Collaboration teaching methods and effectiveness

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 teacher and student flourish.

Communication is essential in creating a harmonious co-teaching environment. 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 special needs in the classroom, Audrey was worried that the accelerated students were not able to thrive. The rationale for creating diverse lesson plans would be to meet the needs of diverse students: to challenge everyone but enable each student to progress at a pace comfortable to them. A diverse lesson plan would meet the objective of helping all students succeed but in a collaborative environment. For example, all students would be working on a literature exercise, but the accelerated students could choose to work with more advanced essays. Encouraging accelerated, standard education tract, and special needs students to work together enriches the co-teaching environment.

Time management is of the essence in any classroom, since any time wasted takes away from time students can learn. Betty and Audrey need to use their regularly scheduled meetings to ensure that they are keeping on schedule with curricula, to organize and structure their classroom time so that they address all aspects of a given lesson. Time management ensures that exams and assignments are given on time and that the long-term objectives of the class are being met.