team teaching - universitas brawijaya · the variety of teaching approaches used by the team can...

TEAM TEACHING

Disiapkan dari berbagai sumber oleh :

Prof. Dr. Pratiwi Trisunuwati

PEKERTI, LP3M UB, 14 AGUSTUS 2019

8/14/2019TEAM TEACHING PROF PTS AGUSTUS 2019

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1. ENCOURAGES STUDENT-LECTURE CONTACT

2.ENCOURAGES COOPERATION AMONG STUDENTS

3.ENCOURAGES ACTIVE LEARNING

4.GIVES PROMPT FEEDBACK

5.EMPHASISE TIME OF TASK

6.COMMUNICATED HIGH EXPECTATIONS

7.RESPECT DIVERSE TALENTS AND WAYS OF LEARNING

8/14/2019

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TEAM TEACHING PROF PTS AGUSTUS 2019


3OUTPUT OF LEARNING

KOGNITIF AFEKTIF PSIKOMOTORIK

Pengetahuan Penerimaan Persepsi

Pemahaman Partisipasi Kesiapan

Penerapan Penilaian Gerakan terbimbing

Analisa Penentuan sikap Gerakan terbiasa

Sintesa Organisasi Penyesuaian pola

gerakan

evaluasi Pembentukan pola Kreativitas

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Learning Pyramid* RETENTION RATE

8/14/2019


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* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA.

Why team teaching ???


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Team teaching can open a student's eyes to accepting

more than one opinion and to acting more cooperatively

with others Team teaching may even provide educational benefits

such as increasing the student's level of understanding

and retention,

the student to obtain higher achievement.

Exposure to the views of more than one

teacher permits students :


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To gain a mature level of understanding knowledge; rather than

considering only one view on each issue or new topic brought up in the

classroom,

Two or more varying views help students blur the black-and-white way

of thinking common in our society, and see many shades of gray.

In addition, diverse perspectives encourage students to consider the

validity of numerous views.

The variety of teaching approaches used by the team can also reach a

greater variety of learning styles (Brandenburg, 1997).

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 for the students

Potential for ambiguity and diversity (if there is no good coordination between lectures)

Some students may be confused by more than one way of looking at an issue (personal understanding)

Some students may feel lost or anonymous in a larger group

Compatibility of 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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Stages of Collaboration


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• Consider how a classroom partnership could be like a marriage.

• Where do you stand with likely partners in your situation?

• How can you effectively move a co-teaching relationship to the

• Collaborating stage?

What makes collaborative partnerships work?


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Co-Teaching

Is defined as two teachers (cooperating teacher and teacher

candidate) working together with groups of students-sharing the

planning, organization, delivery and assessment of instruction, as well

as the physical space.

Both teachers are actively involved and engaged in all aspects of

instruction


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Co-Teaching Strategies

One Teach, One Observe

One Teach, One Assist

Station Teaching

Parallel Teaching

Supplemental Teaching

Alternative (Differentiated) Teaching

Team Teaching


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At principles of Co-Teaching

Building better relationships

Communication/Collaboration

Co-Teaching/Co-Planning

Active vs. Passive

Use expertise of cooperating teacher

Attitude

Best way to meet students


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Should be important decisions about:

(1) what will be presented (e.g., the units, lesson objectives) and in

what order,

(2) how the material is to be presented (e.g., to a large or small

group presentation),

(3) who is to present the information,

(4) how the students will be assessed,

(5) how small groups will be organized and which team teacher will

be assigned to each small group.


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Key Elements

Co-teaching Workshop

One teacher candidate per classroom

Co-teaching integrated into teacher preparation curriculum

Clearly defined expectations, including solo teaching time

Support for CT’s and Teacher Candidates

Designated planning time for co-teaching each week


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Improving their team

Questions such as:

(1) How can the class activities be improved?

(2) What problems have arisen?

(3) How can these problems be solved?


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Co-Teaching is not simply dividing the tasks and responsibilities between two people.

Co-Teaching is an attitude of sharing the classroom and students

Co-Teachers must always be thinking…

We’re Both Teaching!


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One lecture has primary instructional responsibility while the other gathers specific observational information on students or the

(instructing) teacher.


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One lecture has primary instructional responsibility while the other assists students’ with their work, monitors behaviors, or

corrects assignments.


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Parallel Teaching

In this approach, each lecture instructs half the students.

The two teachers are addressing the same instructional material using the same teaching strategies.


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Station Teaching

The co-teaching pair divide the instructional content into parts.

Each lecture instructs one of the groups; groups then rotate or spend a designated amount of time at each station.


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Supplemental Teaching

This strategy allows one lecture to work with students at their expected grade level, while the other lecture works with those

students who need the information and/or materials extended or remediated.


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Alternative or Differentiated Teaching

Alternative teaching strategies provide two different approaches to teaching the same information.

The learning outcome is the same for all students; however, the avenue for getting there is different.


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Hierarchy

Team Teaching

Alternative or Differentiated Teaching

Supplemental/Extended Teaching

Parallel Teaching

Station Teaching




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Co-teaching strategies do not follow a specific

hierarchy

TIM TEACHING tasks


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Sharing Planning

The Teacher Candidate and Cooperating Teacher will share:

What content to teach

What co-teaching strategies to use

Who will lead different parts of the lesson

How to assess student learning

Materials and resources


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Sharing Instruction

While Co-Teaching, the Teacher Candidate and Cooperating Teacher will:

Share leadership in the classroom

Work with all students

Use a variety of co-teaching approaches

Be seen as equal partners

Manage the classroom together

Make changes as needed during a lesson


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Sharing Assessment

While Co-Assessing, the Teacher Candidate and Cooperating Teacher will:

Both participate in the assessment of the students

Share the workload of daily grading

Provide formative and summative assessment of students

Jointly determine grades


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Sharing the Lead

Contribute ideas from the very beginning of the experience

Engage with students assisting with their learning from the very first day

Be expected to take on full leadership in all 3 areas (planning, instruction & assessment)

Demonstrate competencies as a teacher

Have opportunities to teach alone


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Teacher Candidate

Come ready to learn; be enthusiastic and show initiative

Introduce yourself to team members

Ask questions and discuss professional issues

Share ideas and work cooperatively; be flexible

Help with all classroom responsibilities…record keeping, grading

Know your content and be a continuous learner

Plan engaging, standards based lessons


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Teacher Candidate

Know and implement co-teaching strategies

Accept feedback and use suggestions for improvement

Be proactive in initiating communication with your triad members

Demonstrate respectful behaviors

Be reflective about your practice

Be patient with yourself and your cooperating teacher


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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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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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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

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

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

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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Sharing Responsibility

Cooperating Teacher & Teacher Candidate

Plan

Assess

Lead

Teach


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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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48 Anticipate problems and minimise there impact

To be necessary for a successful

team teaching program

(1) Compatibility of team members,

(2) Shared commitment to team teaching and ongoing communication,

(3) Same interest in connecting the content or curriculum to real life,

(4) A strong desire to ignite students' thirst for knowledge.


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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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