There is no doubt that success in teaching and learning depends on the quality of the knowledge and skills which are most teachers or instructors should apply in the classroom. Teaching is seen as a creative performance by the success of learning practices. In line with this statement, to achieve the quality of teaching in today's knowledge-based, collaborative teaching approach is considered as a priority by many educators. The collaborative teaching concept in a globalize world of today has brought to broaden areas, where it is applied based on the conditions of a particular place, time and space. Collaborative is the use of various professionals working together to achieve the child's education program (Murata and Tan, 2009).
As for Gately and Gately (2001), collaboration is one way of teachers work together in which the general education teachers and special education teachers act as a team to help and coach students in the class. According to Ford, Davern & Schnorr (2001), students learn best in classrooms where learning format that reflects the differences in students' learning approaches have been used in teaching and learning process. It can be said that the collaborative is very important and plays an important role in creating understanding in the classroom and help both educators and students to achieve their goals in all learning environments. Excellent collaborative teaching leads educators in making better use of appropriate knowledge and skills, maintain students’ capabilities and facilitate the participation of students in a class. Good collaborative teaching creates more inspiration for educators to teach effectively, and encourage students to work efficiently and creatively through creating and sharing knowle...
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...and Special Education, 22(4), 214-225.
Friend, M.,& Cook, L.(2007). Interactions: Collaboration skills for school professionals (5th ed.). Boston: Pearson.
Gately, S., & Gately, F. (2001). Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40–47.
Inger, Morton (1993). Teacher Collaboration in Secondary Schools. Center Focus. Retrieved February 24, 2012, from http://vocserve.berkeley.edu/centerfocus/cf2.html
Keefe, Elizabeth B, Moore, Veronica & Duff, Frances (2004). The Four “Knows” of Collaborative Teaching. Proquest Educational Journal, 36.
Murata, Nathan M. & Tan, Carol A. (2009). Collaborative Teaching of Motor Skills for Preschoolers with Developmental Delays. Early Childhood Educ J, 38, 483-489.
Tannock, M.(2009). Tangible and intangible elements of collaborative teaching. Intervention in School and Clinics, 44(3), 173-178.
The article, “6 Steps to Successful Co-Teaching”, also discusses six helpful tips to implement into the classroom to make co-teaching successful. The first step being to establish rapport as teachers, the students will be able to tell if there is tension between the teachers so they will feel more comfortable if the teachers are comfortable also. The second step is to identify both of the different teaching styles. The teachers need to find a balance and create a consistent classroom. Third step is to have both teachers discuss strengths and weakness. By knowing both of the teachers’ strengths and weakness upfront they can see who can reach more students in different areas. Discussing IEPs and educational goals is the fourth step and by doing so both teachers will have a better understanding. The fifth step is to form a plan of action and act unified in all matters. Being consistent is very crucial in the classroom and even outside of it. The last step is to take risk and grow. The article discusses how co-teaching creates a safety net for the teachers to take more risks than when they are by themselves (Marston).
An educator that is concerned with collaboration, according to the PBDR, is one who “always participates as expected,” and “seeks to build collaboration with other professionals” (PBDR). The CEC Special Education Professional Practice Standards echoes this concern in standards 3.0 Professional Development and 4.0 Professional Colleagues. Both deal with a special educator’s willingness to collaborate with either “professional colleagues from other disciplines” (CEC-SEPPS 4.1), “colleagues from other agencies (CEC-SEPS 4.3),” or with “general and special education professional colleagues” (CEC-SEPPS 4.4). The CEC-SEPPS extends collaboration activities to participation “in systematic supervised field experiences for candidates in preparation programs” (CEC-SEPPS 3.5) and “as mentors to other special educators” (CEC- SEPPS 3.6) as well. The inherent message be...
In the teachers standard 2013, sustained shared learning has been identified as contributing to better outcomes and good prepress in children. Sustained shared learning refers to shared learning, when in a setting two or more individuals are work together to do things. Sustained shared learning facilitate in focusing the child and young adult to wonder and be engaged on the learning process with excitement. It helps in understanding the child better and helps in exploring more about the learning and teaching styles of
The purpose of the study by Carter, Prater, Jackson, & Marchant (2009) was to describe teachers’ perceptions of collaborative planning processes when using the model developed by Prater to plan adaptations and accommodations for special needs students. Prater developed the curriculum, rules, instruction, materials, environment (CRIME) collaboration model. The four steps of the CRIME process are to (a) evaluate the curriculum, rules, instruction, materials, and environment of the general education classroom; (b) list the student’s learning and behavioral strengths and limitations; (c) compare the environment of the classroom with the student’s profile to identify learning facilitators and barriers; (d) plan accommodations and adaptations that will ease the learning process and help alleviate the effect of learning barriers. Effective collaboration between the general education teacher and the special education teacher can facilitate the successful inclusion of the special needs student into the general education classroom.
