TEAM TEACHING

Principles and
Strategies of
Teaching: Improved
Instructional Practices

Agenda
Defining Team Teaching
Team Teaching Advantages and
Disadvantages
Enumerate Teaching
Methodologies

What is Team Teaching

Team teaching is an approach that
involves two or more teachers who work
cooperatively with the same group of
students for some period of time.
(Lardizabal, et al.)
Also known ascoteachingorcollaborative teaching, team
teaching is an instructional strategy used
across subject areas primarily in middle
grades in a variety of methods. Teams are
typically composed of between two and
four teachers working collaboratively to

What is Team Teaching

Team teaching or Co-teaching is the
instructional arrangement in which a
general education teacher and a special
education teacher deliver core instruction
along with specialized instruction, as
needed, to a diverse group of students in
a single physical space. Co-teaching
partnerships require educators to make
joint instructional decisions and share
responsibility and accountability for
student learning (USOE Co-Teaching
Guide).

What is Team Teaching

Co-teaching occurs when
two or more certified
teachers jointly deliver
substantive instruction to
a diverse, or blended,
group of students in a
& Friend
single physical Cook
space.
Two or more professionals
jointly delivering
substantive instruction
to a diverse, blended
group of students in a
single physical space.
(Friend & Pope,
2005;Spencer, 2005)

TRIVIA

History of team teaching

In a 1963, William M. Alexander known as the
father of the American middle school was
scheduled to discuss the structure of the junior high
school at a conference at Cornell University. However,
after re-thinking the needs of adolescents at this age,
he proposed the middle school concept where a team
of three to five teachers would be assigned to 75 to
150 pupils organized either on a single-grade or multigrade basis. This recommendation of junior high school
reform is where the idea of team teaching developed.
Team teaching is now used in all grade levels and
across disciplines. When done correctly, this approach
has been shown to create bonding opportunities for
students and to engage teachers in collaborative,
interdisciplinary planning.

Advantages and
Disadvantages of CoTeaching

Students

Advantages of
Co-Teaching for
Students

Students receive instruction from

curriculum experts that are highly
qualified in the content.
Students receive tiered and
differentiated instruction on core
standards.
Students receive a variety of
instructional strategies from two
highly qualified instructors.
Students are educated in the same
environment as peers which reduces
a negative stigma that is often
associated with pull-out models.
Accommodations can be made while
students access general education
standards and curriculum.
Increases opportunity for appropriate
peer interactions and positive social
role models.
Maintains high academic rigor and
expectations for all students.

Disadvantages of
Co-Teaching for
Students

Academic level may be far above

students current abilities.
Instruction of standards may not
account for pre-requisite skills that
have not been mastered.
Student may be intimidated to ask
questions in front of peers.
Rigor and expectations may be too
high for students.
Content of class may not align with
students transition goals.

Advantages and
Disadvantages of CoTeaching

Teachers and Schools

Dis-advantages of Coteaching for

teachers and schools

Advantages of Co-teaching
for teachers and schools

Shared responsibility, which can

lessen the workload
Combined ownership of
instructional environment
Increased collaboration in lesson
development and instruction
Mutual goals
Less teacher isolation
Sharing of ideas and expertise in
various areas
Increased efficiency
Classrooms with two adults may
result in fewer behavior referrals
School-based culture of
collaboration
Decrease of student-to-teacher
ratio

Co-teaching partners need

to share vision and beliefs
about co-teaching
Requires 100% support
from all stakeholders
Finding equality of
responsibilities may be
challenging
Finding time to plan and
collaborate may be
challenging
Scheduling students and
teachers can be intense
and frustrating
Becoming an effective coteaching team will take a
long period of time,
effective co-teaching is a

Parallel Teaching
Recommended Use (Frequent)

Parallel Teaching
When to use it
Initial instruction
Differentiate instruction
Two strategies of same material
Both teachers have adequate knowledge of material
and pedagogy
When the majority of students have mastered prerequisite skills needed to meet the skill being taught
When a smaller student to teacher ratio for whole
group instruction would be beneficial
To mix it up change the monotony of the
classroom

Station Teaching
Recommended Use (Frequent)

