From 4ab55ec1f39bb565bd317b10f1451e3bd2421116 Mon Sep 17 00:00:00 2001 From: Stepas Toliautas <59330245+stepas-toliautas@users.noreply.github.com> Date: Sun, 25 Aug 2024 13:55:20 +0300 Subject: [PATCH 1/6] Update co-teaching.md --- content/co-teaching.md | 70 ++++++++++++++++++++++++------------------ 1 file changed, 40 insertions(+), 30 deletions(-) diff --git a/content/co-teaching.md b/content/co-teaching.md index ab24451..3cba080 100644 --- a/content/co-teaching.md +++ b/content/co-teaching.md @@ -4,51 +4,61 @@ :::{objectives} - Get to know the principle of co-teaching: How we do it and how you can too. +- Learn the team teaching concept and how to tailor it to your situation. ::: :::{instructor-note} -- Teaching: ? min -- Exercises: ? min +- Teaching: 15 min +- Exercises: 10 min +- Discussion: 5 min ::: -Why teach together? -------------------- -It has been said **a lot**, especially in areas such as code development or scientific research, about the value of collaboration. -Yet still today, the effort of teaching is made alone far too often: a person decides to share their knowledge (or gets assigned a study module) and starts building the actual teaching material basically from scratch. -It seems much more logical, in the age of FAIR science and open knowledge, to release, develop, iterate, and maintain teaching material -- including the contact sessions -- **collaboratively** as well. +CodeRefinery lessons benefit from the application of the concepts of **co-teaching**. -Ways to teach together ----------------------- +:::{admonition} Co-teaching +[Co-teaching](https://en.wikipedia.org/wiki/Co-teaching) can be defined as "the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in the a common classroom, and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths". +::: -* Develop materials together - avoid duplication. -* Present the materials together ("proper" co-teaching, see [Team teaching section](https://coderefinery.github.io/manuals/team-teaching/) on the CR manual). -* Use helpers extensively to tackle specific tasks commonly arising in online teaching process. -* Involve your learners too, e.g. using collaborative document (such as HackMD) for parallel and mass answers. +Co-teaching can be used in various forms, some of which are present in our workshops: +- **Teaching + support**, e.g. one of the teachers leading instruction while the other watches over and maintains the collaborative document (HackMD/HedgeDoc). +- Another similar example is **remote learning groups** that watch the streamed CodeRefinery lessons guided by the local instructors. +- Open-source material and joint planning allows the lessons to be held **in parallel** (at the same time) or **alternatively** (at different times or with minor adjustments for the target audience). +- **Team teaching**, where the lesson is presented by multiple (in most cases, two) teachers who actively engage in conversation with each other. The team-teaching concept is explained in more detail in [CR manual](https://coderefinery.github.io/manuals/team-teaching/). -Advantages ----------- +In reality, different forms are very often mixed or fused together, even within a single lesson. -* If you need to teach anyway, combined efforts take up less time. -* More engaging to the audience, taking some of the (sometimes daunting) expectation to "speak up" off of the students. -* Easier on-boarding of new instructors -- one of them can be learning at the same time, either subtleties of the material or the teaching itself. -* [Swiss-cheese](https://en.wikipedia.org/wiki/Swiss_cheese_model) principle: two "imperfect" teachers are __much__ easier to find and complement each other than the extensively-prepared, absolute expert. +Co-teaching is not an online-only concept. However, it is very practical in online teaching due to larger number of instructors and learners potentially available to join a teaching session. -Challenges ----------- -* Additional effort needed of teacher and/or helper coordination -- including syncing up their schedules! -* Materials might need to be (hopefully slightly) tuned to a specific target audience. -* Using simultaneous-teaching strategies is a learned skill, not identical to the classical lecturing. -* Online tools (HackMD, type-alongs) can potentially overload learners and teachers alike, if not used with care. +## Why co-teaching? -:::{exercise} -(What's better here -- practical exercise or discussion?) -::: +- It **saves preparation time**. Co-teachers can rely on each other's strengths while creating/ revising the material as well as in unexpected situations during the lesson. +- It **helps with onboarding new instructors**. One of the co-teachers can be learning at the same time, either the subtleties of the