Collaborative Teaching

SPE 513 ~ Workshop 4

Models of Collaborative Teaching

The elements of the cooperative process are face-to-face interaction, positive interdependence, interpersonal skills, monitoring, and accountability. physical arrangement, familiarity with curriculum, curriculum goals and modifications, instructional planning, instructional presentation, classroom management, assessment, support of administration and common philosophy. It’s important to have effective instructional connection by interacted face-to-face during the teaching of the lesson

Debriefing time to discuss what went well, what needed to be done differently, and what would be done next time. Accountability was implied in the with co-teachers being more articulate about how they held each other accountable for the tasks they agreed to achieve.

The Supportive Co-Teaching Approach. (n.d). Retrieved from

VanGraafeiland, W. J. (2002). l:tvtPROVING CO-TEACHING USING THE CO-TEACHING RATING SCALE. Retrieved from

Examples of Collaborative Teaching

Building Respect and Rapport

Make a connection


· Teachers prove they care for students

· Teacher likes students

· Teacher builds up the students

· Teacher "draws" student to her/him

· Teachers admit when they are wrong or make mistakes

· Teachers smile until students smile

· Teachers tell stories about their own childhood

Because of the above, students:

· Like the teacher

· respect the teacher

· trust the teacher

· know the teacher cares about them and their education

· have positive feelings for the teacher

Building Rapport With Other Teachers:

· Be on the same page

· Be open to new ideas

· Smile and be friendly

· Teach and learn from each other

· Listen

· Share what works

· Collaborate on lesson plans

· Get feed back

· Work together to solve problems

· Have a team mentality

· Ask for help

· Take classes together

· Try co-teaching

· Keep positive

· Find a mentor

· Never judge a book by it's cover

Best colleges online. (2012). Retrieved from

Linsin, M.(2012). Smart classroom management. Retrieved from

Benefits of Collaborative Teaching for Students and Educators

  • Students with disabilities are provided access to general education curriculum and general education setting.
  • Students with disabilities will still receive specialized instruction
  • Students will have the opportunity to be taught in an intense, individualized manner Greater instructional intensity and differentiated instruction
  • Teachers will learn from each other’s expertise and expand the scope of their teaching capacity
  • Reduces negative stigma associated with pull-out programs
  • Students with disabilities may feel more connected with their peer group
  • Develops higher level thinking skills

  • Promotes student-faculty interaction and familiarity
  • Builds self esteem in students
  • Enhances student satisfaction with the learning experience
  • Promotes a positive attitude toward the subject matter
  • Develops oral communication skills
  • Develops social interaction skills
  • Promotes positive race relations
  • Creates an environment of active, involved, exploratory learning
  • Uses a team approach to problem solving while maintaining individual accountability
  • Encourages diversity understanding
  • Encourages student responsibility for learning
  • Involves students in developing curriculum and class procedures
  • Students explore alternate problem solutions in a safe environment
  • Stimulates critical thinking and helps students clarify ideas through discussion and debate
  • Enhances self management skills
  • Fits in well with the constructivist approach
  • Establishes an atmosphere of cooperation and helping schoolwide
  • Students develop responsibility for each other
  • Builds more positive heterogeneous relationships
  • Encourages alternate student assessment techniques
  • Fosters and develops interpersonal relationships
  • Modelling problem solving techniques by students' peers
  • Students are taught how to criticize ideas, not people
  • Sets high expectations for students and teachers
  • Promotes higher achievement and class attendance .
  • Students stay on task more and are less disruptive
  • Greater ability of students to view situations from others' perspectives (development of empathy)
  • Creates a stronger social support system
  • Creates a more positive attitude toward teachers, principals and other school personnel by students and creates a more positive attitude by teachers toward their students
  • Addresses learning style differences among students
  • Promotes innovation in teaching and classroom techniques
  • Classroom anxiety is significantly reduced
  • Test anxiety is significantly reduced
  • Classroom resembles real life social and employment situations
  • Students practice modeling societal and work related roles
  • CL is synergystic with writing across the curriculum
  • CL activities can be used to personalize large lecture classes
  • Skill building and practice can be enhanced and made less tedious through CL activities in and out of class.
  • CL activities promote social and academic relationships well beyond the classroom and individual course
  • CL processes create environments where students can practice building leadership skills.
  • CL increases leadership skills of female students
  • In colleges where students commute to school and do not remain on campus to participate in campus life activities, CL creates a community environment within the classroom.