Implementation:
Students are divided into equal-sized groups.
Each teacher teaches a portion of the content in
the same amount of time.
Teachers prepare two or more stations in advance.
Groups rotate from station to station.
Secondary teachers may consider station
teaching, especially if they are in block schedules.
Opportunities:
Work with every student in the class.
Allows for a lower student-teacher ratio.
Results in fewer behavior issues.
Closely monitor student learning and behavior.
Increased student participation.
Use when content is complex but not hierarchical.
Challenges:
Identifying appropriate physical space
Teacher instructional methods may differ.
Teachers must have adequate knowledge of
content and pedagogical skills to provide equally
effective instruction.

Station Teaching
When to use it:
Practice and review
Remediation or re-teaching for a small group
Checking for formative understanding
Exploratory learning on a concept that
students should be able realize without
explicit instruction
Extension and expansion of knowledge for
those learners who have mastered basic
concepts
Application of learning that has been taught
Differentiated instruction

Teaming

Recommended Use (Occasional)

Implementation:
Both teachers deliver core instruction.
Both teachers are responsible for classroom
management and student behavior.

Opportunities:
Energizing model.
Allows a variety of teaching strategies.
Teachers work together collaboratively.
Teachers can demonstrate individual expertise.
Orchestration of instructional conversation.
Teachers can introduce new topics/concepts .

Challenges:
Both teachers must have strong content
knowledge.
Maintaining pacing.
Requires significant planning time.
Teachers are required to collaborate effectively.
May not be as aware of individual student
needs.
Demands the greatest amount of trust and
commitment from teachers.

Teaming
When to use it
Both teachers are knowledgeable of the
curriculum
Both teachers are aware of the instructional
strategy or process in which the curriculum
will be taught
Both teachers have agreed prior to instruction
on this method
Teachers are able to deliver instruction in way
that is not confusing to students
Teachers remain consistent and instruction
strategy throughout
Teaching teams have had to time to develop a
relationship and observe the teaching styles of
the other

Alternative Teaching
Recommended Use (Limited)

Implementation:
Determine instructional/intervention
needs of class
Both teachers follow the same lesson
plan.
Small group instructor makes
accommodations and/or modifications
to meet the needs of students.
Opportunities:
Students content knowledge varies
tremendously.
Managing student behavior to focus
student learning.
Monitoring student performance
informal assessment
Pre/re-teaching, enrichment activities,
and intentional observation time.
Challenges:
Students with disabilities may always
be in the same group at the same time.
Students may perceive a stigma.
finding adequate planning time.
One teacher may dominate the other
in content and/or teaching style.

Alternative Teaching
When to use:
Intervention and reteaching are appropriate
Pre-teaching
Extension and
reinforcement activities
Student projects or small
group presentation work
When students
knowledge has a wide
range
Generally not used for
initial introduction of new
material unless in a preteach setting

One Teach, One Observe

Recommended Use (Limited)

Implementation:
Review instruction and mastery of
concepts.
Review and record student behavior(s)
for decision making.
Use this model to evaluate the
effectiveness and delivery of instructional
strategies.
Opportunities:
Focus on students needs more explicitly.
Teachers may monitor their own skills.
Data for Individualized Education
Program (IEP) planning.
Challenges:
Teachers need to know how to collect
and analyze appropriate data.
Teachers trust level needs to be strong.
Teachers may overuse.

One Teach, One Observe

When to use:
During formal observation of a
particular student
During data collection of teaching
technique or classroom observation
e.g. percent of student engagement
Material or instruction strategy is
new for one of the teachers
During assessment
IEP Planning
During review or activity where
students are working independently
and gathering data needed

One Teach, One Assist

Recommended Use (Seldom)

Implementation:
Assisting teacher collects data and observes for
understanding.
Assisting teacher provides assistance to struggling
student(s).
Assisting teacher may monitor student behavior.
Instructing teacher orchestrates learning tasks and
classroom discussion.

Opportunities:
Students may silently signal an adult for assistance.
Closely monitor students social and academic
behavior.

