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Collaborative Teaching

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Jackie Shukin

on 20 March 2013

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Transcript of Collaborative Teaching

Collaboration in
Science Teaching Why does it matter? Mark, Minji, Jackie, Lyne, and Vivian What is it? How can it be
implemented? Ways we might incorporate collaboration into our own teaching practices... Collaborative teaching involves the sharing of ideas and perceptions in the co-construction of knowledge, reflecting the trial and error nature of science itself. Teachers today are expected to continuously re-align their approaches to fit current ideas of educational reform (Butler et. al, 2004)

They are required to "rethink their own practice, to construct new classroom roles and expectations... and to teach in ways they have never taught before- and probably never experienced as students" (Darling-Hammond and McLaughlin, 1995) This calls for meaningful shifts in practice and in the way teachers approach education...

How might this best be accomplished??? Through collaboration! According to Baird et. al (1991), the sharing of ideas and development of relationships associated with collaborative teaching has a fundamental influence on individual change; that is, collaboration facilitates growth better than traditional top-down methods of professional development. This is supported by Butler et. al (2004), who state that P.D workshops led by one "expert" are not nearly as powerful as ongoing opportunities to co-construct knowledge and revise conceptual frameworks though collaborative reflection Collaborative teaching in science can provide opportunities for...

- greater clarity of instruction
- the ability to reach all types of learners
(variety in teaching methods)
- development of authentic inquiry projects
- greater ability to identify and solve problems
- reflection on practice and re-shaping of
conceptual knowledge
- implementation of new, innovative ideas

(Baird et. al 1991, Butler et. al 2004) Ideally, schools must establish policies to support collaborative teaching. This must involve a re-thinking of schedules and structures, allowing teachers to work and learn together (Darling-Hammond and McLaughlin, 1995)

In other words, policies should encourage the organization of collaborative groups Teachers must be seen as resources whose collective expertise and shared decision-making can be utilized to address educational issues in the context of each individual school.

This involves a change in the collective attitudes, understandings, and values of staff, as well as how teachers and learners interact.

(West, 1990) Teachers and administrators must work on five areas to encourage collaboration as a P.D. activity :

1. mutual trust and open communication
2. pooling of resources
3. joint approach to problem identification/solving
4. sharing of responsibility
5. Commitment of time and effort to collaboration

(West, 1990) Collaborative Strategies:

- Co-teaching
- Collaboration with professionals
- Utilizing technology to enhance collaboration Communities of Practice
(Lave & Wenger, 1991)

- Share common purpose
- Collaborative approach to:
Planning
Practice
Reflection on Practice
- Learning in a Social Context
Socially-constructed knowledge richer (Butler, 2004) Building a CoP for Science Teachers
(Palinscar et. al., 1998)

- Base CoP on shared orientation toward teaching
e.g. Guided Inquiry
- Make use of diversity of experience, expertise
Teachers of varying experience, skills & funds of knowledge
Academics
- The CoP should primarily focus on planning, enacting, and reflecting
- Use "significant indicators" of success Co-teaching....the Nuts-n'-Bolts * A proactive approach to education
* Pairs general and special educators
* Takes place in heterogeneous, integrated settings
* Simultaneously present in the classroom setting
* Maintain joint responsibility for classroom instruction
* Work in co-active and coordinated fashion
* Design instruction to meet the needs of all students in the class 3 co-teaching arrangements through which co-teachers can share instructional responsibilities: 1 - Complementary Instructions

2 - Supportive Learning Activities

3- Team Teaching Bauwens, Hourcade, and Friend (1989) Common Issues "We have no time to plan!" Six Models of Co-teaching A 5-year systematic study of co-teaching Science in 120 Primary Schools Children who were involved in co-teaching
were significantly more positive
about their science lessons. C. Murphy and J. Beggs (2010) Cook & Friend, 1995 Collaborating
with Professionals Mount Royal University DNA Workshop
High school students spend a day in the microbiology lab performing a polymerase chain reaction technique on their own DNA hair sample
Sample lesson plan Using Technology to Enhance Collaborative Teaching "You are invading my space!" "How do we assign grades?" Baird, J.R., P.J. Fensham, R.F. Gunstone, and R.T. White. 1991. The Importance of Reflection in Improving Science Teaching and Learning. Journal of Research in Science Teaching. 28(2): 163-182.

Butler, D.L., H.N. Lauscher, S. Jarvis-Selinger, and B. Beckingham. 2004. Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education. 20(5): 435-455.

Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16.

Darling-Hammond, L., and M.W. McLaughlin. 1995. Policies That Support Professional Development in an Era of Reform. Phi Delta Kappan. 76(8): 597-604.

Deal, A. (2009). Collaboration Tools. Teaching With Technology. General format. Retrieved from http://www.cmu.edu/teaching/technology/whitepapers/.

Graziano, K., & Navarrete, L. (2012). Co-Teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity. Issues in Teacher Education, 21(1), 109-126.

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Linz, E., Heater, M., & Howard, L. (2008). Team Teaching High School Science: Game Plan for Success. Teaching Exceptional Children Plus, 5(2),1-9.

Miller, L. (2011) High School DNA Workshops. Educational Partnerships. Retrieved from http://www.cbe.ab.ca/partners/corporate/highlights_post.asp.

C. Murphy and K. Scantlebury (eds.), Coteaching in International Contexts: Research and Practice, Cultural Studies of Science Education, 2010

Palinscar, A.S. Magnusson, S.J., Morano, N., Ford, D., & Brown, N. (1998). Designing a community of practice: Principles and practices of the GisML Community. Teaching and Teacher Education, 14, 5 – 19.

Pat Parott, M. Ed. Collaborative working relationships. University of Richmond

Perry, N.E., Walton, C., & Calder, K. (1999). Teachers developing assessments of early literacy: A community of practice project. Teacher Education and Special Education, 22 (4), 218 – 233.

West, J.F. 1990. Educational Collaboration in the Restructuring of Schools. Journal of Educational and Psychological Consultation. 1(1): 23-40. "That does not match my teaching
philosophy!" Collaboration Suites
Real-Time Communications
Course Management Programs
Wikis & Blogs
Collaborative Writing
....and more! Deal (2009) CONCLUSION Alberta Education, Competencies for 21st Century Learning Resources for collaborative science teaching:

--> Collaborative Practices guide from Alberta Education
http://ideas.education.alberta.ca/hsc/current-projects/collaborative-practices/guide.aspx

--> DNA workshop and other post-secondary partners of CBE
http://www.cbe.ab.ca/partners/corporate/highlights_post.asp

--> Lists of collaborative teaching tools
http://www.cmu.edu/teaching/technology/whitepapers/

--> ATA PD guide
http://www.teachers.ab.ca/For%20Members/Professional%20Development/Resources/Pages/A%20
Guide%20to%20Comprehensive%20Professional%20Development%20Planning.aspx

--> 25 collaborative online tools
http://www.collaborationideas.com/2010/11/25-collaboration-tools-you-shoul-not-miss/ References
Full transcript