1. Co-Teaching and Collaborating in the Classroom
Best Practices for Optimum Learning
ITIITL602 Group Project By: Gurveen Sandhu, Vanessa Rhea, Patrick Rode and Joan Sandoval IT IT
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2. Collaboration in the The Modern Classroom
Cooperative Learning
A teaching technique which fosters learner inter-dependance, as a route to cognitive and social interaction between students working together in a group setting.
Collaborative Learning and Interaction
This is where learning, knowledge and understanding is formed through social context, through the exchanging of knowledge, questioning and ideas.
(Oxford, R.L. 2011)
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3. Co-Teaching and Collaboration as Teachers in the Classroom
There are many benefits when two teachers come together and team teach a group of students. However, there are some key strategies that must be put in place for optimum collaboration. Teachers must:
Establish a mutual, united relationship based on trust where each teacher is able to use their strengths yet be honest about their weaknesses. Team teachers can often compliment each other using individual strengths and overcome any weakness.
Establish proper boundaries for planning and teaching, to avoid overstepping, as well as establish common classroom philosophy and values.
Establish good communication, setting up time for planning, and “check-ins” to reflect on the effectiveness of lessons.
Be committed to the process. Through the commitment of time reflecting on what went right and what went wrong in the classroom and coming up with a plan to change what is not working and improve upon what does work will help optimize learning for the students.
(Maryland Learning Links, 2011)
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4. Student Collaboration
When students come together to learn not just in the same classroom but collaborating with each other in a well organized, and planned out session established by the teacher, magic can happen.
“It teaches them It's not just about the content; it’s about cultivating habits of mind that are the underpinning deeper habits of scholarship.”(Davis 2012)
A well thought out plan of instruction that leads to a well organized plan of thoughtful reflection, and challenging each other’s thought processes and ideas help students grow intellectually and socially.
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5. Family Collaboration
According to Title I of the No Child Left Behind Act, family collaboration with teachers and school administration is required. Title I states “that parents play an integral role in assisting their child’s learning; that parents are encouraged to be actively involved in their child’s education at school; that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child”. (Department of Education)
Parents should be involved with the academic progress of their child and about the performance of their child’s school. Parents and teacher collaboration has shown to increase academic achievement via higher test scores and graduation rates, as well as improving the likelihood of higher education success.
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6. Benefits of Collaboration
Higher test scores, regular attendance, and lower dropout rates
Confidence
“When schools, parents, families, and communities come together to support learning, students tend to earn higher grades , attend school regularly, stay in school longer, and enroll in higher level programs. “ (NEA, 2008)
Higher self esteem
Higher motivation
Significantly deeper understanding of subject material
( Edutopia, 2012)
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7. Benefits of Co-teaching
Inclusion of all students- including students with IEPs
Helps teachers work through stumbling blocks that are associated with teaching
“A friendship outside of the classroom allowed the educators to work through many stumbling blocks that c0-teachers face: responsibility for students, grading, classroom management, and space. But one common hurdle still remained –planning time” (Boswell, 2005).
Shifts responsibility of subjects between teachers
“The level of trust and collaboration among the team allowed them to alternate between taking a larger and smaller role in classroom teaching, and to shift among co-teaching models depending on the instructional goals” (Boswell, 2005) .
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8. Barriers to Collaboration
Time
Boundaries
Where Parent-Teacher collaboration is concerned, “Parents see lots of roadblocks to getting involved in their child’s education.11 Some point to their own demanding schedules and say they don’t have extra time to volunteer or even attend school activities, much less get involved in bigger ways.” (NEA, 2008)
Even when teachers collaborate with each other, they need to be aware of the roles they play “ “ ‘I learned that I really had to be mindful of the responsibilities of the classroom teacher so that I was not overstepping bounds or stressing someone,’ Bianchetti said.” (Boswell, 2005)
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9. Good Collaboration leads to...
There are so many things that lead to good collaboration; and they all start from such basic traits. If we all practice collaboration correctly we are all bound for success. This goes towards our teaching careers and towards the futures of our students.
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10. References
Boswell, S. (2005, February 01). Tales From a Fourth-Grade Classroom. Retrieved July 19, 2018, from
Department of Education (2004). Parental Involvement; Title 1 Part A. Retrieved July 21, 2018 from
[Edutopia]. (2012, Dec 5). Collaborative Learning Builds Deeper Understanding [Video File]. Retrieved from
NEA (2008). Parent, Family, Community Involvement in Education. (Policy Brief). Retrieved July 19, 2018, from
Co-Teaching Part 1 [YouTube Video]1011,September 21) Maryland Learning Links Info. Retrieved July 21, 2018 from
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11. References Continued
Oxford, R. L. (2011). The Mod3ern Language Journal. Cooperative Learning, Collaborative Learning, and Interaction: Three Communicative strands in the Language Classroom, 81(4), Retrieved July 21,2018 from
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