Collaboration Vs. Autonomous Instruction Don T Let This Happen to You!

Module 1 Collaboration

We don't accomplish anything in this world alone ... and whatever happens is the result of the whole tapestry of one's life and all the weavings of individual threads from one to another that creates something. --Sandra Day O’Connor

Collaboration vs. Autonomous Instruction – Don’t let this happen to you!

Instructor Inez is very enthused about her new assignment. She has never taught an integrated class before, and can’t wait to have a teaching partner and share ideas. She knows that her style may be somewhat different from her co-teacher, Teacher Teresa, but she’s excited about the possibilities their collaboration will bring. She has jotted down a few thoughts about some possible curriculum and topics, but she’s mostly eager to see what ideas they will generate together when they have their first meeting.

At the first planning session, Teacher Teresa pulls out a textbook and a packet of lesson plans. “This is the material I always cover in the course,” she says. “I have my schedule planned out for the quarter, and here’s a copy so you’ll know what I’m doing. If it’s okay with you, I’ll take the first two hours of the class session, and then you can follow up during the last hour after I leave. And here’s a copy of the text I’ll be using so you can study it and help break it down for the students during your class section.”

In this scenario, the teachers are working with the same students, sharing a class space, and perhaps even covering similar material, but they are not integrating. One of the teachers is clearly dominant, while the other is relegated to the role of teacher’s aide. The plans are already set before they begin, leaving little room to hypothesize about how the two subjects will intertwine. The course will be taught as it has always been done in the past, in spite of the addition of another instructor with her own unique style and methodology. The presence of one of the instructors becomes irrelevant, and the content becomes decontextualized.

True integration is the creation of something completely unique, the product of a distinctive interplay between individuals. The curriculum, methods, and even content spring from the combination of the two instructors’ perspectives, which in turn interface with the unique group of students and their needs. It is inspiring to realize that this particular combination of ideas, styles, personalities, and needs has never existed before. The created instructional environment will be something fresh, an event built upon past experience but not an exact duplication. Also, because of the distinctive interaction between individuals, it can never be repeated in exactly the same way again. The two halves become integral to the teaching process.

3 A Recipe for Success

Joint Responsibility

All instructors are responsible to engage in all content being presented. This does not necessarily mean that both instructors must be present during every minute of every class session, but that instructors are always aware of what their counterpart is doing, and seek to enhance and springboard from it. While one instructor is presenting, the other may be sitting as a “plant” among the students, modeling question-making, clarifying, and contributing to discussion. While one instructor introduces new information, the other may be at the chalkboard illustrating, outlining, listing key vocabulary, or demonstrating note-taking techniques. Perhaps the class will be split in half, with the two instructors facilitating small groups. While one instructor is teaching, the other may be taking notes and planning how the next lesson will complement and flow from the present one. Although course responsibilities may be divided, the class should always be viewed as the students view it—as one unified course taught by two teachers.

Open Communication

Clear communication is the hallmark of a successful integration program. Without exchange of ideas and discussion, the environment is reduced to two instructors teaching around one another, but not with one another. You can never assume that your goals, methods, or opinions on how the course is progressing are the same as those of your co- teacher. Discuss everything explicitly and make plans to regularly meet and reflect.

Goal Setting

Consider what you want your students to achieve by the end of the course. Then consider what your partner wants them to achieve. Are your goals compatible? Do your goals match required assessments and outcomes? Keep your combined list of goals always at the forefront of your discussions, as you consider how to assist one another in helping students reach these objectives. In addition, consider goals for yourself. What would you like to achieve this term? What does your colleague hope to gain through this experience? Reflect on ways that you can help your co-instructor reach his goals, and how he can enable you to reach yours.

Know Thyself

Many bumps and obstacles can be overcome simply by identifying your strengths and weaknesses. The advantage of team-teaching is the ability to compensate for your partner’s weak areas. Know where your partner excels, and allow space for him or her to exercise the gift. Know where your partner needs assistance, and be intentional about filling the gap. What do you love to do in the classroom? What does your partner love to do? What functions would you rather avoid? Becoming familiar with these issues will assist you in developing a comprehensive style that will meet the demands and

4 opportunities of the teaching term. Remember that while we fulfill the teaching role, we are also in a constant state of learning ourselves.**

Create a Safe Space

Some instructors may be wary of collaboration. Teachers are, for the most part, used to acting independently and charting their own course. They fear that another instructor may critique, criticize, or disagree with their methods—or worse, disparage them in front of the students. These are reasonable fears. Teaching is a very personal occupation, wrapped in individual personalities and ways of relating to others. It is not easy to stand before a colleague who may be quite convinced about the “right” method to teach students. For teachers to feel safe as they explore the ideas of integration, it is vital to create a safe space where problem-solving can be achieved within the context of mutual respect. Remember that the goal is not to criticize another’s teaching style or compete for student approval. The goal is to create an environment where students can learn, grow, and change to the greatest possible degree. Discussions should always be focused on how best to achieve your agreed-upon goals as a team.

**Further opportunities to explore teaching styles, strengths, and weaknesses will be provided in module 3.

5 Module 1 - Discussion Springboards and Plan of Implementation Collaboration

Date of meeting: ______Class Title: ______Instructor Name: ______Instructor Name: ______Area of Instruction: ______Area of Instruction: ______------Use the section below as a discussion guide. Use the back of the form to take notes on your partner’s responses.

1. What constitutes a typical lesson plan for you? What kinds of activities do you normally do in the classroom?

2. What do you most enjoy doing in the classroom? What do you least enjoy?

3. Aside from completion and a satisfactory grade, what are some of the goals you would like the students to achieve by the end of the course?

4. What are some professional goals you would personally like to achieve through this experience?

5. Discuss each of these integration scenarios. Are there opportunities to use them all? Does one appeal to you more than the others? Which models fit your combined goals?

a. Instructors are both present in the classroom, but only one instructor is “up front” at a time. The other instructor assists in designated ways. b. Both instructors are up front at the same time, and interact with the students and each other as flow necessitates. c. Instructors overlap in the classroom some of the time, but there are also segments of independent instruction. d. Instructors teach in separate spaces and times, but confer regularly to integrate and build on each other’s content.

6. What are some areas in which you would like to “employ” your colleague in the classroom? Are there natural spaces in your methodology to allow him or her to enter?

7. Do you prefer to plan week-by-week, or the entire term in advance?

8. How will administrative tasks (attendance, preparation of syllabus, recording grades, student contacts, registration, final submission of grades, etc.) be divided between you?

6 Module 1 – Plan of Implementation Collaboration

With your co-instructor, form a plan to implement the following ideas during one or more of your class sessions this week.

1. Which integration model(s) from discussion springboard #5 (or other) will you use?

2. What types of roles and responsibilities will each teacher take during class sessions?

3. How do your planned classroom activities for this week specifically work to meet your personal goals and the goals you have for the students?

4. How do your lesson plans put your combined strengths to best advantage?

5. What (if anything) about this week’s lesson will constitute a new or unfamiliar experience for the instructors?

7 Module 1 – Reflection Summary Collaboration

Instructor Name ______Class Title ______

Content Area ______

------Please complete and submit this form to the program coordinator. Your reflections can be discussed with your co-instructor at your next meeting.

1. What were the strengths of the integration model you chose?

2. Were there any weaknesses or problems in the execution of your plan?

3. Did you as an instructor feel comfortable with your roles and responsibilities?

4. Was progress made toward achieving student and instructor goals? How?

5. Suggestions for change in subsequent planning: