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Co-teaching is defined as the presence of two equally-qualified educators coming together to deliver instruction in a classroom.
There are many different ways that co-teaching could be executed. For example, it could be two general education teachers, one general education teacher and a special education teacher, or even a special education teacher and an administrator. The one that has been the most beneficial is a general education teacher paired with a special education teacher.
Source: Curry School of education, University of Virginia
Source:“Curry School of Education.” Collaborate to Co-Teach, faculty.virginia.edu/coteachUVA/whycoteach.html.
Source: Curry School of education, University of Virginia
Co-teaching can help meet individual student needs with more individualized focus from 2 teachers. Students with special needs can receive more focused attention from an intervention co-teacher. Co-teachers need to gain support from administration, communicate and plan so students are not confused by lack of teacher unity but are benefitting from a unified partnership. Co-teaching is beneficial when included with other teaching models and not as the sole teaching form.
Direct Instruction is when the teacher stands in front of the classroom and lectures or demonstrates the material to students. Usually it is used to teach a specific skill.
Source: Partnership, Great Schools. “Direct Instruction Definition.” The Glossary of Education Reform, 20 Dec. 2013, www.edglossary.org/direct-instruction/.
Source:“ Advantages & Disadvantages of Direct Teaching.” Bright Hub Education, 6 Jan. 2012, www.brighthubeducation.com/teaching-methods-tips/5487-pros-and-cons-of-direct-teaching/.
Source:“ Advantages & Disadvantages of Direct Teaching.” Bright Hub Education, 6 Jan. 2012, www.brighthubeducation.com/teaching-methods-tips/5487-pros-and-cons-of-direct-teaching/.
Direct instruction is a traditional method of teaching that’s best used with subjects such as math, history and sciences. These subjects require expert teaching to learn and memorize the facts and build on prior learning. This teaching approach can be paired with other models to incorporate more creativity and student participation.
In the constructivist classroom, the students tend to be the main focus instead of the teacher.The teacher dosen't just stand in front of a classroom lecturing as the students listen. Instead, the students are urged to be actively involved in their own process of learning. In the constructivist classroom, both teacher and students think of knowledge as a dynamic, ever-changing view of the world .In constructivisim students build knowledge based upon prior knowledge.
Source:“Becoming a Better University Teacher.” UCD OER Wiki, www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism_in_the_Classroom.
Source:“The Pros and Cons of Constructivist Learning Theory.” Bright Hub Education, 6 June 2012, www.brighthubeducation.com/teaching-methods-tips/76645-pros-and-cons-of-constructivist-learning-theory/.
Source:“The Pros and Cons of Constructivist Learning Theory.” Bright Hub Education, 6 June 2012, www.brighthubeducation.com/teaching-methods-tips/76645-pros-and-cons-of-constructivist-learning-theory/.
On it’s own, constructivism in an average classroom can be difficult as students are attaching new learning to existing learning. Teachers may find it difficult to not assume all students are at the same level of prior learning and to also teach students at those different stages of learning. Students may be actively engaged in the class but not be able to attach meaning to the activities without more structured and direct teaching. The constructivist model is more about how to learn than learning any one subject. This method can be valuable with a special needs population where learning and classroom activities can be varied.
Group work is when an instructor requires students to work with one another to learn the content and apply it to the project at hand. Group work essentially creates an environment where students help "teach" and explain concepts to each other.
Source:“Group Work in the Classroom.” Center for Innovation in Research and Teaching, Grand Canyon University, cirt.gcu.edu/teaching3/tips/groupwork.
Source:“Group Work in the Classroom.” Center for Innovation in Research and Teaching, Grand Canyon University, cirt.gcu.edu/teaching3/tips/groupwork.
Source:“Group Work in the Classroom.” Center for Innovation in Research and Teaching, Grand Canyon University, cirt.gcu.edu/teaching3/tips/groupwork.
Group work can benefit students through collaboration and learning real world work group experience. However, group work can also have limited benefits when the workload is not equal among the students. Some students may not engage in the project and learn very little. Group work when designed well can benefit students but needs to be only one part of the whole education plan.
Integrative learning is the process of making connections among concepts and experiences and applying them to other subjects and everyday life. The learners are able to realize that subjects being taught are not seperate and isolated, but are linked to eachother.
Source:“What Is Integrative Learning?” Ithaca College, www.ithaca.edu/icc/what_is_it/.
Source:“Integrated Curricula.” Partners In Learning, Miami University, performancepyramid.miamioh.edu/node/158.
Source: Ascd. “Integrated Curriculum.” Overview, www.ascd.org/publications/curriculum-handbook/425/chapters/Overview.aspx.
Integrative learning can help students connect subject areas together and more easily apply that knowledge to the real world. Students will learn not only the major subjects but also problem solving, language and merging of information. Students learn skills for real work environments like collaboration, time-management, and accountability. This style of teaching may be difficult for ESL students or culturally diverse students who may not understand the connections between subjects due to language or cultural barriers.