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Collaboration Teaching Methods
A co-teaching plan can effectively address the educational needs of a diverse group of students in Audrey and Betty's class. Betty and Audrey have unique priorities and together they can better meet the needs of students with a wide range of abilities and needs. Therefore, the ultimate objective for co-teaching is to incorporate different teaching styles into one classroom. Co-teaching eliminates the need to segregate students into different classrooms based on their scores on aptitude tests and enables each student to progress at his or her own pace. With creative and flexible lesson plans, Betty and Audrey can work together and independently with the students to foster their growth and development. In this case, Betty could focus more on students with special needs or whose first language is not English, while Audrey can offer accelerated students options to enhance their learning. The rationale is to create a harmonious teaching environment in which both
... As Betty and Audrey work specific communication exercises into their schedule, they will become more effective teachers and the concerns they have can be reduced or eliminated altogether. The essence of co-teaching is communication: two teachers cannot share the same classroom without collaborating and planning their lessons together. Audrey and Betty will be required to spend some time together after classroom hours for this purpose. One of the main objectives of meeting together on a regularly scheduled basis would be for Betty and Audrey to develop co-teaching lesson plans that clearly delineate their roles and curricula in the classroom. When they collaborate and communicate, they can more effectively run their classroom to the benefit of all students, leaving none behind.
Therefore, the rationale for developing diverse lesson plans would be to address the specific concerns Audrey expressed in her personal notes. While Betty was able to meet the needs of students with…
It is hard to make too much out of the importance of collaborative teams in the improvement process. It is just as important, though, to highlight that collaboration does not lead to better results unless people are paying attention to the right issues. Collaboration is a means to an end, not the end itself. In a lot of schools, staff members are willing to work together on a diversity
That model has been adapted from their work and is shown in the following illustration labeled Figure 1 in this study. Figure 1 Personality Development and Cultural Socialization Source: Finkbeiner and Koplin (2002) Finkbeiner and Koplin additionally relate that the constructivist view is one that holds that "individuals construct the world in ways that help them make meaning of it and from it. Thus our cultural identity is the result of cognitive and
Feedback should also inform the planning of subsequent lessons and activities and come from a variety of perspectives including the student, classmates, and the teacher (Kirkwood, 2000). Problems with this method of instruction occur when expectations are unclear or feedback is ambiguous, sporadic, or overly negative. Classroom behavioral norms must be established and respected. Care must also be taken to protect and support students from undue ridicule and criticism in
Even though the American Revolution is seen as justified today, it was not seen as such during its time period, and a sophisticated historian never sees historical events as inevitable. Nor is the decision to go to war ever a purely good ethical decision. Students will be able to take a similarly rigorous analytical approach later on to other periods of history, and to contemporary civil controversies. The use of
Teaching Video-Journal to Adult Learners It is a widely-accepted fact that the process of reflection is a fundamental construct of transformative learning, allowing learners to make deeper meaning of their life experiences, attitudes, and assumptions by linking the same to the conceptual models and theories of their actual practice (Lamb, Lane & Aldous, 2013). Researchers contend that the developmental process of having to nurture the abilities of learners by exposing them
" The study also found that the promotion of personal teaching efficacy was most evident in schools when other teachers and administrators set goals that were high but achievable, the school climate was organized and serious, and when academic excellence was highly regarded (Hoy & Wolfolk,1993). In addition, teacher efficacy had a great deal to do with the perception that principals could influence their superiors. That is the influence of administrators