team teaching

TEAM TEACHING

Principles and Strategies of Teaching: Improved Instructional Practices

Agenda

• Defining Team Teaching• Team Teaching Advantages and

Disadvantages• Enumerate Teaching Methodologies

What is Team Teaching• Team teaching is an approach that involves two or more teachers who work cooperatively with the same group of students for some period of time. (Lardizabal, et al.)•Also known as co-teaching or collaborative teaching, team teaching is an instructional strategy used across subject areas primarily in middle grades in a variety of methods. Teams are typically composed of between two and four teachers working collaboratively to plan thematic units and lesson plans in order to provide a more supportive environment for students. (Heather Coffey)

What is Team Teaching

• Team teaching or Co-teaching is the instructional arrangement in which a general education teacher and a special education teacher deliver core instruction along with specialized instruction, as needed, to a diverse group of students in a single physical space. Co-teaching partnerships require educators to make joint instructional decisions and share responsibility and accountability for student learning (USOE Co-Teaching Guide).

What is Team TeachingCo-teaching occurs when two or Co-teaching occurs when two or more certified teachers more certified teachers jointly jointly deliver deliver substantive instruction substantive instruction to a diverse, or blended, group to a diverse, or blended, group of students in a single physical of students in a single physical space.space.

Cook & FriendCook & Friend

Two or more professionals jointly delivering substantive instruction to a diverse, blended group of students in a single physical space.

(Friend & Pope, 2005;Spencer, 2005)

TRIVIAHistory of team teaching

In a 1963, William M. Alexander — known as the “father of the American middle school” — was scheduled to discuss the structure of the junior high school at a conference at Cornell University. However, after re-thinking the needs of adolescents at this age, he proposed the middle school concept where a team of three to five teachers would be assigned to 75 to 150 pupils organized either on a single-grade or multi-grade basis. This recommendation of junior high school reform is where the idea of team teaching developed. Team teaching is now used in all grade levels and across disciplines. When done correctly, this approach has been shown to create bonding opportunities for students and to engage teachers in collaborative, interdisciplinary planning.

Advantages and Disadvantages of Co-Teaching

• Students

Advantages of Co-Teaching for Students

• Academic level may be far above student’s current abilities.

• Instruction of standards may not account for pre-requisite skills that have not been mastered.

• Student may be intimidated to ask questions in front of peers.

• Rigor and expectations may be too high for students.

• Content of class may not align with students transition goals.

Disadvantages of Co-Teaching for Students

• Students receive instruction from curriculum experts that are highly qualified in the content.

• Students receive tiered and differentiated instruction on core standards.

• Students receive a variety of instructional strategies from two highly qualified instructors.

• Students are educated in the same environment as peers which reduces a negative stigma that is often associated with pull-out models.

• Accommodations can be made while students access general education standards and curriculum.

• Increases opportunity for appropriate peer interactions and positive social role models.

• Maintains high academic rigor and expectations for all students.

• Teachers and Schools

Advantages and Disadvantages of Co-Teaching

Advantages of Co-teaching for teachers and schools

• Shared responsibility, which can lessen the workload

• Combined ownership of instructional environment

• Increased collaboration in lesson development and instruction

• Mutual goals• Less teacher isolation• Sharing of ideas and expertise in

various areas• Increased efficiency• Classrooms with two adults may

result in fewer behavior referrals• School-based culture of collaboration• Decrease of student-to-teacher ratio

Dis-advantages of Co-teaching for teachers and schools

• Co-teaching partners need to share vision and beliefs about co-teaching

• Requires 100% support from all stakeholders

• Finding equality of responsibilities may be challenging

• Finding time to plan and collaborate may be challenging

• Scheduling students and teachers can be intense and frustrating

• Becoming an effective co-teaching team will take a long period of time, effective co-teaching is a process

Parallel TeachingRecommended Use (Frequent)

Parallel Teaching

When to use it•Initial instruction•Differentiate instruction•Two strategies of same material•Both teachers have adequate knowledge of material and pedagogy •When the majority of students have mastered pre-requisite skills needed to meet the skill being taught•When a smaller student to teacher ratio for whole group instruction would be beneficial•To “mix it up” change the monotony of the classroom

Station TeachingRecommended Use (Frequent)

Implementation:•Students are divided into equal-sized groups.•Each teacher teaches a portion of the content in the same amount of time.•Teachers prepare two or more stations in advance.•Groups rotate from station to station.•Secondary teachers may consider station teaching, especially if they are in block schedules.Opportunities:•Work with every student in the class.•Allows for a lower student-teacher ratio.•Results in fewer behavior issues.•Closely monitor student learning and behavior.•Increased student participation.•Use when content is complex but not hierarchical.Challenges:•Identifying appropriate physical space •Teacher instructional methods may differ.•Teachers must have adequate knowledge of content and pedagogical skills to provide equally effective instruction.

