Collaborative Teaching is a situation in which
two or more people learn or attempt to learn something together. Unlike individual learning, people
engaged in collaborative learning capitalize on one another’s resources and
skills (asking one another for information, evaluating one another’s ideas,
monitoring one another’s work, etc. The approach is closely related to cooperative learning
Collaborative
learning is an instructional method in which students team together on an
assignment. In this method, students can produce the individual parts of a
larger assignment individually and then “assemble” the final work together, as
a team. Cooperative learning, sometimes confused with collaborative learning,
describes a method where students work together in small groups on a structured
activity. Students are individually accountable for their work but also for the
work of the group as a whole, and both products are assessed.
Some
activities or assignments well suited for collaborative learning include:
• Case
studies
•
Discussions
•
Student-moderated discussions
• Debates
•
Collaborative writing
•
Collaborative presentation
• Games
•
Demonstrations
·
Think-Pair-Share
·
Roundtable
·
Interdisciplinary/cross-curricular teaching involves a conscious effort
to apply knowledge, principles, and/or values to more than one academic
discipline simultaneously. The disciplines may be related through a central
theme, issue, problem, process, topic, or experience .The organizational
structure of interdisciplinary/cross-curricular teaching is called a theme,
thematic unit, or unit, which is a framework with goals/outcomes that specify
what students are expected to learn as a result of the experiences and lessons
that are a part of the unit.
·
The integration of one theme into multiple subject areas.
·
Interdisciplinary/cross-curricular teaching is a
way to support goals such as transfer of learning, thinking and reasoning,
and providing a curriculum more relevant to students.
·
English is related to Geography, Biology, Universal
Literature in the most part, but there are also issues from physics , e.g(Form
12, Unit 5, Lesson 1 text “Angels on a Pin”-how to determine the height of a
building with the help of a barometer),
·
An example of cross-curricular teaching can serve
all the topics in Civilization, as they either refer to Geography or Literature
·
Form 6, Unit 3, Lesson 1, The UK.
·
As a motivation , the teacher can ask the
students to solve a puzzle: to arrange the parts of a puzzle working in teams.
The students are supposed to get the map of the UK. When they are ready with
this task , the teacher asks them to show this country on the map of Europe,
they also name its capital.
·
During the next stage, the presentation, the
teacher can use the technique “I know/I want to know/I learn”. The students,
basing on their knowledge got in Geography, complete the 1st and 2nd
columns of the table. To fill in the 3d column the teacher asks them to read
the text given in the book or/and bring additional info about the country.
·
Another example of cross-curricular learning can
serve the topic “Save our nature” in the 6th form or the whole unit
in the 8th form “Save our crowded planet” which are related to
Biology.
·
Form 6, “Save our nature”
·
As a motivation, the students watch a video about
nature, then they are asked to give the definition of this term and tell what
nature consists of, watching some pictures of nature given by the teacher and
completing a spidergram.
·
During the next stage, the students are asked to
say whether nature need help and why. The brainstorm their ideas. After they
work on the text given in the book, the students , working in teams, choose a
component part of nature from their spidergram and make
posters that will demonstrate how to save our nature.
·
As
a home task the teacher asks the pupils to work out a guide that will help
people save and protect nature.
·
At
the end of the lesson the teacher asks the pupils what important and useful
thing they have learnt and what they will do from now on to protect nature
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