Teacher collaboration examples

Collaborative learning activities can help students to develop problem solving and group work skills. There are many types of collaborative activities that students can complete. However, teachers should be prepared to have some talking and movement in the classroom for these activities. Jigsaw Activity. One simple activity that you can do with a variety of content is the jigsaw activity.

Situations to use the jigsaw strategy:. Group Investigation. When a group investigates a new topic, it can be very fun, and the group will take ownership of the topic and the presentation. The teacher should select a broad topic, such as the Civil War.

Double Entry Journal. Another collaborative learning example involves creating a double entry journal can be completed with a pair of students. Students can each make one on their own.

Then, the pair can collaborate and compile their ideas into one double entry journal. Teachers can use this with novels, textbook reading assignments, news articles, research information, etc.

The jigsaw activity, group investigation and double entry journal are just three ways that students can collaborate and learn important content. The best part is that students are bouncing ideas off each other and helping create interesting products.

Building Teacher Collaboration School-wide

Image by Gerd Altmann from Pixabay. Bright Hub Education.

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Skip to content. Collaborative Learning Examples Collaborative learning activities can help students to develop problem solving and group work skills. Collaboration is an important life skill Jigsaw Activity One simple activity that you can do with a variety of content is the jigsaw activity. Each student will be given a piece of the puzzle to learn or to investigate. After the group has its information organized and compiled, it can share its knowledge with the class.

Situations to use the jigsaw strategy: Covering a great deal of content in a textbook Researching a new concept or idea Learning new vocabulary from a list Learning Greek and Latin Roots Group Investigation When a group investigates a new topic, it can be very fun, and the group will take ownership of the topic and the presentation.

The group of three-to-five students should narrow the topic down to a topic that they could research.

teacher collaboration examples

Then, the group will share the information in around a five-to-ten minute presentation, depending on the age of the student. The group will need to assign each person a subtopic of the group topic to research. The group will come back together to share and organize the information. The group will present its information to the class. Double Entry Journal Another collaborative learning example involves creating a double entry journal can be completed with a pair of students.

Students need to create a large T on a piece of notebook paper. On one side the student needs to write down interesting or important information from the reading assignment. On the other side, the student needs to write what he or she thinks about the information. When the journal is complete, the student needs to share his or her journal with another student.

The students need to compile one journal with information that the pair believes is important or intriguing. Image by Gerd Altmann from Pixabay This post is part of the series: Collaborative Learning These lessons will give ideas for collaborative lessons as well as give tips on how to make them successful in a classroom.

Privacy Policy. Search website.There are many ways for teachers to work collaboratively and many ways for schools to become more collaborative workplaces. In a school where teachers have had little experience of collaboration, a small group of faculty could start by setting up regular, informal conversations about lesson plans. In a school or district with an ambitious agenda to foster collaboration, administrators could reorganize schedules, reallocate staffing and devote other resources to supporting more effective collaboration.

Educators could introduce elements of collaboration into their existing approaches to work, or they could embrace collaboration so that it transforms everything that teachers, principals and students do.

This discussion describes a number of collaborative practices. These practices are often combined and used together. In mentoring relationships, a teacher may work with another teacher whom he or she views as more experienced or knowledgeable in a particular area. Mentors may observe their mentees teaching and provide constructive feedback or invite the mentee to watch them teach to learn by example.

Mentors and mentees could also co-plan lessons or units of study by designing with particular student learning needs in mind, such as those of English-language learners. Some schools make explicit roles for mentors among the ranks of their teachers, particularly for helping beginning teachers, guiding teachers who are new to the particular schools—possibly as part of an induction process—or assisting teachers who are adapting to new grade levels, content areas, pedagogies or instructional goals.

Some schools make mentoring a routine practice for all teachers to help them develop skills and knowledge.

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Principals can play important roles in mentoring approaches and in creating an atmosphere where all teachers, new and continuing, are able to work with their colleagues. This term does not automatically imply that any collaborative activities take place. But if existing teams are leveraged, they can be obvious places to spur more collaborative work. Collaborative teacher teams can be organized and structured in a variety of ways, for a variety of purposes.

Collaborative teams can be organized to bring together teachers within a department or grade level, or they can focus on specific issues such as improving reading across the curriculum. Professional communities, or professional learning communities PLCsare an approach to school improvement that includes teamwork but extends beyond teams. A professional community is usually understood to comprise a group of people across a school who are engaged in common work; share a set of values, norms and orientations toward teaching, students and schooling; and operate collaboratively with structures that foster interdependence.

