Team Teaching

BP IP UII Training
Budi Tiara Novitasari & Herman Felani
Your thoughts and experience on team
teaching
Definition
Experience
Expectation
Dos & dont
Hotties and notties
Laugh & tears
Define team teaching
Quinn and Kanter (1984) defined team teaching as "simply team work
between two qualified instructors who, together, make presentations
to an audience.
All arrangements that include two or more faculty in some level of
collaboration in the planning and delivery of a course (Davis,1995:
8).
Which category is BP?
Category A: Two or more instructors are
teaching the same students at the same time
within the same classroom;
Category B: The instructors work together but
do not necessarily teach the same groups of
students nor necessarily teach at the same time.
Category A & B
Category A team teaching usually involves a combination of these
models according to the personalities, philosophies or strengths of
the team teachers as well as the personalities and strengths of the
learners.
For monetary and spatial reasons, Category A usually involves two
partners.
Category B team teaching consists of a variety of team teaching
models, in which the instructors work together but do not necessarily
teach the same groups of students, or if they do, they do not teach
these students at the same time.
Six models of team teaching type A: Maroney
(1995) and Robinson and Schaible (1995).
1. Traditional Team Teaching
2. Collaborative Teaching
3. Complimentary / Supportive Team Teaching
4. Parallel Instruction
5. Differentiated Split Class
6. Monitoring Teacher
Types of Team Teaching
Interactive team teaching two faculty members present in front of the class
simultaneously.
Rotational format team teaching faculty alternate teaching the class. This rotational
format has a number of variations depending on the subject matter and the number of
faculty involved.
Participant-observer team teaching all participating faculty are present for all the
classes, but only one is teaching at a time. Roles that the other teachers could play as
participating observer(s) are model learner, observer, panel member, or resource (Klein,
1990).
Team coordination faculty arrange and integrate a curriculum so as to maximize
learning and connections using paired or linked courses, an integrated cluster of
independent courses, or freshman interest groups (McDaniels and Colarulli, 1997).
Though not necessarily team teaching per se, this curriculum-level approach to
interdisciplinarity can help to achieve some of the expected gains of team teaching.
Category B
1. Team members meet to share ideas and resources but function
independently
2. Teams of teachers sharing a common resource center
3. teach different sub-groups within the whole group
4. One individual plans the instructional activities for the entire
team.
5. The team members share planning, but each instructor teaches
his/her own specialized skills area to the whole group of students
Whats the lucky (good) number for a team?
2,3, or more?
Robinson and Schaible (1995) recommend that collaborative team
teaching be limited to two people, as good team teaching is too
complex with more than two teachers.
They insist that the prospective team teaching partner be someone
possessing a "healthy psyche": someone who does not demand
power or control as well as someone who is not defensive nor easily
offended.
Roles in Groups of Three or More

Often there is need for a team leader when the team is larger than two or
three members.
The team leader is in charge of internal operations of the team, such as
setting up meetings and coordinating schedules.
The team leader is also responsible for external operations, for example
communicating with department heads to ensure that the team is meeting
departmental goals or that the resources and support are in place.
The role of each team member is to participate in team discussion and
planning sessions.
The members must act responsibly and follow through on decisions made
by the team within the timeframe decided upon by the team.
Coordination

