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Collaborative knowledge creation : practices, tools, concepts
This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors. In a nutshell trialogical approaches seek to engage learners in joint work with shared objects and artefacts mediated by collaboration technology. The theoretical underpinnings stem from different origins, including Bereiter and Scardamalia's theory on knowledge building and Engeström's activity theory. The authors in this collection introduce key concepts and techniques, explain tools designed and developed to support knowledge creation, and report results from case studies in specific contexts. The book chapters integrate theoretical, methodological, empirical and technological research, to elaborate the empirical findings and to explain the design of the knowledge creation tools. The target audiences for this book are researchers, teachers and Human Resource developers interested in new perspectives on collaborative learning, technology-mediated knowledge creation, and applications of this in their own settings, for higher education, teacher training and workplace learning. The book is the result of joint efforts from many contributors who took part in the Knowledge-practices Laboratory (KP-Lab) project (2006-2011) supported by EU FP6.
Book
Coteaching in teacher education
This book provides a concise and comprehensive overview of the practice of coteaching, including its benefits and educational and social implications. Coteaching plays an important role in enhancing the experience and effectiveness of pre-service and in-service teachers during school experience at a time when teacher retention rates are a concern both nationally and internationally. Traditional practice in school experience, generally comprising observation followed by complete take-over of classes, has not altered in more than a century, despite significant changes in the role of the teacher, the needs of students, the learning environment and the functioning of schools. Coteaching provides a pedagogy which supports pre-service teachers more actively and promotes teacher professional development, as they work together in co-planning, co-practice and co-evaluating lessons during school-based experience.
Co-teaching in Teacher Education is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.
eBook
Co-teaching in higher education : from theory to co-practice
\"Co-Teaching in Higher Education, edited by Daniel Jarvis and Mumbi Kariuki, brings together an international group of educators and scholars to examine the theoretical frameworks and practical experiences relating to co-planning, co-teaching, and co-assessing at the post-secondary level. Co-teaching practices at the elementary and secondary school levels have been widely documented. This collection explores topics that will enable post-secondary instructors to maximize their courses ̉potential including undergraduate projects, graduate level co-teaching, pair and group co-teaching, co-taught single-subject courses, and innovative cross-curricular experiments. Contributors share their insights addressing key factors such as logistics, resources, administrative support, Ministry initiatives, and academic freedom. Jarvis and Kariuki have created an indispensable resource that provides the reader with an informed perspective on the realities of creating and sustaining rich co-teaching experiences at the university level.\"-- Provided by publisher.
Book
Teaching in a Shared Classroom: Unveiling the Effective Teaching Behavior of Beginning Team Teaching Teams Using a Qualitative Approach
This study aims to gain insight into the experiences of beginning team teaching teams and the dimensions of effective teaching behavior that are perceived as clear added value in their pedagogical practices. Sixteen beginning team teaching teams from twelve different elementary schools participated in team interviews. The more complex dimensions of effective teaching behavior, based on the International Comparative Analysis of Learning and Teaching (ICALT) framework, such as adaptive teaching and activating learning, were perceived as clear added value in their team teaching practices. Meanwhile, the more basic teaching dimensions—including efficient classroom management, providing clear instruction, and creating a safe and stimulating learning climate—were reported to a lesser extent.
Journal Article
How schools thrive : building a coaching culture for collaborative teams in PLCs at work
\"In Thrive: Building a Coaching Culture for Collaborative Teams in PLCs at Work authors Thomas W. Many, Michael J. Maffoni, Susan K. Sparks, and Tesha Ferriby Thomas apply the best thinking in the profession to the process of building a highly effective coaching culture for collaborative teams in Professional Learning Communities at Work (PLCs). This follow up to the authors' earlier book Amplify Your Impact: Coaching Collaborative Teams in PLCs at Work uses the team coaching structure they advocate to explore how coaches can build a coaching culture in PLCs to address adaptive challenges, providing the concrete ideas and strategies necessary for coaching teams toward effective and deeper implementation of the PLC process. Leaders and coaches will learn effective coaching strategies for essential PLC elements, as well as how readers can use the Strategy Implementation Guide (SIG) and Pathways for Coaching Collaborative Teams to develop and fully realize those elements. Through this book, coaches and leaders will learn the theory and strategies necessary to coach teams toward a fully realized implementation of the PLC process\"-- Provided by publisher.