Based on their research on school organizational features and student achievement outcomes in Chicago public elementary schools, researchers from the University of Chicago Consortium on School Research led by Anthony Bryk acknowledged that working a professional community represents a very new arrangement for teachers, one dependent on collaboration.

It makes their work public to their colleagues, requires critical questions and relies on a shared commitment to student improvement.Have questions about subscribing?

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Click Here to learn more. Teaching is simultaneously one of the hardest and one of the most rewarding jobs in the world. We often say that students make it worth it, but there's something else that can make or break your happiness as a teacher: your colleagues. In this article, " Research Shows Teacher Collaboration Helps Raise Student Achievement ," researcher Carrie Leana writes about the missing link in school reform: teacher collaboration.

In her study of over 1, 4th and 5th grade teachers in New York City, Leana found that, "students showed higher gains in math achievement when their teachers reported frequent conversations with their peers that centered on math, and when there was a feeling of trust or closeness among teachers.

Collaboration begins with finding time to connect with colleagues, to share thoughts, and provide support. Here are 3 tips for successful collaboration:. Build Relationships: Teaching is emotionally draining, and the best colleagues can be there for you in all types of situations.

teacher collaboration examples

A student erupted in anger? Go next door at lunch time and get a hug. A student said a wildly funny thing in the middle of class? Pop your head into a colleague's classroom and let your laughter loose. Remember to ask your colleagues to share their trials and triumphs with you, too. Sometimes just asking fellow teachers how their day is going opens up the doors for productive and bonding conversations. The relationships you build with colleagues aren't just good for your mental well being; they're also the foundation of collaboration that can result in increased student achievement.

Just like building relationships with students lays the groundwork for academic success, building relationships with colleagues lays the groundwork for effective collaboration.

Find Time to Collaborate: Shared planning time allows teachers to collaborate during the school day. With shared planning time, teachers are able to make strides in planning rigorous and appropriate lessons for their students.

Ideally, your school provides you time within the school day to collaborate with colleagues. If this is not possible, consider lobbying to use some of your school's professional development time for grade level or department teams. Consider ways that you can collaborate both in and outside school.

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Sneak a few minutes before or after school to check in with colleagues. Think about collaborating virtually using Google Docs, Skype, or email.

Teaching as a Team Sport Video Playlist. Algebra Team: Teacher Collaboration.Nose to the grindstone, I prepared for Monday, Tuesday, Wednesday, and Thursday -- what to teach, what to test, and how to learn.

I gave it my best shot, alone. I was the only Spanish teacher. What did I have to say to teachers of other disciplines? Other than collegial greetings, I did not seek them out.

How stupid could I have been! I should have taken the time and effort to collaborate! I remember feeling so frustrated about classroom discipline that I had decided to teach college instead of high school. My teaching career began in the tiny town of Patagonia, Arizona. Looking back, I had an ideal situation: class sizes of no more than 15 students, in a small community where everyone knows everyone, and a four-day work week!

I now wonder how different things would have been if I had taken the initiative and sought advice, wisdom, and assistance from the other experienced teachers. A lot of help! What did they need from me? Being a newbie, I couldn't really share pedagogy, but what they could have used to their benefit was my eagerness, energy, and enthusiasm.

Perhaps I am an extreme example of what not to do, but I have witnessed a general sense that teachers, when it comes to their performance in the classroom, tend to stick to themselves. This could be because of self-consciousness or embarrassment, but the attitude of professional privacy is not conducive to professional development. I was lucky to have a mentor in my next school that knew what teaching was all about. He would actually seek me out, ask me for advice and would share what he was working on in his classroom.

I felt comfortable doing the same with him. I learned a lot from him. I could have learned even more if I had realized how much my professional development depended on effective teacher collaboration.

Co teaching examples

If I had it to do again, this is what I would do to get the most out of my formal and informal collaborations with other teachers:. First of all, I would get to know them and not wait for them to get to know me.Co-teaching or collaborative team teaching can involve a general education and special education teacher working together.

teacher collaboration examples

Can having more than one teacher in the classroom help students learn better? And for most students who learn and think differently, the general education classroom is the LRE. Co-teaching often occurs in inclusive classrooms. Being in a co-taught classroom has many benefits. Students can spend more time with the teachers and get more individual attention. Students have the opportunity to learn from teachers who may have different teaching styles, ideas, perspectives, and experience.

How it helps students: Students see the teachers as equals with each other. It also gives students the chance to ask questions and get assistance during a lesson. Also, an observing teacher may collect information about how a student responds to different teaching approaches or about attention and behavior.