Challenges:
Assisting teacher may act as a passive partner while
instructing teacher maintains a traditional teaching
model.
Students may view one teacher as the real teacher
and the other as an assistant or aide.
Students may be distracted by teacher walking
around.
Students may expect one-on-one assistance.
Special educators need to be experts in the content
area.
Teachers should use this model sparingly
Teachers should alternate roles, balancing instruction
and assisting.

One Teach, One Assist

When to use:
New material or concept is being
introduced
Behavior management for a small
number of students
Whole group discussion and or
debate
Assisting teacher can be unobtrusive
to discussion or teaching strategy
Needed for classroom management
Assisting teacher may need a
refresh on concept or instructional
strategy being introduced

Glossary of Teaching
Methodologies
Whole Group Instruction
Small Group Instruction
Individualized
Instruction

Whole Group Instruction

Definition
Also referred to as whole class instruction.
Whole group instruction is instruction using
traditionalor supplemental materials with minimal
differentiation in either content or assessment. It is
typically teacher led instruction. The teacher teaches
the entire class the same lesson regardless of where
any particular student is. The lessons are typically
designed to hit the average student in the classroom.

Whole Group Instruction

Behavior Modelling
The acquisition of a new skill by
observing and imitating thatbehavior
being performed by another individual.
Inbehaviourmodification, a treatment
procedure in which the
therapistmodelsthe targetbehavior
which the learner is to imitate.

Whole Group Instruction

Case Study
a problematic situation written or described in narrative
form ranging from paragraph to several paragraphs.
Description: An actual account of a particular incident and/or
problem is presented to the class. How the matter was resolved
is included.
When Used: When a specific example is the best means of
illustrating a topic. This method is often used to supplement
traditional lecture approaches to a topic. Can be used to
synthesize ideas and apply theory to practical problems.
Procedure: The facilitator documents a case study, altering actual
names and places if required. The case study is presented to the
class and is generally followed by a discussion.
Limitations: Case studies require additional work by the facilitator
to ensure that they are
straightforward and appropriate
examples of what is being presented.

Whole Group Instruction

Cross-impact analysis

The general name given to a family of

techniques designed to evaluate changes in
the probability of the occurrence of a given set
of events consequent on the actual occurrence
of one of them. The cross impact model was
introduced as a means of accounting for the
interactions between a set of forecasts, when
those interactions may not have been taken
into consideration when individual forecasts
were produced.

Whole Group Instruction

Delphi Method
A forecasting method based on the results of
questionnaires sent to a panel of experts. Several
rounds of questionnaires are sent out, and the
anonymous responses are aggregated and shared
with the group after each round. The experts are
allowed to adjust their answers in subsequent
rounds. Because multiple rounds of questions are
asked and because each member of the panel is
told what the group thinks as a whole, the Delphi
Method seeks to reach the "correct" response
through consensus.

Whole Group Instruction

TRIVIA
The word "Delphi" refers to the
Oracle of Delphi , a site in Greek
mythology where prophecies were
passed on.

Whole Group Instruction

Demonstration
Showing the learner how to perform a
task/activity or how to operate an equipment.
Description: A visual way of presenting
information to a group; often supplements a
written presentation or lecture.
When Used: When a topic or idea will have
more direct impact if presented visually.
Procedure: The facilitator either prepares the
demonstration or asks a guest to do so.
Limitations: All group members must be able
to see the demonstration clearly. It must be
rehearsed to work smoothly on the
presentation day.

Whole Group Instruction

Devil's Advocate
A method of dealing with a complex
problem or conflicting situation in the context
of opposition. Said conflicting views may stem
from different goals, perspectives, and role
requirement. The "devil" serves as a criticattacking idea presented and defended by
learners.

Whole Group Instruction

Exercises
Drill, boardwork, writing exercises that
require learner's application of the acquired
knowledge and skills

Whole Group Instruction

Force Field Analysis
A process of assessing a felt need or a
performance problem by identifying the
strengths and weaknesses of an organization,
including outside influence with the aim of
effecting change through an action plan.

Whole Group Instruction

Incident Process
A short (one-to-two sentence)
description of a problematic situation.

Whole Group Instruction

Lateral thinking
solving problems through
anindirectandcreativeapproach,
usingreasoningthat is not
immediately obvious and involving
ideas that may not be obtainable
by using only traditional step-bysteplogic.

