Collaborative teaching by dr manishankar chakraborty and mr salim bani oraba

1. Mr. Salim Bani Orabah
&
Dr. Manishankar Chakraborty
Ibra College of Technology
Sultanate of Oman

2. Contents
 Definition
 Introduction
 Literature Review
 Models of Collaborative Teaching
 Advantages
 Challenges
 Pre-requisite
 Activity
 Proposed Roadmap
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3. Definition
 “A style of pedagogy in which teachers collaborate with
one another in planning instruction, may team-teach
with one another, and often collaborate with students
in setting instructional goals and designing
instructional activities”. (Highered Mcgraw-Hill)
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4. Introduction
 Integrates multiple viewpoint
 Expanded number of teaching styles
 Better connect with student learning preferences
 Healthy exchange of ideas and perspectives
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5. Literature review
 The article examines how management science
researchers and academics might more fruitfully
collaborate with actual managers. (Bartunek, 2007)
 The goals of a collaboration between a large urban
school district and a state university school of
education included increasing the retention of
beginning teachers, providing them with systematic
support and assistance, and reducing their feelings of
isolation through cooperative team planning. (Colbert
& Wolff, 1992)
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6. Models of Collaborative Teaching
 (1)Traditional Team Teaching- Traditional team
teaching involves two or more instructors
teaching the same course.
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7. Advantages -Traditional Team
Teaching
 Includes potential deep student learning because
of exposure to the connections across the
disciplines of the instructors, the ambiguity of
different disciplinary views, and the broad
support that a heterogeneous teaching team can
provide during the entire course.
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8. Challenges-Traditional Team
Teaching
 Includes the misfortunes that could occur if the
team is not well organized and connected. One
challenge is determining the amount of credit
each of the team members receives for teaching
the course. Sometimes an instructor receives only
a fraction of the credit that he or she would
receive for teaching a course solo, while in reality
team teaching usually requires each instructor to
engage more work than when being the only
instructor.
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9. Models of Collaborative Teaching
 (2) The linked course approach-
 Involves cohorts of few students taking two or three
courses linked by a theme.
 For example, the theme could be “the environment”
with the 3 courses being introductory biology,
political science, and English.
 Once each week the instructors of these linked
courses provide a one-hour seminar for the cohort in
which the instructors jointly discuss connections,
similarities, and differences between the content and
objectives of the courses.
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10. Advantages-Linked Course
Approach
 Based on the research on student learning
communities fostered by linked courses, include
increased student retention—particularly for
students academically at risk; faster and less
disruptive student cognitive intellectual
development; and greater civic contributions to
the institution.
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11. Challenges-Linked Course
Approach
 Includes finding students for the cohort and
aligning the student schedules (this is usually
undertaken by the student affairs division and the
registrar).
 Another challenge is sometimes the cliquish
behavior when the student cohort is embedded in
a larger class.
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12. Models of Collaborative Teaching
 (3) Connected Courses-Courses arranged and
connected by the instructors to meet at the same
scheduled time so that the classes can meet as a
whole when the instructors think it is
appropriate. The instructors can illustrate and
emphasize the interdisciplinarity of certain topics
or approaches appearing in both courses.
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13. Advantages-Connected Course
Approach
 Includes the student encounters with different
disciplinary connections and related ambiguity.
 This model is easier to set up than the student
learning community linked course model because
there is no cohort to form.
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14. Challenges-Connected Course
Approach
 Includes finding a space for the joint class
meetings.
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15. Pre-requisite for Collaborative
Teaching
 Cultivating Colleagueship
 Finding (or cultivating) a good fit in personality,
expertise, and pedagogical philosophy is important to
functioning as an effective instructional connection.
 Strong mismatches in these areas could pose serious
obstacles or, on the other hand, provide a variety of
learning experiences and opportunities for students.
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16. Pre-requisite of Team Teaching
The following questions may be useful as you consider any
type of collaborative teaching with a colleague:
(1)Do we share a mutual respect for one another?
(2)Are we free to disagree respectfully without putting
our careers in jeopardy?
(3)Are our areas of expertise more likely to complement
each other or compete for dominance in the course?
(4)Are we both willing to compromise on issues around
which we are used to having a high degree of autonomy
(eg. grading standards, course content, and classroom
management in the case of team teaching)? (These are
not of such concern for linked courses.)
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17. Pre-requisite-Constructing Team-
Taught, Linked, or Connected
Courses
 Goals of the collaborators are important.
 Only complementing is not sufficient.
 Proper course design especially in team-taught,
linked, or connected courses is a must.
 Reaching a consensus, linked or co-instructors
dramatically improve their chances of offering
compelling, coherent courses.
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18. Pre-requisite-Constructing Team-
Taught, Linked, or Connected
Courses
Serial or parallel teaching splits time between two
fundamentally different approaches that can leave
students confused; moreover, it fails to take advantage
of the opportunity for instructors to build community
and model rigorous, courteous academic discourse.
Linked or co-instructors who improvise policies or
assignments independently create an environment that
promotes triangulation (students playing one
instructor against the other) and inconsistency.
If there is a power imbalance involved among the
instructors that is not addressed such as between senior
and junior faculty, students will recognize the
inequality and their learning from one of the
instructors may be compromised.
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19. Feasibility & Viability at ICT?
(Activity)
 Make groups of five lecturers from various
departments to identify the courses suitable for-
 (a) Linked course approach
 (b) Connected course approach
 (c) Prepare a plan of action (steps)for effective
implementation
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20. A Proposed Roadmap
 Within Department
 (1)Cluster courses with commonalities
 (2)Seek volunteers(lecturers/facilitators)
 (3)Finalize contents & assessments in line with Ministry
outcomes and graduate attributes
 (4)Staff training on synergistic, symbiotic collaboration
techniques
 (5)Identification of core competencies of each staff
member
 (6)Allocate portions
 (7)Standardization of delivery techniques
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21. A Proposed Roadmap
 (8)Finalization of time-table with solo/duet lecture
depending upon the needs
 (9)E-Learning tools like MOODLE can be used
proactively as a tool for facilitation and continuous
learning
 (9)Seek learner feedback on understanding and
retention of delivered concepts
 (10)Incorporate changes and evolve
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22. A Proposed Roadmap
 Between Departments
 (1)Identify courses where departments can collaborate
 (2)Identify the major areas/concepts/outcomes within
a course that calls for collaboration
 (3)Discuss within a committee comprising of academic
administrators and lecturers the viability/feasibility
aspect
 (4)Finalize clearly the deliverables/outcomes to be
attained after the exercise
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23. A Proposed Roadmap
 (5)Finalize contents and delivery techniques, itinerary,
assessments
 (6)E-Learning tools like MOODLE can be used
proactively as a tool for facilitation and continuous
learning
 (7)Seek learner feedback on understanding and
retention of delivered concepts
 (8) Incorporate changes and evolve
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24. References
 Anonynomous . (2011). Definition of Collaborative teaching. Available: http://highered.mcgraw-hill.com/sites/0072486694/student_view0/glossary.html.
Last accessed 16th of April 2014.
 Vanderbilt University. (2011). Center for Teaching. Available: http://cft.vanderbilt.edu/guides-sub-pages/teamcollaborative-teaching/. Last accessed 16th of
April 2014.
 10.5465/AMJ.2007.28165912 ACAD MANAGE J December 1, 2007 vol. 50 no. 6 1323-1333
 doi: 10.1177/0022487192043003005 Journal of Teacher Education May 1992 vol. 43 no. 3 193-199
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25. Collaborate we grow, individually we
stagnate
Thank-you
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