Station Teaching

When to use it:•Practice and review•Remediation or re-teaching for a small group•Checking for formative understanding•Exploratory learning on a concept that students should be able realize without explicit instruction•Extension and expansion of knowledge for those learners who have mastered basic concepts•Application of learning that has been taught•Differentiated instruction

TeamingRecommended Use (Occasional)

Implementation:•Both teachers deliver core instruction.•Both teachers are responsible for classroom management and student behavior.

Opportunities:•Energizing model.•Allows a variety of teaching strategies.•Teachers work together collaboratively.•Teachers can demonstrate individual expertise.•Orchestration of instructional conversation.•Teachers can introduce new topics/concepts.

Challenges:•Both teachers must have strong content knowledge.•Maintaining pacing.•Requires significant planning time.•Teachers are required to collaborate effectively.•May not be as aware of individual student needs.•Demands the greatest amount of trust and commitment from teachers.

TeamingWhen to use it•Both teachers are knowledgeable of the curriculum•Both teachers are aware of the instructional strategy or process in which the curriculum will be taught•Both teachers have agreed prior to instruction on this method•Teachers are able to deliver instruction in way that is not confusing to students•Teachers remain consistent and instruction strategy throughout•Teaching teams have had to time to develop a relationship and observe the teaching styles of the other

Alternative TeachingRecommended Use (Limited)

Implementation:•Determine instructional/intervention needs of class •Both teachers follow the same lesson plan.•Small group instructor makes accommodations and/or modifications to meet the needs of students.Opportunities:•Students’ content knowledge varies tremendously.•Managing student behavior to focus student learning.•Monitoring student performance •informal assessment •Pre/re-teaching, enrichment activities, and intentional observation time.Challenges:•Students with disabilities may always be in the same group at the same time.•Students may perceive a stigma. •finding adequate planning time.•One teacher may dominate the other in content and/or teaching style.

Alternative Teaching When to use:•Intervention and re-teaching are appropriate•Pre-teaching•Extension and reinforcement activities•Student projects or small group presentation work•When students’ knowledge has a wide range•Generally not used for initial introduction of new material unless in a pre-teach setting

One Teach, One ObserveRecommended Use (Limited)

Implementation:•Review instruction and mastery of concepts.•Review and record student behavior(s) for decision making.•Use this model to evaluate the effectiveness and delivery of instructional strategies.Opportunities:•Focus on students’ needs more explicitly.•Teachers may monitor their own skills.•Data for Individualized Education Program (IEP) planning.Challenges:•Teachers need to know how to collect and analyze appropriate data.•Teachers’ trust level needs to be strong.•Teachers may overuse.

One Teach, One ObserveWhen to use:•During formal observation of a particular student•During data collection of teaching technique or classroom observation e.g. percent of student engagement•Material or instruction strategy is new for one of the teachers•During assessment•IEP Planning•During review or activity where students are working independently and gathering data needed

One Teach, One AssistRecommended Use (Seldom)

Implementation:•Assisting teacher collects data and observes for understanding.•Assisting teacher provides assistance to struggling student(s).•Assisting teacher may monitor student behavior.•Instructing teacher orchestrates learning tasks and classroom discussion.

Opportunities:•Students may silently signal an adult for assistance.•Closely monitor students’ social and academic behavior.

Challenges:•Assisting teacher may act as a passive partner while instructing teacher maintains a traditional teaching model.•Students may view one teacher as the “real” teacher and the other as an assistant or aide.•Students may be distracted by teacher walking around.•Students may expect one-on-one assistance.•Special educators need to be experts in the content area.•Teachers should use this model sparingly•Teachers should alternate roles, balancing instruction and assisting.

One Teach, One AssistWhen to use:•New material or concept is being introduced•Behavior management for a small number of students•Whole group discussion and or debate•Assisting teacher can be unobtrusive to discussion or teaching strategy•Needed for classroom management •Assisting teacher may need a refresh on concept or instructional strategy being introduced

•Whole Group Instruction•Small Group Instruction•Individualized Instruction

Glossary of Teaching Methodologies

Whole Group Instruction

DefinitionAlso referred to as whole class instruction. Whole group

instruction is instruction using traditional or supplemental materials with minimal differentiation in either content or assessment. It is typically teacher led instruction. The teacher teaches the entire class the same lesson regardless of where any particular student is. The lessons are typically designed to hit the average student in the classroom.


Behavior Modelling

The acquisition of a new skill by observing and imitating that behavior being performed by another individual. In behaviour modification, a treatment procedure in which the therapist models the target behavior which the learner is to imitate.