material taught (in this case literally being the "voice of the audience") or the teaching process itself. +- Team teaching **looks more interactive and engaging** to the audience in many cases, without forcing the learners to speak up if they can't or don't want to do so. +- It also **ensures responsive feedback and less workload** by having more active minds. + + +## Team-teaching hints -(TODO: Here goes the rest of the episode sections and text) +- For successful team teaching, additional **coordination** is needed, first of all to agree on the teaching model (see breakout-room exercise) and the person in control (the **director**) for the lesson or its parts. +- It's useful to keep track of the **lecture plan**. The discussion is a good way to make lesson more interactive and adjust to the audience, but deviating too much will become disorienting (for example, if someone dropped their attention for a minute and now is trying to catch-up by reading lecture notes). +- Experienced solo teacher might have a habit to keep talking (lecturing), while the co-teacher might not want to interrupt too rudely. Therefore, it is important for the leading presenter to anticipate and **allow for remarks/ questions**, and this can be different from one's previous teaching style at first. +- The learners may also react differently to the conversational delivery. + +### Exercise + +:::{exercise} Discuss the models of team teaching (10 min) +While in breakout rooms, read about one of the two basic team-teaching models presented in the [CR manual](https://coderefinery.github.io/manuals/team-teaching/) and discuss: +- Have you already tried this or similar model in your teaching? +- Does it seem natural to apply this model in your subject area (tell what it is)? How could it be adapted to fit best? +Write your comments in the collaborative document. +::: +## Summary :::{keypoints} -- Here we summarize keypoints. +- Co-teaching focuses on complementing individual skills and strengths in teaching process. +- Co-teaching may save time, reduce teachers' workload and make lessons more interactive/ engaging. +- Team teaching requires some adjustments in lesson preparation and delivery. ::: From 23434eb635d29963d563d9d64b65f5779f634ecb Mon Sep 17 00:00:00 2001 From: Stepas Toliautas <59330245+stepas-toliautas@users.noreply.github.com> Date: Sun, 25 Aug 2024 14:03:14 +0300 Subject: [PATCH 2/6] Update co-teaching.md --- content/co-teaching.md | 7 +++++-- 1 file changed, 5 insertions(+), 2 deletions(-) diff --git a/content/co-teaching.md b/content/co-teaching.md index 3cba080..bec7c57 100644 --- a/content/co-teaching.md +++ b/content/co-teaching.md @@ -14,6 +14,8 @@ ::: +## Overview + CodeRefinery lessons benefit from the application of the concepts of **co-teaching**. :::{admonition} Co-teaching @@ -31,7 +33,7 @@ In reality, different forms are very often mixed or fused together, even within Co-teaching is not an online-only concept. However, it is very practical in online teaching due to larger number of instructors and learners potentially available to join a teaching session. -## Why co-teaching? +## Co-teaching and team teaching benefits - It **saves preparation time**. Co-teachers can rely on each other's strengths while creating/ revising the material as well as in unexpected situations during the lesson. - It **helps with onboarding new instructors**. One of the co-teachers can be learning at the same time, either the subtleties of the material taught (in this case literally being the "voice of the audience") or the teaching process itself. @@ -39,7 +41,7 @@ Co-teaching is not an online-only concept. However, it is very practical in onli - It also **ensures responsive feedback and less workload** by having more active minds. -## Team-teaching hints +## Team teaching specifics - For successful team teaching, additional **coordination** is needed, first of all to agree on the teaching model (see breakout-room exercise) and the person in control (the **director**) for the lesson or its parts. - It's useful to keep track of the **lecture plan**. The discussion is a good way to make lesson more interactive and adjust to the audience, but deviating too much will become disorienting (for example, if someone dropped their attention for a minute and now is trying to catch-up by reading lecture notes). @@ -52,6 +54,7 @@ Co-teaching is not an online-only concept. However, it is very practical in onli While in breakout rooms, read about one of the two basic team-teaching models presented in the [CR manual](https://coderefinery.github.io/manuals/team-teaching/) and discuss: - Have you already tried this or similar model in your teaching? - Does it seem natural to apply this model in your subject area (tell what it is)? How could it