Careful Co-Planning for Effective Team Teaching in Mathematics

Abstract

This paper reports on a semester-long co-teaching investigation in which three mathematics teacher educators in the USA themselves enacted a co-plan/co-teach credentialing model in the context of a mathematics content course for future elementary teachers. The mathematics teacher educators sought to examine the co-planning practices for improving the team teaching co-teaching strategy. Data were collected from the mathematics teacher educators over fifteen weeks, including twice-weekly journal entries and classroom observation protocols. Utilizing a first-person research study design, the mathematics teacher educators found that a coplanning strategy could be used to maximize resources and improve lesson cohesion during team taught lessons. In particular, the mathematics teacher educators used co-planning meetings to divide lesson responsibilities by learning goal or by task. In this novel approach to mathematics teacher educator training, we describe the coplanning strategy along with its expansion, implementation, benefits, and limitations, and argue for its use in coteachers' co-planning repertoire.

Online Team Teaching as the Predictive Power of Iranian EFL Learners’ Grammar Achievement

“…Based on Bacharach et al (2010), in this way, one teacher is accountable for teaching while the other teacher observes data on students or teaching. Marzocchi et al (2021) stated that the one teaches, one observe strategy allows one teacher to take the primary role in delivering instruction and implementation of the lesson for the class while the other teacher takes responsibility for observing and taking data on the class for further analysis and evaluation.…”

“…In this approach, one teacher would keep the primary responsibility for teaching and the other would walk through the room providing aids to learners as needed (Cook, 2004). According to Bacharach et al (2010) and Marzocchi et al (2021), in this approach, one teacher undertakes the lead and the other teacher supports in a specific way in classroom management, class tasks, distribution of materials or responding to students' questions. For instance, an assistant can answer the learners` questions, especially when the main teacher teaches something new or when students are assigned to solve a problem (Smith, 2004).…”

“…Besides, Harris and Harvey (2000) believed the questions and comments that are done during discussions among team teachers let learners hear different opinions and perspectives, and learners can build off each other's contributions, respectfully challenging both the instructors and themselves. Finally, Marzocchi et al (2021) described different benefits of team teaching, including the increased ability of the teachers to meet individual student's needs and increased engagement of learners in reflection.…”

Team-Teaching in a Matrix Style: Addressing wicked-problems of MNEs in the context of sustainability

“…The first challenge let us to try out a team-teaching approach, as team-teaching contributes to an improved teaching strategy planning (Marzocchi, Druken, & Brye, 2021), motivation and skill learning among students (Minett-Smith & Davis, 2020;Vesikivi, Lakkala, Holvikivi, & Muukkonen, 2019). Two of us had first experience in co-teaching (Wohlgemuth, Saulich, & Lehmann, 2019), but none of us had experience with a full teamteaching approach, especially as our administrative procedures disincentives team-teaching (Wohlgemuth, Lehmann, & Ammeraal, 2020).…”

How teachers design curriculum units: a case study of algebra teachers' instructional decision-making processes and products

“…However, Ms. Harris showcased some possibilities of collaborative unit planning with her colleagues in the same department. Co-planning can reduce the burden of designing curriculum units and make space for teachers to share experiences and knowledge regarding students (see Marzocchi et al, 2021). Thus, teachers would not only have common learning goals, activities, or assessments but also think about how they could accommodate different groups of students in the same school building.…”