Whole Group InstructionCase Study

a problematic situation written or described in narrative form ranging from paragraph to several paragraphs. Description: An actual account of a particular incident and/or problem is presented to the class. How the matter was resolved is included.

When Used: When a specific example is the best means of illustrating a topic. This method is often used to supplement traditional lecture approaches to a topic. Can be used to synthesize ideas and apply theory to practical problems.

Procedure: The facilitator documents a case study, altering actual names and places if required. The case study is presented to the class and is generally followed by a discussion.

Limitations: Case studies require additional work by the facilitator to ensure that they are straightforward and appropriate examples of what is being presented.

Whole Group InstructionCross-impact analysis

The general name given to a family of techniques designed to evaluate changes in the probability of the occurrence of a given set of events consequent on the actual occurrence of one of them. The cross impact model was introduced as a means of accounting for the interactions between a set of forecasts, when those interactions may not have been taken into consideration when individual forecasts were produced.


Delphi Method

A forecasting method based on the results of questionnaires sent to a panel of experts. Several rounds of questionnaires are sent out, and the anonymous responses are aggregated and shared with the group after each round. The experts are allowed to adjust their answers in subsequent rounds. Because multiple rounds of questions are asked and because each member of the panel is told what the group thinks as a whole, the Delphi Method seeks to reach the "correct" response through consensus.


TRIVIA

The word "Delphi" refers to the Oracle of Delphi , a site in Greek mythology where prophecies were passed on.

Whole Group InstructionDemonstration

Showing the learner how to perform a task/activity or how to operate an equipment. Description: A visual way of presenting information to a group; often supplements a written presentation or lecture.When Used: When a topic or idea will have more direct impact if presented visually.Procedure: The facilitator either prepares the demonstration or asks a guest to do so.Limitations: All group members must be able to see the demonstration clearly. It must be rehearsed to work smoothly on the presentation day.


Devil's Advocate

A method of dealing with a complex problem or conflicting situation in the context of opposition. Said conflicting views may stem from different goals, perspectives, and role requirement. The "devil" serves as a critic-attacking idea presented and defended by learners.


Exercises

Drill, boardwork, writing exercises that require learner's application of the acquired knowledge and skills


Force Field Analysis

A process of assessing a felt need or a performance problem by identifying the strengths and weaknesses of an organization, including outside influence with the aim of effecting change through an action plan.


Incident Process

A short (one-to-two sentence) description of a problematic situation.


Lateral thinking

solving problems through an indirect and creative approach, using reasoning that is not immediately obvious and involving ideas that may not be obtainable by using only traditional step-by-step logic.


Lecture

A talk or speech given to a group of people to teach them about a particular subject


Mastery Instruction

Refers to the idea that teaching should organize learning through ordered steps. In order to move to the next step, students have to master the prerequisite step. Mastery learning engages the learner in multiple instructional methods, learning levels and multiple cognitive thinking types.


Microsimulations

Short informal practice sessions whereby learners perform a new task/activity under artificial conditions to help them develop necessary skills required by the new job.


Morphological Analysis

A forced-relationship approach that divides a problem into its major dimensions to develop a matrix of solutions and effects to help the learners generate new ideas to deal with future problems before they occur.


Role Play

A dramatic enactment between two or more people intended to represent a situation.


Scenario analysis

Building of hypothetical sequence of events (stories); answers the questions "if, then, etc." to determine the future effects of a problem, issue, or trend.

Whole Group InstructionSimulations and Games

Similar to a lengthy role play involving several participants intended to represent a work, a problem situation, or a real life situation. involve students in some kind of competition or achievement behaviour in relation to a specific objective. By placing the student in a learning situation, this strategy enables the student to contextualize the problem or situation in order to identify different solutions or alternatives. The advantage of such a strategy is that students are actively involved in the learning process and must react to the information instead of passively receiving the content of the course.


Team World-Webbing/Mindmapping

Students write simultaneously on a paper drawing to bridge the main concepts with their components, supporting elements in order to show multiple relations among ideas, or to differentiate concepts presented.


Think-Pair-Share

Each student thinks about a topic provided by the teacher, they pair up with another student to discuss it until they generate a concept, a conclusion through inductive-deductive reasoning, and a n application of the concept developed. In the end, each pair shares their thoughts with the entire class.


Trips

Take learners to see something for themselves like visits to museums, historical spots, congress,etc.

Small-Group InstructionDefinition

Small group instruction typically refers to a teacher working with a small group of students on a specific learning objective. These groups consists of 2-4 students and provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding.

Small-Group Instruction

Ability Grouping

Grouping learners according to their ability and metal preparedness, thus, reducing the problems of heterogeneity in the classroom.