Book
How academics manage individual differences to team teach in higher education: a sociocultural activity theory perspective
In the higher education (HE) landscape worldwide, team teaching has become increasingly common. The growing prevalence of team teaching in HE has mainly been driven by the necessity to cope with larger classes, workload requirements, and the complexity of delivering multi-disciplinary courses or to provide a more stable quality of course portfolio over time. Whilst there are advantages of this teaching model, team teaching is not without challenges to team teachers. Managing individual differences within teams has been identified in the extant literature as one of the most significant challenges in team teaching. This study maps the contours of practice that surround individual differences in team teaching, focusing on the contradictions arising from individual differences and their resolutions. Adopting a sociocultural activity theory perspective, this research explores contradictions arising from team members’ individual differences and how team teachers resolve these contradictions. Data include in-depth interviews with 16 academics who have team taught successfully in multiple disciplines at two Australian universities. Three main types of contradictions arising from individual differences were found. Contradictions may relate to academics’ content knowledge expertise, academic autonomy, role ambiguity, and power hierarchy within a teaching team. Findings reveal these team teachers adopted multiple strategies to resolve contradictions and work together on their shared object of student learning. Findings challenge the common view in the existing literature that values homogeneity in teaching teams and sees contradictions as detrimental to team teaching. The study has multiple implications for research on team teaching and for academics and institutions embarking on this teaching model.
Journal Article
How clinical teaching teams deal with educational change: ‘we just do it’
Background
In postgraduate medical education, program directors are in the lead of educational change within clinical teaching teams. As change is part of a social process, it is important to not only focus on the program director but take their other team members into account. The purpose of this study is to provide an in-depth insight into how clinical teaching teams manage and organize curriculum change processes, and implement curriculum change in daily practice.
Methods
An explorative qualitative semi-structured interview study was conducted between October 2016 and March 2017. A total of six clinical teaching teams (
n
= 6) participated in this study, i.e. one program director, one clinical staff member, and one trainee from each clinical teaching team (
n
= 18). Data were analysed and structured by means of thematic analysis.
Results
The analysis yielded to five factors that positively impact change: shared commitment, reinvention, ownership, supportive structure and open culture. Factors that negatively impact change were: resistance, behaviour change, balance between different tasks, lack of involvement, lack of consensus, and unsafe culture and hierarchy. Overall, no clear change strategy could be recognized.
Conclusions
Insight was gathered in factors facilitating and hindering the implementation of change. It seems particularly important for clinical teaching teams to be able to create a sense of ownership among all team members by making a proposed change valuable for their local context as well as to be capable of working together as a team. Cultural factors seem to be particularly relevant in a team’s ability to accomplish this.
Journal Article
Achievement Teams
What if you had a collaborative process of looking at student data that could pinpoint student gaps in learning and suggest effective strategies to close those gaps? What if you knew not only what you should start doing to enhance student learning, but also what you should stop doing because it hasn't given you the hoped-for results?
Enter Achievement Teams. This is not another program that's here today and gone tomorrow; it's a timeless approach that any school or district can replicate that focuses on the most significant variable in student achievement: teaching. In Achievement Teams, Steve Ventura and Michelle Ventura offer a framework based on John Hattie's Visible Learning research that makes teacher collaboration more efficient, rigorous, satisfying, and effective. Think of it as a systematic treasure hunt for best practices using real data on your students.
The authors walk you through the Achievement Teams four-step meeting protocol:
* In Step 1, teams focus on the evidence from a pre-assessment to provide specific feedback to students and teachers about concepts and skills that students did and did not learn.
* In Step 2, teams use that evidence to establish SMART goals for both teachers and students.
* In Step 3, teams summarize the collected data and make inferences around students' mastery levels.
* In Step 4, teachers select high-impact strategies directly targeted to student needs. A post-assessment reveals what did and didn't work.
The authors provide a plethora of resources along the way, including reflection activities to extend your thinking and a variety of helpful downloadable templates designed to facilitate the work. If you're a teacher or leader who is interested in maximizing student achievement, this book is for you.
eBook