Project Based Learning ( Pbl )

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teacher teaches, the other teacher takes attendance, works on grading, or plans the next activity. Like sequential teaching, project-based learning relies on teachers dividing responsibilities. Project-based learning ( PBL) (Chang & Lee, 2010) is a teaching strategy in which students “acquire and develop core learning concepts through collaborative projects that require the learning and application of contextual knowledge” (p. 961). Although project-based learning does not require the use of technology, in this example, project-based learning, as a team teaching model, relies on one teacher teaching the computer concepts needed in order to complete the technological aspect of this specific project while the co-teacher focuses on the content of the project (Chang & Lee, 2010). The teachers’ role in this activity are clearly defined, and the classes are independent of one another. In this model, teachers collaborate to plan the lesson, but not in actually teaching the lesson. Each of these teaming methods can be easily tailored to fit any teacher’s teaching styles or strategies. Given the multitude of team teaching methods available to teachers, settling on a method with one’s teaching partner should not be difficult. The difficulty in team teaching, however, often begins when choosing a teaching partner. Teacher Collaboration Depending on the team teaching model utilized, the level of colleague interaction can vary greatly. Perry described the co-teacher’s role in the classroom as a continuum (2005). The form of collaboration that requires the least interaction with colleagues include methods such as project-based learning and sequential teaching, where one colleague creates the lesson, and the other delivers it (Alia... ... middle of paper ... ... education students—all students—can benefit from team teaching (Chang & Lee, 2010; Garren et al., 2015; Ouellett & Fraser, 2011) . Many of the sources found throughout the research process have focused on the benefits of team teaching at the collegiate level while others examine team teaching relationships in elementary classrooms. The conclusion is that there is no “typical” grouping of students in a team taught environment. Preparing to Team-Teach Once goals and outcomes have been assessed, and teaching teams have been established, teachers must define their roles within the team. Teachers should define their roles by creating a written agreement in which each aspect of team relationship has been defined including: identifying duties and responsibilities, comparing discipline styles, and deciding which teaching model works best (Sileo, 2011; Villa, Thousand, &
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