1. Features and points to take care

2. What? A process during which more than one resource persons facilitate learning simultaneously before the same set of participants

3. Suitable occasions Highly productive areas where no single “the correct answer” is available Participants are required to perform intense activities (Individual or group work) in the course of learning Close monitoring is called for Participants’ presentations are to be responded Apprise the participants of the benefits of collaborative efforts

4. Contd… Where the learners are to be exposed to different instructional styles or ways of handling subject Where instructors’ feedback is an essential component of learning Where experiential learning methods are used Where several activities are to be simultaneously observed

5. Basic requirements Trust Openness –transparency Regard for each other Willingness to share:  The load  Knowledge  Skill  Material,etc.

6. Contd… Positive approach Ambiguity tolerance Readiness to give and receive feedback Readiness to learn and unlearn Good time management

7. Causes of failures Absence of basic requirements Tendency to steal a march over other Lack of trust, openness and empathy Lack of self-confidence Poor time management Under-current of rivalry Absence of common goal - Hidden agenda Blame game when things do not go as expected

8. How to go about it Develop common goals Develop common ownership of process and material Agree upon a common process sheet Know your partner(s) Share your strengths and weaknesses Identify the tasks to be accomplished by each Allocate responsibility of residual duties Share the tasks based on relevant considerations

9. Relevant considerations Work load should be nearly equal Ideally, classroom work should also be nearly equal Participants should get the best Both the trainers should have opportunities of growth Respective areas of strength and weakness; Avoiding monotony of participants Areas where one would be comfortable

10. For the lead partner Be thorough with the input Sort out grey areas; ensure same wavelength In case of any deviation from process sheet, agree upon new method, media, time, etc. and record them Hand over floor within the agreed time Do not encroach into partner’s area Do not pass on anything unless you are sure that partner will be able to handle it. Acknowledge contributions from partner

11. Contd.. Do not bring anything from up the sleeves Keep partner informed if you planned to involve him/her mid way through; at least by signaling On conclusion of each topic/sub-topic ask the partner, “Would you like to amplify?”, “Do you have any thing to add?” etc.

12. For the associate partner Be supportive; not intrusive Be vigilant and keep watching the proceedings You may have to build on it Maintain eye contact to check if partner needs help Do not do any thing to distract attention of participants Even if the input was taken up by partner, be thorough with it; be ready to step in; if it becomes necessary.

13. Any questions?

14. o http://www.sbctc.ctc.edu/college/_e- ibestteamteachingmodels.aspx http://www.sbctc.ctc.edu/college/_e- ibestteamteachingmodels.aspx

15. Models of team teaching Traditional Team Teaching Collaborative Teaching Complementary/Supportive Team Teaching Parallel Instruction Differentiated Split Class Monitoring Teacher

16. Try to match Traditional Team Teaching Collaborative Teaching Complementary/Supportive Team Teaching Parallel Instruction Differentiated Split Class Monitoring Teacher Each teacher teaches a group based on their learning needs. One teacher teaches the content; the other provides follow-up activities. Teachers exchange and discuss ideas and theories in front of the learners. One teacher instructs while the other monitors student understanding. Teachers actively share instruction to all students. Teachers teach the same material to different groups.

17. Check your answers Traditional Team Teaching: Teachers actively share instruction to all students. Collaborative Teaching: Teachers exchange and discuss ideas and theories in front of the learners. Complementary/Supportive Team Teaching: One teacher teaches the content; the other provides follow-up activities. Parallel Instruction: Teachers teach the same material to different groups. Differentiated Split Class: Each teacher teaches a group based on their learning needs. Monitoring Teacher: One teacher instructs while the other monitors student understanding.

