and to observe the teaching team. It is highlyrecommended that this activity be undertaken if at all possible.

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OptionalActivity

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Feedback

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As part of a team, you will be presenting the lesson to the "students" youselect.

As part of a team, you will be evaluating your lesson presentation, using theEvaluation Questions, p. 23.

There is no further formal feedback because the evaluation in this learningexperience is continual.

18

Activity

Working with your team members, select a student performance objective.For the purposes of this activity, it would be helpful to limit your selectionto an objective to which all team members can have equal input.

Assume that you and the peers with whom you are working have the follow-ing team teaching situation:

No designated team leader21/2 -hour block of time75 students1 aide1 laboratory3 classroomsAccess to a multipurpose room suitable for large-group presentations

Your weekly schedule is shown on p. 20.

Prepare, as a team, a detailed lesson plan for achieving the objective thathas been selected. Instead of developing a lesson plan, you may select alesson plan that you have developed previously and adapt that plan to in-clude the principles and characteristics of team teaching. The plan developedby your team should include teaming, large-group instruction, small-groupinstruction, and independent study.

19 2.1

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Weekly Schedule

PERIOD* MONDAY TUESDAY WEDNErDAY THURSDAY FRIDAY

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12

13

14

15

16

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Most periods are 25 minutes in length. However, period one is 30 minutes in length with 5 minutes for announcements, and lunch periods eight,nine, and ten are 30 minutes in length.

20 22

As a team, discuss and evaluate your plan and your planning, using the follow-ing questions as a basis for discussion.

DISCUSSION QUESTIONSPlanning

Did :eam members share their opinions on matters related to the instructional program?

Did team members share ideas in their area of specialty?

Were team members actively cooperative (willing to compromise, patient, willing to klarn frorn others)?

Did members act as both leaders and followers?

Did members sh :re the total responsibility equally?

Did members ccaimunicate openly?

Did members constructively evaluate ideas?

PlanWere options for student independent stuoy provided?

Did the plan include a variety of available media and educational technology?

Were the instructional tools selected relevant to the subject to be learned?

Did the team make plans for using small-group discussion?

Did the team make plans for using large-group instruction?

Were members assigned to student groups varying in size and composition?

Were plans made for self-diagnosis?

Did plans call for members to share diagnostic and evaluation responsibility?

Were the group sizes selected based on group purpose?

Was the group composition selected based on group purpose?

Was the time allotted to each group based on group purpose?

Was the physical environment selected based on the group activities involved?

Were tasks assigned to each team member based on his or her talents and interests?

Was the nature of supervision provided for each group determined based on group purpose?

Did subject-matter content include provisions for individual differences?

Activity

Activity

4

OptionalActivity

15.

OptionalkActivity

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As a result of the previous evaluation activity, the team should revise theoriginal plan as necessary.

Individually, develop more detailed personal plans to meet your respon-sibilities for the lesson.

NOTE: The following activities are optional because of the need to involvea large group of peers as students. However, in order to get the full impactof this experience, it is strongly recommended that you complete these op-tional activities.

With your resource person, decide on the minimum number of peers thatyou will need to role-play your students. Select that number of peers. Thereare at least two alternatives to using peers as students. If you are an inserviceteacher, you may use an actual group of your students. If you ere attendinga university or college, your team may wish to arrange with ur instructor(whose class you have already had) to take over his/her class for a limitedtime. In this latter case, the lesson should be one that would meet that in-structor's objectives.

Using the plan you developed, present the lesson to the "students" you haveselected.

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Evaluate your lesson presentation as a group, using the following questionsas a basis for discussion.

EVALUATION QUESTIONSDid individual team members prepare adequate personal plans?

Did the presentation follow the plan?

Was the plan flexible enough to allow for the unexpected?Were there any problems: in group size, in group composition, in time limits, in supervision, in thetasks assigned to each teacher?

In terms of each problem that aross, was it a function of inadequate or faulty planning or of inadequateor faulty presentation?

How could these problems be avoided in the future?

There is no further formal feedback. If you haw complEted this simulationas written, you have been working continually as a team in evaluating yourefforts.

2523

Learning Experience IIIFINAL EXPERIENCE

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For a definition of "actual teaching situation," see the inside back cover,

2725

TEACHER PERFORMANCE ASSESSMENT FORMEmploy the Team Teaching Approach (C-19)

Direttions: Indicate the level of the teacher's accomplishment by placingan X in the appropriate box under the LEVEL OF PERFORMANCE heading.If, because of special circumstances, a performance component was not ap-plicable, or impossible to execute, place an X in the N/A box.

