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Collaboration and Co-Teaching: Strategies
for Effective Classroom Practice.
Presented by, Farjana Ferdous
Lecturer, Jazan University.
Tuesday, December 24th, 2013

2. George Bernard Shaw :
‘If you have an apple
and I have an apple
and we exchange
these apples then
you and I will still
each have one apple.

3. George Bernard Shaw
‘If you have an apple
and I have an apple
and we exchange
these apples then
you and I will still
each have one apple.
But
if you have an idea
and I have an idea
and we exchange
these ideas, then
each of us will have
two ideas.’

4. Slide Menu
1. Why Collaboration is Important in Teaching & Learning?
2. Different Types of Collaboration for Effective Classroom
Practice:
A. Grade Level Collaboration
B. Co-Teaching OR Collaborative Teaching:
I. One teach, One assist ( Lead & Support)
II. Station Teaching
III. Parallel Teaching
IV. Alternative Teaching
V. Team Teaching
C. Cross-Curricular Collaboration
D. Student Collaboration & Co-operation
3. How does it make the Class more Effective?

6. Why Collaborative Teaching
& Learning is Essential?

7. Every class has a variety of learners…
• Every teacher is faced with
the challenge of meeting the
needs of a classroom filled
with a variety of learners –
their abilities, learning styles,
motivation for learning etc.
• Collaborative teaching and
learning is a must to meet
the needs of the class where
the student & the teacher
both are benefited.
7

8. Different Types of
Collaboration

9. A. Grade Level Collaboration
• Grade level Collaboration involves
working with the other teachers in
your grade level to develop and
implement instruction.
• Teachers should work with other
teachers to make connections
between and among disciplines
• This collaboration requires the most
mutual trust and respect between
teachers and requires that they be
able to mesh their teaching styles.

10. B. CO-TEACHING / COLLABORATIVE
TEACHING
WHAT IS CO-TEACHING?
“when two or more professionals jointly
deliver substantive instruction to a diverse,
or blended group of students in a single
physical space” (Cook and Friend, 1995).

11. CO-TEACHING

12. The Types of Co-teaching
Curriculum
Knowledge
Planning
Time
Allocation
Level of Trust
Philosophical
Agreement
Friend, M., Reising, M., & Cook, L. (1993). Co-teaching: An overview of the past, a glimpse at the present,
and considerations for the future. Preventing School Failure, 37(4), 6-10.

13. STYLES OF CO-TEACHING
Bauwens and Hourcade (1991)
I. One teach, one support
One teacher plans and instructs, while the
other assists students with work, monitors
behavior, and corrects assignments.

14. II. Station teaching
--Curricular content is divided into two parts. One
teacher teaches the first part to half the students and
the other professional presents the second part to
the other half. The two student groups then switch.

15. III. Parallel teaching
--Students are divided into heterogeneous groups in
which each student has more opportunity to participate
in discussions. Different types of presentations are
structured to accommodate the various student learning
styles.

16. IV. Alternative teaching
--Students are divided into two groups, and one teacher
instructs one group while the other person pre-teaches
the other group for the lesson to follow or re-teaches
material using alternative methods.

17. V. Team teaching--
Both professionals share leadership and are equally
engaged in instructional activities. They might use
role play, stage debates, or model note-taking
strategies. (Friend & Bursuck, 1999, pp. 82-85)

18. C. Cross-Curricular Collaboration
• Cross curricular learning helps develop
meta-cognitive learners able to adapt
their learning to new situations.
• Interdisciplinary/cross-curricular
teaching provides a meaningful way in
which students can use knowledge they
have learned in one context as a
knowledge base in other contexts in
and out of school (Collins, Brown, &
Newman, 1989).

19. Student Collaboration & Cooperation
It is our responsibility to give our students
opportunities to collaborate in teams, small
groups or in pairs on assignments

20. Student Collaboration & Cooperation -
Characteristics
 Groups work face to
face and learn to work
as team.
 Students can share
strengths and also
develop their weaker
skills.
 Interpersonal skills are
developed.
 Students learn to deal
with conflicts.

21. Conditions for CL work
 Students need to feel safe and also
challenged.
 Groups need to be small enough that
everyone can contribute.
 Task must be clearly defined.

22. COLLABORATION MAKES CLASSES
MORE EFFECTIVE &
SUCCESSFUL

23. STUDENT BENEFITS
 Better address the diverse needs of students by
creating ongoing effective programming in the
classroom.
 a wider use of instructional techniques, to better
student learning
 more and better critical, planning and reflective
practices by teachers
 social skills improvement / better classroom
management.
 a more “community” oriented classroom
 increased score results & focus attention
 Increase participation & independence of all
students

24. TEACHER BENEFITS
 Both teachers develop new instructional techniques
while teaching and sharing.
 New teachers can be given guidance and mentoring.
 Effective modeling for students.

25. http://www.youtube.com/watch?v=PF8oc5n
P6jI
Together We Can…
• Click the link below to see how
collaboration can make a large task seem
very small.

26. References
• Applebee, A.N., Langer, J.A., & Mullis, I.V. (1989). Crossroads in American education: A summary of findings: Educational Testing Service. Princeton, NJ.
• Austin, V. L. (2001). Teachers’ beliefs about co-teaching. Remedial and Special Education, 22, 245-255.
• Barton, K.C. & Smith, L.A. (September 2000). Themes or motifs? Aiming for coherence through interdisciplinary outlines. The Reading Teacher, 54(1), 54 – 63.
• Brophy, J. & Alleman, J. (October 1991). A caveat: Curriculum integration isn’t always a good idea. Educational Leadership, 49(2), 66
• Ciccorico, E. W. 1970. Integration in the curriculum. Main Currents in Modern Thought 27 (November/December):60–62.
• Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. Resnick (Ed.), Knowledge,
learning and
instruction: Essays in honor of Robert Glaser (453-494). Hillsdale, NJ: Erlbaum.
• Dieker, L. A. (2001). What are the characteristics of “effective” middle and high school co-taught teams for students with disabilities? Preventing School Failure, 46, 14-23.
• Gatewood, T. (March 1998). How valid is integrated curriculum in today’s middle school? Middle School Journal, 29(4), 38 - 41.
• Georgetown College Conceptual Framework Outcomes, Standards, and Indicators (2011).
• Kentucky Department of Education, Division of Learning Services, Collaborative Teaching Practices for Exceptional Children, Question and Answer Document (June
2011).
• Kentucky Department of Education. (2011). HETL common characteristics. Retrieved from http://www.education.ky.gov/KDE/Instructional Resources/Highly Effective
Teaching and Learning/HETL Common Characteristics.tm.
• Magiera, K., & Zigmond, N. (2005). Co-teaching in middle school classrooms under routine conditions: Does the instructional experiences differ for students with
disabilities in
co-taught and solo-taught classes? Learning Disabilities Research and Practice, 20, 79-85.
• Resnick, L.B. (Ed.) (1989). Introduction. In Knowing, learning and instruction: Essays in honor of Robert Glaser (1-24). Hillsdale, NJ: Erlbaum.
• Timmons, Jess “What’s the Big Deal?- Why Cross-Curricular Collaboration is so Darn Good For Kids. Retrieved June 3, 2012 from
http://pricetimmons.blogspot.com/2007/07/so-whats-big-deal-anyways.html
• University of Kansas, Center for Research on Learning: Content Enhancement-Concept Comparison Routine (Fall, 2004).
• Wagner, T. (2008). The Global Achievement Gap. New York, NY: Basic Books.
• Walther-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30,
395-408.

27. Any Questions?