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Team Teaching Method

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Rich Vista
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16 views

Team Teaching Method

Uploaded by

Rich Vista
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TEAM TEACHING

METHOD
TEAM TEACHING - INVOLVES A GROUP OF INSTRUCTORS
WORKING PURPOSEFULLY, REGULARLY, AND COOPERATIVELY TO HELP A GROUP OF
STUDENTS OF ANY AGE LEARN. TEACHERS TOGETHER SET GOALS FOR A COURSE,
DESIGN A SYLLABUS, PREPARE INDIVIDUAL LESSON PLANS, TEACH STUDENTS, AND
EVALUATE THE RESULTS.

THEY SHARE INSIGHTS, ARGUE WITH ONE ANOTHER, AND PERHAPS EVEN CHALLENGE
STUDENTS TO DECIDE WHICH APPROACH IS BETTER.
The team-teaching approach allows for more interaction between teachers and students. Faculty evaluate
students on their achievement of the learning goals; students evaluate faculty members on their teaching
proficiency.
CHARACTERISTICS OF TEAM TEACHING:

1. TEAM TEACHING is not a method but an organizational device , plan, execute and evaluate the teaching work in a
cooperative
2. it represent an arrangement of teaching-learning situation where two more teachers join hands for achieving the
desired teaching- learning objectives.
3. The Teaching Team consist not only the teachers, but other personnel also such as laboratory assistant, librarian, clerk
expert from the relevant field and researchers, who may work together to help the teachers in their task.
4. Team teaching works on the principles of joint responsibility shared by increasing grouping and scheduling flexibility.
5. To provide opportunity to specific large or small group of take advantage of the specifically talented, experienced and
more experts teachers otherwise not available to them.
6.To meet the needs and interest of the students and institution and removing their difficulties relating to the teaching-
learning of some specific contents activities.
7. To minimized the wastage and errors occurred in the instruction process.
THESE SIX TEAM TEACHING MODELS:
1. ONE TEACH/ONE OBSERVE
2. ONE TEACH/ONE ASSIST
3. STATION TEACHING
4. PARALLEL TEACHING
5. ALTERNATIVE OR DIFFERENTIATED TEACHING
6. TEAMING
The Six Team Teaching Models:

One Teach/One Observe


In this model, one teacher is primarily responsible for delivering instruction to the entire class, while the
other teacher is serving as an intentional observer. While observing, this teacher can observe and record
student behavior, student understanding, or even the teaching teacher's style and behavior.

One Teach/One Assist


Teachers using this model divide the teaching responsibilities so that one teacher delivers the lesson and the
other teacher monitors and assists individual students that may need help.

Station Teaching
Station teaching allows each teacher to work with smaller groups of students. The teachers divide the
students into groups and create activities for the students to engage with the lesson material along with the
assistance of a teacher. These stations can involve the teaching of new content, reinforcement of previously
learned material, or challenging activities for students that are ready.
Parallel Teaching
In this model, the teachers divide the class in half. Each teacher works with one of the groups of students,
teaching the exact same content. Teachers can decide to divide the group randomly, or to divide the class
according to readiness level for the lesson or preferred learning style.

Alternative or Differentiated Lesson


When using this model, one of the teachers teaches the main lesson to the majority of the class. The second
teacher works with a small group of students to either provide remedial help or to extend the lesson with
more challenging material.

Teaming
This approach involves both teachers working together to deliver instruction to the same group of students at
the same time.
Steps of team teaching:

For team teaching, a sequential procedure is followed. Following steps are involved in the process of team teaching.

(1) Planning:

In this step plan for team-teaching is prepared.


(i) To determine the objective of team teaching.
(ii) The orientation of faculty. Since it is a collaborative activity it is the responsibility of the organizes to provide
orientation to the teacher involved about
The concept of team teaching.
The rationale of implementing it.
Responsibilities of each team member.
Teachers should also be told about their roles, record making, communication strategies, and scheduling teamwork.
(iii) to write, the objective of team teaching is behavioral terms.
(iv) to make a decision about the topic of teaching.
(v) to determine evaluation techniques.
(vi) to create teaching material and planning for a favorable environment.
2) Organization:

To organize team teaching, the objectives of the organization are kept in mind and problems of students are also kept in
mind.
Following activities, one performed for the organization of team teaching.
Teachers judge the entering behavior of students for making a decision about the level of the instructions.
After determination of entry behavior of students, communication technique is selected.
The teacher then delivers the lead lecture and fellow teachers of team listen to him and note points where students face
difficulties, which topic head more detailing and which parts of the lecture were not presented properly.
after this other teachers also deliver the lecture and clarify the different elements by supplementing the lead lecture.
the activities of students are reinforced.
during these lectures, some tasks are assigned to the students for better compliance in the classroom.

(3)Evaluating team teaching:

This is a very significant step in the entire team teaching process.


In this step, evaluation is done in the context of the acquisition of objectives on the basis of the performance of students.
In this step oral, written questions and experimental methods are followed for evaluation. Every question evaluates an
objective.
The drawbacks and difficulties of the students are diagnosed and proper remedies are proposed.
Results of evaluation act as the reinforcement in pupils and teachers.
THIS COMBINATION OF ANALYSIS, SYNTHESIS, CRITICAL
THINKING, AND PRACTICAL APPLICATIONS CAN BE DONE
ON ALL LEVELS OF EDUCATION, FROM KINDERGARTEN
THROUGH GRADUATE SCHOOL.
NEW TEACHERS MAY BE PAIRED WITH VETERAN
TEACHERS. INNOVATIONS ARE ENCOURAGED, AND
MODIFICATIONS IN CLASS SIZE, LOCATION, AND TIME ARE
PERMITTED. DIFFERENT PERSONALITIES, VOICES,
VALUES, AND APPROACHES SPARK INTEREST, KEEP
ATTENTION, AND PREVENT BOREDOM.

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