Name

Date

Resource Pc. ,on

LEVEL OF PERFORMANCE

In functioning as a team member during planning or follow-1" 0o

0o 4e.aot. 4

up sessions, the teacher: . 2 41. shared his/her opinions on matters related to the instruc-

tional program

2. shared his/her ideas in his/her area of specialty EIDEI3. actively cooperated with the team (was willing to com-

promise, was patient, was willing to learn from others)

4. acted as both a leader and a follower, as appropriate .

5. shouldered his/her share of the total responsibility

6. communicated openly

7. offered constructive evaluation of the ideas presented

The lesson plan included:8. large-group instruction

9. small-group discussion(s)

10. options for independent study

11. use of a variety of media

9 12. means for evaluating students

13. means for self-evaluating

Based on the purpose of the group in question, appropriatedecisions were made regarding:14. group size El El 0 El15. group composition El16. time allotted for each activity El Li

0 El 0 017. physical environment

18. supervision

2927

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e.g3 0so .440The plan provided for:

419. members to be assigned to student groups of various sizes

and compositions 00020. members to be assigned to tasks in keeping with their 00021. members to share diagnostic and evaluation respon- 0 00022. subject-matter content that included provisions for in- 0 000In presenting the lesson, the teacher,23. prepared detailed personal plans in advance 00024. followed the plans in terms of content to be presented and 00025. met his/her responsibilities as outlined in the plans . . . 00026. participated fully in the lesson (e.g., attended a large-group

presentation even though he/she was not the speaker) 000

talents and interests

sibilities

dividual differences

method of presentation

Level of Performance: All items must receive N/A, GOOD or EXCELLENT responses. If any itemreceives a NONE, POOR, or FAIR response, the teacher and resource person should meet to deter-mine what additional activities the teacher needs to complete in order to reach competency in the weakarea(s).

28

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'

ABOUT USING THE NATIONAL CENTER'SPETE MODULESOrganizationEach module is designed to help you gain competency in aparticular skill area considered important to teaching suc-cess. A module is made up of a series of learning experi-ences, some providing background information, some pro-viding practice experiences, and others combining thesetwo functions. Completing these experiences should en-able you to achieve the terminal objective in the finallearning experience. The final experience in each modulealways requires you to demonstrate the skill in an actualteaching situation when you are an intern, a student teach-er, an inservice teacher, or occupational trainer.

ProceduresModules are designed to allow you to Individualize yourteacher education program. You need to take only thosemodules covering skills that you do not already possess.Similarly, you need not complete any learning experiencewithin a module if you already have the skill needed tocomplete it. Therefore, before taking any module, youshould carefully review (1) the introduction, (2) the objec-tives listed on p. 4, (3) the overviews preceding each learn-ing experience, and (4) the final experience. After compar-ing your present needs and competencies with the informa-tion you have read in these sections, you should be ready tomake one of the following decisions:

That you do not have the competencies indicated andshould complete the entire moduleThat you are competent in one or more of the enablingobjectives leading to the final learning experience and,thus, can omit those learning experiencesThat you are already competent in this area and areready to complete the final learning experience inorder to lest out"That the module is inappropriate to your needs at thistime

When you are ready to complete the final learning experi-ence and have access to an actual teaching situation,make the necessary arrangements with your resource per-son. If you do not complete the final experience success-fully, meet with your resource person and arrange to (1)repeat the experience or (2) complete (or review) previoussections of the module or other related activities suggestedby your resource person before attempting to repeat thefinal experience.Options for recycling are also available in each of thelearning experiences preceding the final experience. Anytime you do not meet the minimum level of performancerequired to meet an objective, you and your resource per-son may meet to select activities to help you reach compe-tency. This could involve (1) completing parts of the modulepreviously skipped, (2) repeating activities, (3) reading sup-plementary resources or completing additional activitiessuggested by the resource parson, (4) designing your ownlearning experience, or (5) completing some other activitysuggested by you or your resource person.

TerminologyActual Teaching Situation: A situation in which you areactually working with and responsible for teaching sec-ondary or postsecondary vocational students or other oc-cupational trainees. An intem, a student teacher, an in-service teacher, or other occupational trainer would befunctioning in an actual teaching situation. If you do nothave access to an actual teaching situation when you aretaking the module, you can complete the module up to thefinal learning experience. You would then complete thefinal learning experience later (i.e., when you have accessto an actual teaching situation).Alternate Activity or Feedback: An item that may substi-tute for required items that, due to special circumstances,you are unable to complete.