be adapted to fit best? + Write your comments in the collaborative document. ::: From 025429a47a513e02d3a736783e43f07e1d79250d Mon Sep 17 00:00:00 2001 From: Radovan Bast Date: Sun, 25 Aug 2024 13:48:32 +0200 Subject: [PATCH 3/6] minor edits --- content/co-teaching.md | 12 +++++++----- 1 file changed, 7 insertions(+), 5 deletions(-) diff --git a/content/co-teaching.md b/content/co-teaching.md index bec7c57..213d50a 100644 --- a/content/co-teaching.md +++ b/content/co-teaching.md @@ -19,14 +19,14 @@ CodeRefinery lessons benefit from the application of the concepts of **co-teaching**. :::{admonition} Co-teaching -[Co-teaching](https://en.wikipedia.org/wiki/Co-teaching) can be defined as "the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in the a common classroom, and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths". +[Co-teaching](https://en.wikipedia.org/wiki/Co-teaching) can be defined as "the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in a common classroom, and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths". ::: Co-teaching can be used in various forms, some of which are present in our workshops: -- **Teaching + support**, e.g. one of the teachers leading instruction while the other watches over and maintains the collaborative document (HackMD/HedgeDoc). +- **Teaching + support**, e.g. one of the teachers leading instruction while the other watches over and maintains the collaborative document (HackMD/HedgeDoc/...). - Another similar example is **remote learning groups** that watch the streamed CodeRefinery lessons guided by the local instructors. - Open-source material and joint planning allows the lessons to be held **in parallel** (at the same time) or **alternatively** (at different times or with minor adjustments for the target audience). -- **Team teaching**, where the lesson is presented by multiple (in most cases, two) teachers who actively engage in conversation with each other. The team-teaching concept is explained in more detail in [CR manual](https://coderefinery.github.io/manuals/team-teaching/). +- **Team teaching**, where the lesson is presented by multiple (in most cases, two) teachers who actively engage in conversation with each other. The team-teaching concept is explained in more detail in the [CodeRefinery manual](https://coderefinery.github.io/manuals/team-teaching/). In reality, different forms are very often mixed or fused together, even within a single lesson. @@ -45,19 +45,21 @@ Co-teaching is not an online-only concept. However, it is very practical in onli - For successful team teaching, additional **coordination** is needed, first of all to agree on the teaching model (see breakout-room exercise) and the person in control (the **director**) for the lesson or its parts. - It's useful to keep track of the **lecture plan**. The discussion is a good way to make lesson more interactive and adjust to the audience, but deviating too much will become disorienting (for example, if someone dropped their attention for a minute and now is trying to catch-up by reading lecture notes). -- Experienced solo teacher might have a habit to keep talking (lecturing), while the co-teacher might not want to interrupt too rudely. Therefore, it is important for the leading presenter to anticipate and **allow for remarks/ questions**, and this can be different from one's previous teaching style at first. +- Experienced solo teacher might have a habit to keep talking (lecturing), while the co-teacher might not want to "interrupt". Therefore, it is important for the leading presenter to anticipate and **allow for remarks/ questions**, and this can be different from one's previous teaching style at first. - The learners may also react differently to the conversational delivery. + ### Exercise :::{exercise} Discuss the models of team teaching (10 min) -While in breakout rooms, read about one of the two basic team-teaching models presented in the [CR manual](https://coderefinery.github.io/manuals/team-teaching/) and discuss: +While in breakout rooms, read about one of the two basic team-teaching models presented in the [CodeRefinery manual](https://coderefinery.github.io/manuals/team-teaching/) and discuss: - Have you already tried this or similar model in your teaching? - Does it seem natural to apply this model in your subject area (tell what it is)? How could it be adapted to fit best? Write your comments in the collaborative document. ::: + ## Summary :::{keypoints} From 39f9496987de82bb9bb284f7e0f8d3209080f6d3 Mon Sep 17 00:00:00 2001 From: Radovan Bast Date: Sun, 25 Aug 2024 13:57:46 +0200 Subject: [PATCH 4/6] section about possible downsides --- content/co-teaching.md | 14 ++++++++++++++ 1 file changed, 14 insertions(+) diff --git a/content/co-teaching.md