Co-teaching is the collaboration of two or more credentialed teaching professionals, most typically a general education teacher and a special education teacher. To truly qualify as a co-teaching model, each teacher must be actively involved in the teaching of the lessons. Each teacher contributes their own unique expertise to the planning, instruction, and managing of all students in the classroom. If executed in this way, co-teaching can enhance the learning environment and involve and engage all students in the classroom. All students, from the academically gifted to the academically challenged, can benefit from the increased engaged time and more diverse instruction which the co-teaching model offers.
I recently took a course on cooperative discipline and found that many of my own beliefs and practices involving discipline in the classroom were validated and reinforced throughout the class. Students do choose how they will behave and the best way (maybe even the easiest way) to get them to make the right choices in the classroom is to foster a feeling of mutual respect and to give them a sense of responsibility or classroom ownership. Kids want discipline, or maybe to put it differently they want structure and predictability. And the nice thing about Linda Albert’s cooperative discipline model is that it gives the students exactly what they need. But what are our responsibilities? Linda Albert tells us that “the ultimate goal of student behavior is to fulfill a need to belong”, so it is our job to fill that need by helping the student to feel capable, connected, and able to contribute (in a positive way) to the group.
The name of the journal article is called, “When assumptive world collides a review of definitions of collaboration and consultation.” It was written by Ann C. Shulte and Susan Osborne. This review comes from the Journal of Educational and Psychological Consultation. 14(2), 109-138. The journal article was published June,1 2003.
...assroom teacher. Teacher who collaborate must be honest and open about concerns and feelings. Collaborators must be willing to plan activities that ensure success. Involving students as peer helpers for students with disabilities is a very effective strategy. Teachers will need to model strategies for students and allow students to be involved in problem-solving sessions. Peer assistance and support can help nondisabled students build and maintain relationship with their disabled peers. Teachers must be willing to be a team player. The team must be willing to plan and work together on all issues, especially student behavior. Each team member must be prepared for his or her part of all planning and lesson responsibilities.
Macarthur, Charles A., Rozmiarek, Daniel J., (1999), Full-Time Collaborative Teaching: Special Education in an Inclusive Classroom. Graham, Steve & Harris, Karen R. Ed., Teachers working Together, Massachusetts: Brookline Books.
“COOPERATIVE LEARNING (CL), THE Instructionaluse of small groups in order toachieve common learning goals via cooperation,has made an almost unprecedented impact in educationduring the last two decades.According toJohnson, and Smith (1995)CL is oneof the most thoroughly researched areas in educationalpsychology. As they assert,We know more about cooperative learning than weknow about lecturing, age grouping, departmentalization,starting reading at age six, or the 50-minuteperiod. We know more about cooperative learning than about almost any other aspect of education.”
It can help develop complex concepts and transfer knowledge and skills(Woolfolk & Margetts, 2013). This scaffold includes collaboration which is suitable for the disequilibrium of Piaget’s theory and the social-constructionism of Vygotsky’s (McDevitt). This aligns with the author’s philosophy of learning (Hamilton, 2016), which supports a balance between constructionist and social-constructionist theory. In addition, it meets curriculum and policy documents expectation for team-work and collaboration skills (ACARA, n.d.; Australian Government Department of Education, Employment and Workplace Relations, 2011). It is interesting that even when a problem is inauthentic, this model has shown positive results (Woolfolk & Margetts, 2013).
Mathews, M. (1992). Gifted Students Talk About Cooperative Learning. Educational Leadership, 50. Retrieved March 10, 2003, from http://www.ascd.org/readingroom/edlead/92101mathews.html.
Collaborative learning is a situation where two or more people attempt to learn something together. Dillenbourg, P. (1999). Lev Semenovich Vygotsky, (born in 1986), introduced his theory that, human development—child development as well as the development of all human kind—is the result of interactions between people and their social environments. What this states is that the development of a “higher education” is the product of comparing and contrasting ideas of others ultimately to conclude a solution to a problem as a whole or group. Everyone’s input in a collaborative situation will play a role in final solution.
...I believe through the use of critical thinking, communication with students and parents and showing the creative side of learning the collaboration within colleague would be enhanced. I know from my prior experience within the classroom as a substitute that without some collaboration the students are at a disadvantage. One memory stands out the most when collaboration is mention is when I was subbing for a ECE Teacher in a regular learning classroom, while the teacher was giving the rest of the students their assignments I was working one on one with a ECE student that needed the extra help in order to fulfill their task. The teacher and I collaborated on the questions that the student had left to complete before moving on to their homework. Through the use of collaboration the student was able to complete their task and be on the same task as the rest of the class.
Collaboration between a general education teacher and a special education teacher is important to a student 's academic success inside the classroom. Students who require special services need general education teachers and special education teachers to be in sync on all matters education. This coordination by both teachers will give each student the best possible chance at a quality learning experience. Accomplish collaboration can be difficult because of varying reasons. Findings by Eccleston (2010) suggests that successful collaboration combines four traits. Those traits are being thoughtful, knowledgeable, compassionate, and having leadership skills (Eccleston, 2010). Even though both teachers have their own pedagogies, earnestly implementing