Occupational Srcialty: A specific area of preparationwithin a vocational service area (e.g., the service areaTrade and Industrial Education includes occupational spe-cialties such as automobile mechanics, welding, and elec-tricity.Optional Activity or Feedback: An item that is not re-quired but that is designed to supplement and enrich therequired items in a learning experience.Resource Person: The person in charge of your educa-tional program (e.g., the professor, instructor, administrator,instructional supervisor, cooperating/supervising/class-room teacher, or training supervisor who is guiding you incompleting this module).Student: The person who is receiving occupational in-struction in a secondary, postsecondary, or other trainingprogram.Vocational Service Area: A major vocational field: agri-cultural education, business and office education, market-ing and distributive education, health occupations educa-tion, home economics education, industrial arts education,technical education, or trade and industrial education.You or the Teacher/Instructor: The person who is com-pleting the module.

Levels of Performance for Final AssessmentN/A: The criterion was rw, ;net because it was not appli-cable to the situation.None: No attempt was made to meet the criterion, al-though it was relevant.Poor: The teacher is unable to perform this skill or has onlyvery limited ability to perform it.Fair: The teacher is unable to perform this skill in an ac-ceptable manner but has some ability to perform it.Good: The teacher is able to perform this skill in an effec-tive manner.Excellent: The teacher is able to perform this skill in a veryeffective manner.

31

Titles of the National Center's Performance-Based Teacher Education Modules

Category A: Program Planning', Development, and EvaluationPrepare for a Community Surve%

A-2 Conduct a Community SurveyA-3 Report the Findings of a Community SurveyAl Organize an Occupational Advisory CommitteeA5 Maintain an Occupational Advisory CommitteeA-6 Develop Program Goals and ObjectivesA-7 Conduct an Occupational AnalysisA-8 Develop a Course of StudyA-9 Develop Long-Range Program PlansA-10 Conduct a Student Follow-Up StudyA-11 Evaluate Your Vocational Progrem

Category B: Instructional Planning81 Determine Needs and Interests of Students8-2 Develop Student Performance Objectives13-3 Develop a Unit of InstructionB-4 Develop a Lesson Plan13-5 Select Student Instructional MatenalsB-6 Prepare Teacher-Made Instructional Materials

Category C: Instructional ExecutionDirect Field Traps

C-2 Conduct Group Discussions, Panel Discussions. and SymposiumsC-3 Employ Brainstorming, Buzz Group, and Question Box TechniquesC-4 Direct Students in Instructing Other StudentsC-5 Employ Simulation TechniquesC-6 Guide Student Stud;C-7 Direct Student Laboratory ExpenenceC-8 Direct Students in Applying ProblemSolving TechniquesC-9 Employ the Project Method0-10 Introduce a LessonC-11 Summarize a Lesson0-12 Employ Oral Questioning TechniquesC-13 Employ Reinforcement Techniques0-14 Provide Instr.ictk.n for Slower and More Capable Learners0-15 Present an Illustrated Talk0-16 Demonstrate a Manipulative SkillC-17 Demonstrate a Concept or Principle0-18 Individualize Instruction0-19 Employ the Team Teaching Approach0-20 Use Subject Matter Experts to Present Information0-21 Prepare Bulletin Boards and Exhibits0-22 Present Information with Models, Real Objects, and Flan tel Boards0-23 Present Information with Overhead and Opaque Materie:.s0-24 Present Information with Filmstrips and Slides0-25 Present Information wit') Films0-26 Present Information with Audio RecordingsC-27 Present Information with Televised and Videotaped MaterialsC-28 Employ Programmed Instruction0-29 Present Information with the Chalkboard and Flip Chart

Category 13: Instructional EvaluationD-1 Establish Student Performance CnteriaD-2 Assess Student Performance: KnowledgeD3 Assess Student Performance: AttitudesD-4 Assess Student Performance SkillsD-5 Determine Student Grades0-6 Evaluate Your Instructional Effectiveness

Category E: Instructional Manac..mentE-1 Project Instructional Resource NeedsE-2E-3E-4E-5E-6E-7E-8E-9E-10

Mar age Your Budgeting and Reporting Respor sib!' desArrange for Improvement of Your Vocational Facli,,esMaintain a Filing SystemProvide for Student SafetyProvide for the First Aid Needs of StudentsAssist Students in Developing Self-DisciplineOrganize the Vocational LaboratoryManage the Vocational LaboratoryCombat Problems of Student Chemical Use

Category F: GuidanceF-1 Gather Student Data Using Formal Data-Collection TechniquesF-2 Gather Student Data Through Personal ContactsF-3 Use Conferences to Help Meet Student NeedsF-4 Provide Information on Educational and Career OpportunitiesF5 Assist Students in Applying for Employment or Further Education