Small-Group InstructionBrainstorming

The process of getting as many ideas as there are learners in a span of time. Allowing free expression of ideas without prejudice or criticism. Description: Technique of creative thinking in which group members think about a problem or topic and express their ideas.When Used: To get new ideas and release individual potential in thinking about ideas.Limitations: Practical with no more than 20 persons. Becomes disorganized without careful planning of material to be covered and skillful direction from discussion leader.


Brainwriting

Writing down of ideas in slips of paper by a group of about six trainees regarding several photographs or drawings related to a problem.

Small-Group InstructionBuzz group

A small group (five or six) assembled to work a common problems or issues and workout a solution and report to a larger group. Description: Allows total participation by group members through small subgroups of participants, followed by discussion among the entire group.

When Used: Use in conjunction with other group methods when participation from every group member is desired.Procedure: Prepare one or two questions on the topic to give to each group. Divide the members into small subgroups of four to six individuals. A leader is chosen in each subgroup to record and report pertinent ideas to the whole group.Limitations: Thought must be given to the purpose and organization of the groups.


Cooperative learning

Students divide the work among themselves by helping one another, praise, criticize, one another's effort and contributions, and receive a group performance score.


Group debate

A method by which learners are divided into two groups or panels to examine an issue from different viewpoints, after which synthesis, consensus or solution, and action plan are arrived at.


Interviewing technique

Students are divided into pairs to share some personal information (such as hypothesis, reactions to a literary piece conclusions from a unit, etc.) with one another. In the end, each will share with the whole class his learnings from interviewing process.


Jigsaw Technique

The whole class is divided into teams or functional groups. Each student in the team becomes an "expert" on one topic by working with members from the other teams who have been assigned the corresponding similar topic. Upon returning to their teams, each one in turn teaches their respective group. Students are assessed on all aspects of the topic.


Nominal Group Technique

Assembling a small group of knowledgeable people in a room to work alone to develop ideas and then share their list of ideas, one item at a time in a round-robin fashion.

Small-Group InstructionPanel

A group of people assembled in front of trainees to discuss an issue or problem. Description: A discussion in conversational form among a selected group of persons with a leader, in front of an audience that joins in later.

When Used: As a technique to stimulate interest and thinking, to provoke better discussion.Procedure: The leader plans with the four to eight panel members. The panel discusses informally without set speeches. The leader opens the discussion to the larger group, and summarizes.Limitations: The discussion can get off-track. The personality of the speaker can overshadow the content of the discussion. A vocal speaker can monopolize the program.


Peer Tutoring

Also called pairing students, is the assignment of students to help one another on one-to-one basis or in a small groups in a variety of situations.

Small-Group InstructionPhilipps 66

Asking a small group to come up with a short, single answers to a simple problem at the end of the agreed-on time limit. Description: A way of bringing out ideas or principles on a topic by means of simple illustrations made by group members on a blackboard or large chart paper. When Used: As a technique to stimulate interest, thinking, and participation. Very good for flowcharts and models.Procedure: The facilitator and planning-group members select general principles or questions which would be suitable to illustrate. Facilitator divides the group into four or five subgroups. Each subgroup is given a statement or problem to illustrate. After completing the picture making, each group shows and explains its picture. This is followed by a discussion.Limitations: The facilitator must clearly state the value of picture-making and supply adequate materials.


TRIVIA

The Phillips 66 method was originated by Donald Phillips of Hillsdale College for the purpose of getting more involvement—questions, ideas, or opinions—from a large conference group. In order to effectively do this, the audience (large group) is divided into small groups of six people each and after some discussion, these groups present their results to the conference panel or leader.

Individualized InstructionDefinition

Is a method of instruction in which content, instructional technology (such as materials) and pace of learning are based upon the abilities and interests of each individual learner. (Wikipedia)

Individualized learning, or individualized instruction, is a method of teaching in which content, instructional technology, and pace of learning are based upon the abilities and interest of each learner. - (See more at: http://www.dreambox.com/individualized-learning#sthash.DOOptnpC.dpuf)

Individualized Instruction

Adaptive Instruction

Sometimes called adaptive education, is a program that occurs on two levels: 1) developing the abilities and learning skills of the student; and 2) altering the instructional environment to correspond to the individual's ability and learning skills.


Independent reading

Reading intended to provide background information for training or to substitute for classroom -based instruction.


Independent Study

It involves work conducted by the student on a topic using school or non-school resources under the direction of the teacher.


Computer-assisted Instruction

It is the use of the computer by the student to facilitate learning. this involves tutoring and practice and drill programs


Computer-Managed Instruction

It is the use of the computer by the teacher and school for the systematic control and organization of aspects of instruction including testing, diagnostic data, learning prescriptions, and record-keeping.

END OF REPORT

“The mediocre teacher tells.The good teacher explains.

The superior teacher demonstrates.The great teacher inspires.”

-William Arthur Ward

Date post:	12-Jan-2016
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