It also allows teachers to discreetly address issues as they come up. Station teaching. Teachers may be responsible for different parts of the lesson plan.

This allows them to play to their teaching strengths. How it helps students : Teachers divide the students into groups using flexible grouping. How it helps students : Both groups learn the same thing but the teachers can use different ways to teach it depending on the needs of the students in their group. How it helps students : The other teacher can work with a small group on a different lesson or give more support to struggling learners.

It relies on teachers being able to communicate with each other even when they may disagree on the best strategy for teaching a topic or how to grade a certain student. But it also means there are more people to turn to for problem-solving. Interested in learning more about co-teaching? Explore the six models of co-teaching in more depth. Share What Is Co-Teaching? At a Glance Co-teaching or collaborative team teaching can involve a general education and special education teacher working together.

There are different models of co-teaching. Co-teaching works best when both teachers are equals in the classroom.Teacher collaboration occurs when members of a learning community work together to increase student learning and achievement. If our ultimate destination as educators is student achievement, think of teacher collaboration as the journey.

So, why is it that effective collaboration among teachers is not happening in any formalized or regular way despite the obvious benefits? When teachers come together to share information, resources, ideas, and expertise, learning becomes more accessible and effective for students.

Collaborating means purposefully building interpersonal relationships and working towards healthy interdependence, which occurs when teachers are comfortable giving and receiving help without forfeiting accountability. When we get teachers co-planning and co-teaching based on a shared vision, here are some of the benefits we can expect:.

The best part about the benefits of teacher collaboration is that they can be a reality—as they are in so many learning communities around the world. The key is acknowledging, understanding, and working diligently to overcome the challenges and obstacles standing in the way of high-quality teacher collaboration. For many schools, teacher collaboration is unchartered territory, leaving the practice unstructured and inconsistent.

The most common challenges of high-quality, effective teacher collaboration are:. Despite these challenges, data proves that Professional Learning Communities PLC and Professional Learning Networks PLN are extremely effective methods of teacher collaboration that have a direct influence on student engagement and achievement, as well as growth for the educators who work with them. Technology plays a major role in modern teacher collaboration. Actively participating in a PLN on a social network gives you direct access to the knowledge, experience, and resources of countless educators who you may have never connected with in your immediate professional circles.

Twitter is an amazing digital hub for educators and educational resources. Take it a step further by participating in relevant Twitter Chats —when a group of Twitter users Tweeters?

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You probably already have the tools to connect with colleagues and share ideas in an online community tailored to your district or school. It it has the communication and sharing tools you need, your LMS is the perfect place to create common assessments, track student data, share resources, and keep assignments. Have access to your LMS in these meetings as a place to create instructional content, store lesson plans and resources, and analyze student data—with the added benefit of live human interaction.

Video technology aids teacher collaboration, as well. Record lessons to use for professional development and coaching in collaborative meetings.Teacher collaboration has been a common element of middle grades initiatives for years, typically one or more of these three organizational models: common planning time, professional learning communities, and critical friends groups.

Each model is distinct, yet they share common features. They 1 advance teacher learning, 2 address context-specific issues, 3 foster collegiality, 4 reduce teacher isolation, and 5 lead teachers to greater insights about teaching and learning. The overarching, and arguably the most important common element, is the goal of improved student learning.

What makes each organization model unique? First, the teachers are organized differently in each model: interdisciplinary teams, disciplinary teams, or self-selected teams.

Some collaborative practices to consider

The recognized features of each organization model are summarized in Table 1. Organizational models facilitate, but do not guarantee collaboration. How teachers engage in a model can make a difference. Equally important is understanding how to engage effectively in collaborative work with colleagues.

As with other skills, we gain a greater capacity for collaboration with the opportunity to practice. To initiate or revitalize teacher collaboration in your school, try these five strategies. Create a truly shared vision and goals. The level of ownership they feel in the process influences how much teachers actually invest in collaborative work. A shared vision and goals can lead to that sense of ownership.

The strong connection between the work and the vision of the team can help individuals see purpose and assume ownership in the process. Develop a sense of community. At its core, collaboration is relational. Getting to know your colleagues, understanding their passions, and taking the time to connect on a personal level can help members gain mutual respect and look past perceived eccentricities in others.

Establishing shared values and commitments can unify the group and provide purpose for their collective work. Like all relationships, a collaborative community develops over time and requires work to maintain. Trust influences the effectiveness of collaborative work. Respecting group commitments such as being fully present at meetings and seeing the best in others helps establish trust and build a cohesive community. Other ways to develop community include establishing traditions, celebrating accomplishments, and recognizing individual contributions.


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