RELATED PUBLICATIONSStudent Guide to Using Performance-Based Teacher Education MaterialsResource Person Guide to Using Performance-Based Teacher Education MaterialsGuide to the Implementation of Performance-Based Teacher EducationPerformance-Based Teacher Education: The State of the Art, General Education and Vocational Education

Category G: School-Community RogationsG-1 Develop a School-Community Relations Plan for Your Vocational ProgramG2 Give Presentations to Promote Your Vocational ProgramG3 Develop Brochures to Promote Your Vocational ProgramG-4 Prepare Displays to Promote Your Vocational ProgramG5 Prepare News Releases and Articles Concerning Your Vocational ProgramG.6 Arrange for Television and Radio Presentations

Concerning Your Vocational ProgramG7 Conduct an Open HouseG-8 Work with Members of the CommunityG9 Work with State and Local EducatorsG-10 Obtain Feedback about Your VocationaL Program

Category H: Vocational Student OrganizationH-1 Develop a Personal Philosophy Concerning

Vocational Student OrganizationsH-2 Establish a Vocational Student OrganizationH-3 Prepare Vocational Student Organization Members for Leadership RolesH-4 Assist Vocational Student Organization Members in Developing and

Financing a Yearly Program of ActivitiesH-5 Supervise Activities of the Vocational Student OrganizationH.6 Guide Participation in Vocational Student Organization-Contests

Category I: Professional Role and Developnielit1-1 Keep Up-to-date Professionally1.2 Serve Your Teaching Profession1-3 Develop an Active Personal Philosophy of Education1-4 Serve the School and Community1-5 Obtain a Suitable Teaching Position1.6 Provide Laboratory Experiences for Prospective Teachers1-7 Plan the Student Teaching Expenence1.8 Supervise Student Teachers

Category J: Coordination of Cooperative EducationJ-1 Establish Guidelines for Your Cooperative Vocational ProgramJ2 Manage the Attendance, Transfers, and Terminations of Co-op StudentsJ-3 Enroll Students in Your Co-op ProgramJ-4 Secure Training Stations for Your Co-op ProgramJ-5 Place Co-op Students on the JobJ6 Develop the Training Ability of On-the-Job InstructorsJ7 Coordinate On-the-Job InstructionJ-8 Evaluate Co-op Students' On-the-Job PerformanceJ-9 Prepare for Students' Related InstructionJ-10 Supervise an Employer-Employee Appreciation Event

Category K: Implementing Competency-Based Education (CBE)K-1 Prepare Yourself for CBEK2 Organize the Content for a CBE ProgramK-3 Organize Your Class and Lab to Install CBEK-4 Provide Instructional Materials for CBEK-5 Manage the Daily Routines of Your CBE ProgramK.6 Guide Your Students Through the CBE Program

Category L: Serving Students with Special/Exceptional NeedsL-1 Prepare Yourself to Serve Exceptional StudentsL-2 Identify and Diagnose Exceptional StudentsL-3 Plan Instruction for Exceptional StudentsL-4 Provide Appropnate Instructional Matenals for Exceptional StudentsL5 Modify the Learning Environment for Exceptional StudentsL-6 Promote Peer Acceptance of Exceptional StudentsL-7 Use Instructional Techniques to Meet the Needs of Exceptional StudentsL-8 Improve Your Communication SkillsL9 Assess the Progress of Exceptional StudentsL-10 Counsel Exceptional Students with Personal-Social ProblemsL-11 Assist Exceptional Students in Developing Career Planning SkillsL-12 Prepare Exceptional Students for Employability1-13 Promote Your Vocational Program with Exceptional Students

Category M: Assisting Students in Improving Their Basic SkillsM1 Assist Students in Achieving Basic Reading SkillsM2 Assist Students in Developing Technical Reading SkillsM-3 Assist Students in Improving Their Writing SkillsM-4 Assist Students in Improving Their Oral Communication SkillsM-5 Assist Students in Improving Their Math SkillsM-6 Assist Students in Improving Their Survival SkillsCategory N: Teaching AdultsN-1 Prepare to Work with Adult LearnersN2 Market an Adult Education ProgramN-3 Determine Individual Training NeedsN-4 Plan Instruction for AdultsN5 Manage the Adult Instructional ProcessN-6 Evaluate the Performance of Adults

For information regarding availability and prices of these materials contactAAVIM, American Association for Vocational InstructionalMaterials, 120 Driftmler Engineering Center, University of Georgia, Athens, Georgia 30602, (404) 542-2586

52 1-89606-256-2