Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Examples of how-to skills include note-taking, memorization techniques and locating main ideas and supporting details in passages" (Flanagan 2001). The other educator takes responsibility for helping students apply those skills. This might be one way for a younger and an older teacher to collaborate. The older teacher could teach a conventional unit on a particular type of subject matter, such as the Civil War, while the more technologically fluent younger instructor could show students how to use the Internet and other multimedia sources to research primary sources, such as soldiers' accounts from the battlefield, which would complement but not replace the need for the lecture.
Using collaborative teaching often takes greater planning on the part of the teachers. For example, in team-teaching, the teachers must coordinate which teacher will teach what aspect of the lesson. This may be based upon content area, or the type of medium involved: one teacher may teach multiplying fractions, for example, using a filmstrip to supplement his or her lecture, the second might do the same with dividing fractions....
Or the second instructor might field questions, present the same information in a different way, or have the predominant responsibility for using technology.
Supportive instruction demands that the content of the lesson serves the need of both instructors and students must be oriented to their new partners, if working in conjunction with a new class is involved. Complementary instruction must also be executed so that the second half of the lesson is not confusing, and clearly reinforces the first part of the lesson. However, while collaborative teaching may require some extra effort, it can be rewarding when the lessons it conveys are more lasting than those imparted using only conventional teaching strategies. Instructors often appreciate the extra support from a colleague, just as students enjoy the added excitement of seeing a different face or approach in the classroom.
Reference
Flanagan, Barbara. (2001, Spring). Collaborative teaching 101. VCLD. 15(2).
Retrieved March 11, 2010 at http://www.vcld.org/pages/newsletters/00_01_spring/coll_teach.htm
Reference
Flanagan, Barbara. (2001, Spring). Collaborative teaching 101. VCLD. 15(2).
Retrieved March 11, 2010 at http://www.vcld.org/pages/newsletters/00_01_spring/coll_teach.htm
Collaborative Communication and Therapeutic Interventions Collaborative Communication Collaborative Communication and Therapeutic Interventions Improve care for Health Care Clients and Community Collaborative communication and therapeutic interventions play a significant role in improving the care for the health care clients and the overall community. This is the reason that these days the health care organizations assess their performances and design high quality improvement initiatives for carrying out collaborative communication. There is a very strong link between
It is easy, in this instance, to overlook spelling mistakes and errors in clarity and reasoning. Team dynamics can benefit or harm the collaborative writing process. There is an advantage to working with individuals one already knows; there are few surprises with respect to personality traits as they relate to the work. Sometimes better writing can be accomplished when teams are assigned, as this can facilitate diversity and ensure less
Teaching English as a Second Language in Middle School The teaching of ESL (English as a second language as countered to as a language that is foreign) has usually been a specialized activity that is experienced by, if not preserved for, individuals that are conventionally mentioned to as native speakers that are native English. Since there are now a lot more nonnative language ESL teachers than there were before, the area
Convergent questions seek one or more very specific correct answers, while divergent questions seek a wide variety of correct answers. Convergent questions apply to Bloom's lower levels of Knowledge, Comprehension, and Application and may include questions like "Define nutrition," "Explain the concept of investing," and "Solve for the value of X." Divergent questions apply to Bloom's higher levels of Analysis, Synthesis, and Evaluation; are generally open-ended; and foster student-centered discussion,
Math Anxiety I did not realize before that I had any feelings of anxiety related to the subject of mathematics. Math is not the most difficult subject although certainly it can be challenging. Yet, my writing indicates that I do feel math-related anxiety which therefore need to be better understood. From early on, I knew that math was not my favorite subject. For many people math is difficult, primarily because it
Each group of students can start their email-based social forums (such as Google and Yahoo groups) where they can stay in touch while not in class. These are pretty powerful with features such as real time message notifications, real time chat sessions and options to upload files. Tutorials available online on websites can be posted on the forum reference section. Any issues with a project currently assigned to a