Following implementation of a team

teaching program, educators must
then continue to "identify,
implement and analyze the variables
needed for every student to
succeed" (Brandenburg, 1997).
For team members teaching the same class at
the same time
should meet daily or weekly to make important decisions about:
1. what will be presented (e.g., the units, lesson objectives) and in
what order,
2. how the material is to be presented (e.g., to a large or small group
presentation),
3. who is to present the information,
4. how the students will be assessed, and
5. how small groups will be organized and which team teacher will be
assigned to each small group.
Advantages of Team Teaching for Teachers
1. Team members are part of a supportive environment in which they
are exposed to different styles of planning, organization, and class
presentation.
2. This gives the team members an opportunity to develop and
enhance their own teaching approaches and methods.
3. Another benefit of team teaching is that working closely with one
or more colleagues enables teachers to overcome the isolation
inherent in teaching.
4. When an instructor teaches solo, she rarely has the time or the
opportunity for interacting with her fellow teachers, even though
she is surrounded by educational colleagues.
Advantages of Team Teaching 4 Teacher
(contd)
5. By working together, team teachers can discuss issues relating to
students, such as behavioral expectations, student motivation and
teaching policies, and end up with improved solutions.
6. Robinson and Schaible (1995) describe each team member as a
sounding board for sharing the joys and the disappointments of
particular class sessions.
7. When team teaching involves interdisciplinary subjects, each
member can gain enlightenment about lesser-known fields, and
therefore grow intellectually.
Advantages for Students
1. Team teaching can open a student's eyes to accepting more than one opinion
and to acting more cooperatively with others.
2. Team teaching may even provide educational benefits such as increasing the
student's level of understanding and retention, in addition to enabling the
student to obtain higher achievement.
3. Exposure to the views of more than one teacher permits students to gain a
mature level of understanding knowledge; rather than considering only one
view on each issue or new topic brought up in the classroom, two or more
varying views help students blur the black-and-white way of thinking common
in our society, and see many shades of gray.
4. In addition, diverse perspectives encourage students to consider the validity of
numerous views. The variety of teaching approaches used by the team can also
reach a greater variety of learning styles (Brandenburg, 1997).
Advantages for students
5. The cooperation that the students observe between team teachers
serves as a model for teaching students positive teamwork skills
and attitudes (Robinson and Schaible, 1995).
6. In a collaborative team teaching experience (when the two teachers
present their respective content to the same class at the same
time) the students witness and partake in a dynamic display of two
minds and personalities.
7. The benefits of collaborative learning include higher achievement,
greater retention, improved interpersonal skills and an increase in
regard for group work for both students and teachers (Robinson
and Schaible, 1995).
Disadvantages for students
1. some students may feel frustration and discontentment about
having more than one teacher.
2. The potential for diversity and ambiguity within team teaching may
prove disconcerting for some students who might be become
confused by more than one way of looking at issues or grading
assignments.
3. These students may be unwilling to try out new learning
techniques, such as small-group work, in this different team
teaching environment.
Disadvantages for students (part 2)
4. When team teaching involves two instructors teaching the same
class at the same time, the inevitability of larger class sizes may be a
detriment for some students, particularly students with attention
deficit disorders, or students who feel uncomfortable or
anonymous in large group settings.
5. Also, a clever student may attempt to play one teacher against the
other in order to improve his/her grades.
6. This is one of the many reasons that team teachers have to
maintain a common and united front, and continually discuss the
numerous team teaching issues and concerns in ongoing
communication.
Disadvantages for teachers
Time consuming
time required prior to the implementation of the team
teaching partnership for professional development
the many meetings needed during the running of the
program
the numerous impromptu chats that are bound to
arise from such an endeavor.
Solution for the challenge in team teaching?
Long before the teachers begin their first class teaching together,
intensive staff development in the area of team teaching may be
necessary.
This training may involve learning the rationale behind team teaching,
shared readings and discussion, learning cooperative skills to enable a
positive partnership to evolve,
as well as learning a variety of time management skills to ensure
smooth operation in meetings and in the classroom.
Cases in Team Teaching
Ironically, the time required to function effectively as a team may
increase the probability of personality conflicts arising between team
members.
On one hand, these differences may lead to renewed insights and
understanding between the team members, but on the other hand,
an irreparable rift between the colleagues may result.
When mediation cannot mend the situation, separation is often the
best alternative, as students can sense the negative tension between
the educators in front of them and this awkward situation will detract
from the students learning.
Issues in Team Teaching
Team Teaching: Voluntary or Imposed?
Selecting a Team Teaching Partner
Roles in Groups of Three or More
Planning
Dealing With Tension and Conflict
key elements of successful team teaching

1. compatibility of team members

2. shared commitment to team teaching and ongoing communication
3. a keen interest in connecting the content or curriculum to real life
4. a strong desire to ignite students thirst for knowledge
5. lso, the program goals and philosophies
6. well-defined roles of the teachers and administration
(Goetz, 2000)
Tips To Make Team Teaching Effective:

1. Openness of mind- Teachers and students must be open to change and

must embrace this new form of learning.
2. An effective strategy is necessary which requires undivided attention and
time, willingness to make the learning effective. Strategy should involve
coverage of course syllabus, activities and quizzes to be carried out, a
flow of lecture and documenting and developing database of the same.
3. Regular meetings and follow up.
4. Rotation of roles to enhance learning and reduce boredom.
5. Effective way to assess students performance.
6. Respecting others idea.
7. Training to new teachers who are new to the concept of team teaching.
(Reddy, 2017)
 References:
Brandenburg, R. (1997). Team Wise School of Knowledge: An Online Resource About Team Teaching. [On-
line]. Accessed from: http://www.uwf.edu/coehelp/teachingapproaches/team/ retrieved at 25 Aug 2017
McDaniels, E. A., and G. C Colarulli, (1997). Collaborative Teaching in the Face of Productivity Concerns:
The Dispersed Team Model. Innovative Higher Education 22(1), 19-36.
Goetz, Karin (2000). Perspective on Team Teaching. E-Gallery. Calgary University
Klein, J. T., (1990). Interdisciplinarity: History, Theory, and Practice. Detroit: Wayne State University Press.
Maroney, S. (1995) Team Teaching. Accessed
from http://www.wiu.edu/users/mfsam1/TeamTchg.html retrieved at 25 Aug 2017
Quinn, S. & Kanter, S. (1984). Team Teaching: An Alternative to Lecture Fatigue. (JC 850 005) Paper in an
abstract: Innovation Abstracts (Eric Document Reproductive Service No. ED 251 159).
Reddy, Chitra (2017). Advantages and Disadvantages of Team Teaching Method accessed from
http://sumo.ly/zqpj. Retrieved at 25 Aug 2107
Robinson, B. & Schaible, R. (1995). Collaborative teaching: Reaping the benefits. College Teaching Journal,
Vol. 43 No 2, Page 57-60.
Rumsey, D. J. (1999). Cooperative teaching opportunities for Introductory Statistics teachers. Mathematics
Teacher Journal, Vol. 92 No 8, Page 734-737.