Collaboration and
Co-Teaching Strategies
TIM TEACHING
Disiapkan dari berbagai sumber oleh :
Prof. Dr. Pratiwi Trisunuwati
PEKERTI UB, 13 MARET 2019
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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?
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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
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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.
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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
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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
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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.
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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.
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Learning Pyramid*
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* 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
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IMPLEMENTASI TEAM TEACHING
Merancangkegiatan pbl
Membagi peran dantanggung jawab
Mengatur pengelolaankelas
Mengadakan pertemuan2 kolaborasi bersama
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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
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Stages of Co-Teacher Development
Beginning Stage
Compromising Stage
Collaborative Stage
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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
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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
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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
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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
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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.
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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.
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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
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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.
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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
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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.
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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
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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
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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
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Common Models of Co-Teaching:
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
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Common Models of Co-Teaching:
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
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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
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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.
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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.
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The Components of Co-Teaching
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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
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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.
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FACTORS RESPONSIBLE SUCCES OF TEAM
TEACHING
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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%)
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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
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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
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