b/content/co-teaching.md index 213d50a..d1c6926 100644 --- a/content/co-teaching.md +++ b/content/co-teaching.md @@ -41,6 +41,20 @@ Co-teaching is not an online-only concept. However, it is very practical in onli - It also **ensures responsive feedback and less workload** by having more active minds. +## Any downsides? + +Not every learner and not every instructor might like the team-teaching approach. +- It might seem **less structured**, unprepared, and chaotic. And indeed it requires preparation. +- It might create situations where instructors accidentally talk over each other or "interrupt" and change the flow of the lesson. +- For some instructors it can be stressful to not know in advance what questions they get asked from the co-instructor. +- Sometimes when an unexpected question is asked that throws the other instructor off, it can add to the feeling of chaos and unpreparedness. +- It can be interactive and engaging but it can also end up awkward if the co-teachers don't have a good synergy. + - Can sound awkward: Main instructor talking all the time and at the end + asking co-instructor whether everything is clear and co-instructor only + saying "yes". + - Possibly more engaging: Co-instructor asking questions which help with the flow and a common understanding of the material. + + ## Team teaching specifics - For successful team teaching, additional **coordination** is needed, first of all to agree on the teaching model (see breakout-room exercise) and the person in control (the **director**) for the lesson or its parts. From afdc3f37f94ad26eb2812cca07a61598cf88a93d Mon Sep 17 00:00:00 2001 From: Stepas Toliautas <59330245+stepas-toliautas@users.noreply.github.com> Date: Sun, 25 Aug 2024 15:27:53 +0300 Subject: [PATCH 5/6] Update co-teaching.md (co-teaching forms) --- content/co-teaching.md | 19 +++++++++---------- 1 file changed, 9 insertions(+), 10 deletions(-) diff --git a/content/co-teaching.md b/content/co-teaching.md index d1c6926..4b49f81 100644 --- a/content/co-teaching.md +++ b/content/co-teaching.md @@ -25,7 +25,9 @@ CodeRefinery lessons benefit from the application of the concepts of **co-teachi Co-teaching can be used in various forms, some of which are present in our workshops: - **Teaching + support**, e.g. one of the teachers leading instruction while the other watches over and maintains the collaborative document (HackMD/HedgeDoc/...). - Another similar example is **remote learning groups** that watch the streamed CodeRefinery lessons guided by the local instructors. -- Open-source material and joint planning allows the lessons to be held **in parallel** (at the same time) or **alternatively** (at different times or with minor adjustments for the target audience). +- Having open-source material and planning jointly allows **multiple instances** of a lesson to be held by multiple teachers: + - *parallel teaching*, to different audiences at the same time, + - *alternative teaching*, to different audiences at the same or different time, with potential content adjustments (for example, different installation procedures). - **Team teaching**, where the lesson is presented by multiple (in most cases, two) teachers who actively engage in conversation with each other. The team-teaching concept is explained in more detail in the [CodeRefinery manual](https://coderefinery.github.io/manuals/team-teaching/). In reality, different forms are very often mixed or fused together, even within a single lesson. @@ -41,17 +43,15 @@ Co-teaching is not an online-only concept. However, it is very practical in onli - It also **ensures responsive feedback and less workload** by having more active minds. -## Any downsides? +### Are there any downsides? Not every learner and not every instructor might like the team-teaching approach. -- It might seem **less structured**, unprepared, and chaotic. And indeed it requires preparation. -- It might create situations where instructors accidentally talk over each other or "interrupt" and change the flow of the lesson. -- For some instructors it can be stressful to not know in advance what questions they get asked from the co-instructor. -- Sometimes when an unexpected question is asked that throws the other instructor off, it can add to the feeling of chaos and unpreparedness. +- It might seem **less structured**, unprepared, and chaotic, even with preparation. + - It might create situations where instructors accidentally talk over each other or "interrupt" and change the flow of the lesson. + - For some instructors it can be stressful to not know in advance what questions they get asked from the co-instructor. + - Sometimes when an unexpected question is asked that throws the other instructor off, it can add to the feeling of chaos and unpreparedness. - It can