Station Teaching

Meaning: The teaching pair splits the teaching content into sections and the students into collaborative or cooperative groups. Each group has an amount of time at group station. In some cases, an independent group station could be used with the two teacher group stations.

For instance: One teacher leads a group station with the students writing an outline for an essay, while the other teacher gives ideas on acceptable essay topics that are in scope.

Teach One & Assist One

Meaning: This strategy is an add-on to Teach One, Observe One. One teacher has main teaching responsibility and the other teacher assists students with their classwork and observe behaviors.

For instance:  One teacher is the led teacher, the teacher assisting is a helper for the students when they do not understand or are experiencing difficulties.

Teach One & Observe One:

Meaning: One teacher has the main duty while the other teacher records detailed observational data on students or the lead teacher. The key to this approach is to have a emphasis for observation. For Instance: one teacher monitors students to define how well they comprehend instructions.

The Effective K-12 Hybrid Classroom – Part 1, an online professional development course geared primarily for educators. This course requires educators to implement new or improve current strategies for hybrid classrooms. Online or virtual learning is inevitable in education. Many LEAs have implemented a hybrid environment for students and teachers. The majority of educational resources are online. LEAs have invested much in the area of academic preparation resources. Many teachers may not be aware of the many resources afforded to them. So much information resides online. In the event that schools are not accessible for students due to student illnesses, natural disasters, building infrastructure or unforeseen issues, approved contingency plans are necessary for instruction to continue. LEAs are putting more professional development time in educating instructional leaders in using these resources.

Improvement of student learning and professional development can start with Professional Learning Communities. There are planned and scheduled processes that allow teachers and others to work together in a collaborative setting. Depending on the school district structure, the early release of students allow time to conduct such planning and development. A PLC plan has to be ready before any meeting time takes place. Professional Learning Communities is a never ending process that is meant to not only help students improve academically but improve the quality of instruction through analyzing data effectively. Often times teachers put together "best strategies" cook book in their implementation that is shared. Teachers are empowered by Professional Learning Communities to stop working in isolation and to promote collaboration on a basic, meaningful and productive level. It does take time to building trust among educators.

Classroom management on all grade levels aim to achieve at the same end results which can be (1) effective management of students and (2) to improve academics. Management in different grade levels vary because of age and experience. There are many ways to look at classroom management and many strategies to implement it. No one classroom is the same. So why should classroom management be the same in each classroom? Creativity in this area should be explored with proven concepts.

How well does the special education and subject area teacher work together? Is it painful with contention or well planned with equal input. Is the focus really on the students? Making sure all students get the opportunity to access the very best of a school system is imperative to the success of the relationship of both parties. Most students with learning disabilities share the same learning environment with all students. It takes collaboration with special education and subject area teachers to plan out an effective strategy for students. A part of the planning includes the general education teachers understanding of Adaptations, Accommodations and Modifications. Bringing clarity to these areas puts instruction and the curriculum into perspective for general education teachers.

Classroom management on all grade levels aim to achieve at the same end results which can be (1) effective management of students and (2) to improve academics. Management in different grade levels vary because of age and experience. Secondary teachers must know how to provide their students with direction because those students don’t always focus on their education. There are many ways to look at classroom management and many strategies to implement it. No one classroom is the same. So why should classroom management be the same in each classroom? Creativity in this area should be explored with proven concepts.

Welcome to Cooperative Learning K–12, an engaging and practical onlineprofessional development course designed specifically for educators. Throughoutthis course, you’ll explore ways to implement or enhance cooperativelearning—often referred to as small-group learning—within your classroom environment.

Cooperative learning transforms the traditional dynamics of teaching. Rather than placingthe full burden of instruction and assessment on the teacher, this approachdistributes responsibility among students, encouraging them to take ownershipof their learning and support one another in the process. Whether it’scollaboratively solving a multi-step math problem or designing a prototype foran innovative school, cooperative tasks offer students a meaningful context todeepen both their academic understanding and social development.

In cooperative learning settings, roles evolve:

• Teachers become facilitators, guiding and scaffolding rather than delivering knowledge from the front of the room.

• Students become co-owners of the learning process, actively engaging with peers through dialogue, critical thinking, and collaborative problem-solving.

Not only does cooperative learning support academic achievement, but it also promotes essential life skills. Students build self-esteem, improve motivation, and develop empathy by interacting withpeers in supportive, goal-driven teams. Through group dialogue and shared experiences, they learn to appreciate diverse perspectives and refine their communication and collaboration skills.

Classroom management on all grade levels aim to achieve at the same end results which can be (1) effective management of students and (2) to improve academics. Management in different grade levels vary because of age and experience. There are many ways to look at classroom management and many strategies to implement it. No one classroom is the same. So why should classroom management be the same in each classroom? Creativity in this area should be explored with proven concepts.