Co-Teaching to Collaboration
Using co-teaching strategies to engage students in collaborative learning
CO-TEACHING
Co-Teaching Involves:
• at least two qualified teachers
• one heterogeneous group of students
• shared responsibility
• shared accountability
• shared resources
• joint planning
• teaching the curriculum
Co-Teaching Takes Place:
• in one classroom/space
• collaboratively
Co-Teaching Works Best When:
• it is voluntary
• it is supported by administration
• lessons are based on student and teacher needs and characteristics
• teachers have shared beliefs
• both teachers are actively involved
• there is a commitment to communication
• there is a strong relationship between the teachers involved
• practical considerations have been made
Co-teaching Can:
• reduce stigma
• create a supportive, respectful environment
• improve instruction
•increase student movitation
• improve language development and literacy skills
COLLABORATIVE LEARNING
Collaborative learning is an interactive, inclusive method of teaching a variety of topics to a variety of students with varying learning abilities. This method of teaching encompasses a broad spectrum of instructional activities where teams of students are said to achieve higher level thinking and maintain facts for longer periods of time than students working individually. Groups tend to learn through discussion, clarification of ideas and evaluations of others' thoughts. Research has shown that students from diverse backgrounds have demonstrated improved achievement when working in collaborative groups (Webb, 1985). The idea of collaborative learning, closely mimics, in many ways, the ideas of Vygotsky, who believes that students should be assessed on their ability to solve problems rather than their ability to attain knowledge.
WHY STUDENTS AS TEACHERS?
Inter-Class Collaboration
“To teach is to learn twice” is a growing trend across our nation. “Professional teachers are finding allies among their students, as the effectiveness and possibilities of students teaching their peers, younger students, and adults is becoming increasingly evident in research.” (Soundout, 2006)
By utilizing the talents in our students we are allowing for growth and opportunities for self-determination. Students may be involved in teaching in a variety of ways, including:
-
Teaching their peers in their own classroom
-
Serving as teaching assistants both within their own classroom or in that of younger students
-
Teaching peers at lower grade levels
-
Helping in professional development for adults (i.e. Computer or Ipad mini lessons)
We selected this model for assessment because we felt it creates the opportunity for students to showcase their understanding, be proud of the acquisition of their knowledge, and to show citizenship by volunteering their time with the younger students. Through the unit students have witnessed teacher collaboration that they can apply to their lesson delivery plan. By having the students plan a lesson, they have some insight as to what a teacher’s role is in the facilitation of learning, while at the same time creating the collaborative bonds and relationships necessary to create a positive, enabling, and united school community.