be interactive and engaging but it can also end up awkward if the co-teachers don't have a good synergy. - - Can sound awkward: Main instructor talking all the time and at the end - asking co-instructor whether everything is clear and co-instructor only - saying "yes". + - Can sound awkward: Main instructor talking all the time and at the end asking co-instructor whether everything is clear and co-instructor only saying "yes". - Possibly more engaging: Co-instructor asking questions which help with the flow and a common understanding of the material. @@ -60,7 +60,6 @@ Not every learner and not every instructor might like the team-teaching approach - For successful team teaching, additional **coordination** is needed, first of all to agree on the teaching model (see breakout-room exercise) and the person in control (the **director**) for the lesson or its parts. - It's useful to keep track of the **lecture plan**. The discussion is a good way to make lesson more interactive and adjust to the audience, but deviating too much will become disorienting (for example, if someone dropped their attention for a minute and now is trying to catch-up by reading lecture notes). - Experienced solo teacher might have a habit to keep talking (lecturing), while the co-teacher might not want to "interrupt". Therefore, it is important for the leading presenter to anticipate and **allow for remarks/ questions**, and this can be different from one's previous teaching style at first. -- The learners may also react differently to the conversational delivery. ### Exercise From 6f760271e4b4198e7dd4e8ad504298530c6ead20 Mon Sep 17 00:00:00 2001 From: Stepas Toliautas <59330245+stepas-toliautas@users.noreply.github.com> Date: Sun, 25 Aug 2024 15:42:22 +0300 Subject: [PATCH 6/6] Update co-teaching.md (explanation of team teaching models) --- content/co-teaching.md | 32 ++++++++++++++++++++++++++++++-- 1 file changed, 30 insertions(+), 2 deletions(-) diff --git a/content/co-teaching.md b/content/co-teaching.md index 4b49f81..c197f10 100644 --- a/content/co-teaching.md +++ b/content/co-teaching.md @@ -57,15 +57,43 @@ Not every learner and not every instructor might like the team-teaching approach ## Team teaching specifics -- For successful team teaching, additional **coordination** is needed, first of all to agree on the teaching model (see breakout-room exercise) and the person in control (the **director**) for the lesson or its parts. +- For successful team teaching, additional **coordination** is needed, first of all to agree on the teaching model (see below) and the person in control (the **director**) for the lesson or its parts. - It's useful to keep track of the **lecture plan**. The discussion is a good way to make lesson more interactive and adjust to the audience, but deviating too much will become disorienting (for example, if someone dropped their attention for a minute and now is trying to catch-up by reading lecture notes). - Experienced solo teacher might have a habit to keep talking (lecturing), while the co-teacher might not want to "interrupt". Therefore, it is important for the leading presenter to anticipate and **allow for remarks/ questions**, and this can be different from one's previous teaching style at first. +## Team teaching models + +We propose two basic models, but of course there is a constant continuum. + + +### Guide and demo-giver + +One person serves the role of **guide**, explaining the big picture and context of the examples. + +Another, the **demo-giver**, +- shows the typing and does the examples, +- might take the role of a learner who is asking about what is going on, to actually explain the details, or to comment occasionally. + +Hands-on demos and exercises work especially well like this. + + +### Presenter and interviewer + +In this case, one is the **presenter** who is mostly explaining (including demos or examples), and trying to move the forward through the material. + +Another, the **interviewer**, +- serves as a learner or spotter, +- fills in gaps by asking relevant questions, +- tries to comment to the presenter when things are going off track. + +This can be seen as closer to classical teaching, but with a dedicated and prepared "voice of the audience". + + ### Exercise :::{exercise} Discuss the models of team teaching (10 min) -While in breakout rooms, read about one of the two basic team-teaching models presented in the [CodeRefinery manual](https://coderefinery.github.io/manuals/team-teaching/) and discuss: +While in breakout rooms, discuss one of the basic team-teaching models presented here: - Have you already tried this or similar model in your teaching? - Does it seem natural to apply this model in your subject area (tell what it is)? How could it be adapted to fit best?