Whole Group Instruction

Lecture
A talk or speech given to a
group of people to teach them
about a particular subject

Whole Group Instruction

Mastery Instruction
Refers to the idea that
teaching should organize learning
through ordered steps. In order to
move to the next step, students
have to master the prerequisite
step. Mastery learning engages
the learner in multipleinstructional
methods,learning levelsand
multiple cognitivethinking types.

Whole Group Instruction

Microsimulations
Short informal practice
sessions whereby learners perform
a new task/activity under artificial
conditions to help them develop
necessary skills required by the
new job.

Whole Group Instruction

Morphological Analysis
A forced-relationship
approach that divides a problem
into its major dimensions to
develop a matrix of solutions and
effects to help the learners
generate new ideas to deal with
future problems before they occur.

Whole Group Instruction

Role Play
A dramatic enactment
between two or more people
intended to represent a situation.

Whole Group Instruction

Scenario analysis
Building of hypothetical
sequence of events (stories);
answers the questions "if, then,
etc." to determine the future
effects of a problem, issue, or
trend.

Whole
Group
Instruction
Simulations and Games
Similar to a lengthy role play involving
several participants intended to represent a
work, a problem situation, or a real life
situation. involve students in some kind of
competition or achievement behaviour in
relation to a specific objective. By placing the
student in a learning situation, this strategy
enables the student to contextualize the
problem or situation in order to identify
different solutions or alternatives. The
advantage of such a strategy is that students
are actively involved in the learning process
and must react to the information instead of
passively receiving the content of the course.

Whole Group Instruction

Team World-Webbing/Mindmapping
Students write simultaneously on a
paper drawing to bridge the main
concepts with their components,
supporting elements in order to show
multiple relations among ideas, or to
differentiate concepts presented.

Whole Group Instruction

Think-Pair-Share
Each student thinks about a topic
provided by the teacher, they pair up
with another student to discuss it until
they generate a concept, a conclusion
through inductive-deductive reasoning,
and a n application of the concept
developed. In the end, each pair shares
their thoughts with the entire class.

Whole Group Instruction

Trips
Take learners to see something for
themselves like visits to museums,
historical spots, congress,etc.

Small-Group Instruction
Definition
Small group instruction typically
refers to a teacher working with a small
group of students on a specific learning
objective. These groups consists of 2-4
students and provide these students
with a reduced student-teacher ratio.
Small group instruction usually follows
whole group instruction. It allows
teachers to work more closely with each
student, reinforce skills learned in the
whole group instruction, and check for
student understanding.

Small-Group Instruction
Ability Grouping
Grouping learners according to
their ability and metal preparedness,
thus, reducing the problems of
heterogeneity in the classroom.

Small-Group Instruction

Brainstorming

The process of getting as many ideas as there

are learners in a span of time. Allowing free
expression of ideas without prejudice or criticism.
Description: Technique of creative thinking in which
group members think about a problem or topic and
express their ideas.
When Used: To get new ideas and release individual
potential in thinking about ideas.
Limitations: Practical with no more than 20 persons.
Becomes disorganized without careful planning of
material to be covered and skillful direction from
discussion leader.

Small-Group Instruction
Brainwriting
Writing down of ideas in slips of
paper by a group of about six trainees
regarding several photographs or
drawings related to a problem.

Small-Group Instruction

Buzz group

A small group (five or six) assembled to work a common

problems or issues and workout a solution and report to a
larger group.
Description: Allows total participation by group members
through small subgroups of participants, followed by
discussion among the entire group.
When Used: Use in conjunction with other group methods
when participation from every group member is desired.
Procedure: Prepare one or two questions on the topic to
give to each group. Divide the members into small
subgroups of four to six individuals. A leader is chosen in
each subgroup to record and report pertinent ideas to the
whole group.
Limitations: Thought must be given to the purpose and
organization of the groups.

Small-Group Instruction
Cooperative learning
Students divide the work among
themselves by helping one another,
praise, criticize, one another's effort and
contributions, and receive a group
performance score.

