Collaborative teaching has emerged as a preferred practice in the learning process. This approach brings together special and general teachers to share responsibilities in order to support the educational needs of the targeted students. The team-based strategy encourages these professionals to plan lessons, evaluate learners’ needs, and deliver the right content. The collaborative teaching process is associated with numerous benefits such as increased performance, effective decision-making, and the ability to address the needs of the students (Loughran, 2010). The educators will also widen their teaching skills.
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Best Practices: Implementation
A collaborative teaching process promotes the development of a good environment. Consequently, the environment supports the implementation of the best practices. Such initiatives play a positive role in fulfilling the needs of many learners (Wylie, 2011). Some of the best practices associated with collaborative learning environments are presented below.
One of the best practices supported by collaborative learning is teamwork. This kind of teamwork encourages the teachers to focus on the changing needs of the learners. Different professionals are brought together such as special educators, teachers, psychologists, and educationists (Hogan & Daniell, 2015). The educational needs of the students are identified and addressed using evidence-based teaching practices.
This best practice can be implemented using a powerful strategy. The first stage is attracting the right professionals depending on the diverse needs of the children. The individuals should then select a competent team leader (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010). The expert should go ahead and set the right vision for the team. The administrators in the school should be supportive throughout the process. The development process can, therefore, be divided into four stages. These phases include formation, storming, normalization, and performance (Wylie, 2011). After the teams are formed, the individuals work together in order to deliver the best learning goals.
Collaborative teaching is known to support the best interpersonal skills. Instructors with diverse skills come together in an attempt to empower the learners. Shared decision-making is common in collaborative teaching (Hogan & Daniell, 2015). The individuals listen attentively to one another, make positive decisions, and communicate throughout the teaching process. The presented questions are answered in a professional manner.
This best practice can be implemented using a simple approach. The administrator should be supportive and guide the teammates to focus on the needs of one another. It is appropriate to create the best environment for collaborative learning (Friend et al., 2010). Conflicts should be addressed by the members. These measures will make this practice part of the targeted school.
This is the third-best practice capable of transforming the learning outcomes of the targeted students. This practice makes it easier for learners and teachers to identify specific achievements. The areas for improvement are also outlined (Loughran, 2010). The students will benefit from the process and eventually realize their learning goals.
Schools that have implemented the collaborative initiative can use a powerful process to develop this best practice. The educators and leaders involved throughout the learning process should engage in constant conversations with the students. The learners should present their reviews and questions to the teachers. On the other hand, the instructor should analyze the reviews in a professional manner and deliver the most appropriate responses (Friend et al., 2010). The members of the team will develop evidence-based initiatives to improve the learning outcomes of the targeted students. This approach will make the above practices a reality and empower more children.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9-27.
Hogan, V., & Daniell, L. (2015). Collaborative teaching and self-study: Engaging student teachers in sociological theory in teacher education. Australian Journal of Teacher Education, 40(4), 1-11.
Loughran, J. (2010). Seeking knowledge for teaching: Moving beyond stories. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 6(3), 221-226.
Wylie, C. (2011). Opportunities for teacher collaborative practices in a self-managed school system: The New Zealand experience. AERA, 1(1), 1-20.