18. Source www.sdpi.ie/.../05_DCU%20SS08%20Team%20Teachi ng_and_... పోలినవి పోలినవి మీరు మరొకరు దీన్ని పబ్లిక్ ‌ గా ఇష్టపడ్డారు. చర్యరద్దు చర్యరద్దు ఫైల్ ఫార్మాట్ : Microsoft Powerpoint - శీఘ్ర వీక్షణ Team Teaching. Special Educational Needs. To get us started….. What are your experiences of team teaching? Was it a success? Would you try it again? శీఘ్ర వీక్షణ

19. Experiential Jigsaw – character wheels Group/pairwork Chalk & Talk Higher Order questioning Drama games Roleplay Freeze Frames Methodologies – More successful!! More frequent!!

20. Types of team teaching Traditional Team Teaching – both teachers actively share the instruction of content and skills, both teachers accept equal responsibility for all pupils and both teachers are actively involved throughout the class. Lead and support Teaching – one teacher leads the lesson assuming responsibility for teaching the content, the other teacher provides support and follow up activities. Parallel Instruction – the class is divided into two groups and each teacher delivers the same content and skills/ Both teachers are performing the same tasks in parallel fashion. Differentiated split-class team teaching – The class is divided into two groups according to a specified learning need. Each group is provided with activities to meet that specified need

21. The Challenges Time!!! Teachers/Class being labelled. Picking a team that works! Getting used to another teacher in your class. Altering your personal approach. Evaluation – how will we know it works? Is the child whose Resources hours “pay” for team teaching benefiting as much as they would from one on one support!!!

22. Benefits For Students: Better teaching and learning. Improved participation, self esteem, group dynamic, written work. Improved class test results. Less distractions due to improved discipline. Improved attendance. Overall attitude to class more positive – they are enjoying the innovation. Better teacher/student relationships.

23. Benefits Contd… For Teachers: Improved teaching and learning Less correcting Less Stress More Support Greater sense of achievement Opportunity to learn new methodologies Less time spent on discipline - instant gratification/less boredom/two sets of eyes. Trying something different!!!

24. http://www.workforce- ks.com/Modules/ShowDocument.aspx?documentid=2 153 http://www.workforce- ks.com/Modules/ShowDocument.aspx?documentid=2 153

25. Team Teaching Involvement Plan Team Teaching Involvement Plan It is best to avoid having one teacher addressing the class, while the other stands idly by. In the table below list lesson activities that insure that both teachers can be intensely involved in the team teaching. Both teachers should interchange the roles of “ leader/supporter” throughout the lesson to ensure equality and responsibility. Teacher A Teacher B Explaining an activity. Make eye contact with Teacher B, ask Teacher B if they have anything to add to the instructions.) Teacher B Circulates amongst students keeping them on-task, answers student queries. Maintains eye contact with Teacher A while evaluating their instructions and thinking of something they may have unclear or omitted that can be restated or added.)

26. Team teaching tips The Golden Rule: Never take anything for granted; explicitly discuss everything! Clear communication on the part of both members of the team is essential –Establish a procedure for discussing conflicts and things about which you are feeling uncomfortable Talking through each step of the lesson will help define individual roles Honest discussions clear up potential misunderstandings

27. Contd… Planning Analyze your individual strengths and abilities and determine how these can be used within the team context Both partners should take active parts in every stage of the lesson Set goals/learning outcomes for each lesson and course Plan lessons according to an agreed upon timetable

28. Maintain eye contact with each other to signal transitions to new activities, modifications, or activity closings Circulating to increase the teachers’ proximity to all students greatly increases student engagement –During student-centered activities, circulate at a 180-degree angle to one another. Plan transitions, timing, and pacing and develop a subtle system of signaling each other (hand-signals, eye contact, and verbal cues) Share in giving directions, taking initiative to move on to the next activity, and in adapting or ending an activity earlier than originally planned Develop a mutually agreed upon back-up plan

29. Tips contd… Decide on what type of behavior is not acceptable in your class and consequences for disruptions –Sit down together, make a list of what constitutes unacceptable classroom behavior, and pre-plan responses Determine how both in-class and out-of-class evaluation will work Always show respect for one another both inside and outside the classroom