Small-Group Instruction
Group debate
A method by which learners are
divided into two groups or panels to
examine an issue from different
viewpoints, after which synthesis,
consensus or solution, and action plan are
arrived at.

Small-Group Instruction
Interviewing technique
Students are divided into pairs to
share some personal information (such as
hypothesis, reactions to a literary piece
conclusions from a unit, etc.) with one
another. In the end, each will share with
the whole class his learnings from
interviewing process.

Small-Group Instruction
Jigsaw Technique
The whole class is divided into teams
or functional groups. Each student in the
team becomes an "expert" on one topic
by working with members from the other
teams who have been assigned the
corresponding similar topic. Upon
returning to their teams, each one in turn
teaches their respective group. Students
are assessed on all aspects of the topic.

Small-Group Instruction
Nominal Group Technique
Assembling a small group of
knowledgeable people in a room to work
alone to develop ideas and then share
their list of ideas, one item at a time in a
round-robin fashion.

Small-Group Instruction

Panel

A group of people assembled in front of trainees to

discuss an issue or problem.
Description: A discussion in conversational form among a
selected group of persons with a leader, in front of an
audience that joins in later.
When Used: As a technique to stimulate interest and
thinking, to provoke better discussion.
Procedure: The leader plans with the four to eight panel
members. The panel discusses informally without set
speeches. The leader opens the discussion to the larger
group, and summarizes.
Limitations: The discussion can get off-track. The
personality of the speaker can overshadow the content of
the discussion. A vocal speaker can monopolize the
program.

Small-Group Instruction
Peer Tutoring
Also called pairing students, is the
assignment of students to help one
another on one-to-one basis or in a small
groups in a variety of situations.

Small-Group Instruction

Philipps 66

Asking a small group to come up with a short,

single answers to a simple problem at the end of the
agreed-on time limit.
Description: A way of bringing out ideas or principles on a
topic by means of simple illustrations made by group
members on a blackboard or large chart paper.
When Used: As a technique to stimulate interest, thinking,
and participation. Very good for flowcharts and models.
Procedure: The facilitator and planning-group members
select general principles or questions which would be
suitable to illustrate. Facilitator divides the group into four
or five subgroups. Each subgroup is given a statement or
problem to illustrate. After completing the picture making,
each group shows and explains its picture. This is followed
by a discussion.
Limitations: The facilitator must clearly state the value of
picture-making and supply adequate materials.

Small-Group
Instruction
TRIVIA
The Phillips 66 method was
originated by Donald Phillips of Hillsdale
College for the purpose of getting more
involvementquestions, ideas, or
opinionsfrom a large conference group.
In order to effectively do this, the
audience (large group) is divided into
small groups of six people each and after
some discussion, these groups present
their results to the conference panel or
leader.

Individualized
Definition Instruction
Is a method ofinstructionin which
content,instructional technology(such as
materials) and pace oflearningare based upon
the abilities and interests of each individual
learner. (Wikipedia)

Individualized learning, or individualized

instruction, is a method of teaching in which
content, instructional technology, and pace of
learning are based upon the abilities and interest
of each learner. - (See more at:
http://www.dreambox.com/individualizedlearning#sthash.DOOptnpC.dpuf)

Individualized
Instruction
Adaptive Instruction
Sometimes called adaptive
education, is a program that occurs on
two levels: 1) developing the abilities and
learning skills of the student; and 2)
altering the instructional environment to
correspond to the individual's ability and
learning skills.

Individualized
Instruction
Independent reading
Reading intended to provide
background information for training or to
substitute for classroom -based
instruction.

Individualized
Instruction
Independent Study
It involves work conducted by the
student on a topic using school or nonschool resources under the direction of
the teacher.

Individualized
Instruction
Computer-assisted Instruction
It is the use of the computer by the
student to facilitate learning. this involves
tutoring and practice and drill programs

Individualized
Instruction
Computer-Managed Instruction
It is the use of the computer by the
teacher and school for the systematic
control and organization of aspects of
instruction including testing, diagnostic
data, learning prescriptions, and recordkeeping.

END OF REPORT
The mediocre teacher tells.
The good teacher explains.
The superior teacher
demonstrates.
The great teacher inspires.
-William Arthur Ward