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
• Student-moderated discussions
• Collaborative writing
• Collaborative presentation
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