don't tell me about it—do it!! a unique approach to team teaching

Don’t Tell Me About It�Do It!! A UniqueApproach To Team Teaching

Ronald Warwick and Sister Anne IrmenThe University of Toledo, Toledo, Ohio 43606

The opportunity for a college teacher and his high school counter-part to become involved in a team teaching setting at the secondarylevel is not often possible. But, through the sequence of events de-scribed below, this opportunity for theory to be put into practicewas discussed, investigated, and affirmed.

This paper describes the various aspects of the project undertakenand the feelings of the people involved.

PURPOSE1. To describe a unique team-teaching structure consisting of

(a) full-time teachers, (b) student teachers, and (c) universitymethods instructor.

2. To structure a team-teaching design to allow for great flexibilityfor students’ needs and staff in-service and professional growth.

3. To build a teaching laboratory.

I. BACKGROUND OF THE PROJECTAn informal discussion between a member of the school of educa-

tion and a couple of mathematics teachers in a nearby high schooltook place. The idea of teaming was discussed and the organizationalproblems stated. The conclusions from this meeting resulted in listingsome of the problems and tentative solutions.

1. Schedule(a) STUDENTS (114)

It was possible to reschedule all of the algebra one studentsinto the same time period: One fifty-five minute period perday.

(b) TEACHERS (2) FULL-TIMEEach teacher involved with the team had a planning periodscheduled one period prior to the class meeting time.

(c) STUDENT TEACHERS (3)The student teachers were assigned to the team and alsohad their planning time with the team teachers.

(d) University methods teacher agreed to meet the schedule asdesigned.

As a result, the regular staff members, the student teachers, and theuniversity teacher had two periods per day together: the planning

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A Unique Approach to Team Teaching 17

period and the teaching period. Five small groups of students weredesignated leaving one instructor free to observe and help any smallsession at any time. This part of the design was one of the most sig-nificant aspects of the total project.

2. Physical Facilities(a) Lecture Room: A room was scheduled that would seat the

desired number. An overhead projector, screen and otherphysical equipment were acquired.

(b) Problem session rooms: Rooms were scheduled for smallgroups to meet when the team thought it desirable.

II. INSTRUCTIONAL PLANNING AND TEACHING STRATEGYTeam members met during the summer to discuss the overview

of the Algebra One course to be taught. The main objectives of thesemeetings were to select and sequence materials included in the course.

OBJECTIVES or THE PROGRAM1. The students would evaluate their own progress.2. The students would demonstrate self-motivation by determin-

ing and deciding their own level of achievement and perfor-mance.

3. The students would individualize instruction through smallproblem-session groups.

4. The students would demonstrate the ability to handle the lan-guage of mathematics (special symbols, notation), the languageof everyday expression, and translation from one to the other.

5. The teachers would present material designed to meet the needsof students terminating the study of mathematics after one ortwo years and of students continuing into advanced mathe-matics.

6. The teachers would design a logical ordering of materials to aidthe students in achieving the objectives stated throughout theAlgebra One sequence.

After reviewing the many books and articles dealing with AlgebraOne material, the team decided to develop its own materials whennecessary and use resource material when applicable to achievingthe objectives as stated for each lesson. This decision allows a muchgreater degree of flexibility and creativity in the planning sessions.

1. Long Range Plan: The team sequences the topics to be taught.2. Intermediate Range Plan: The team develops in-depth plans

at least one month in advance.

18 School Science and Mathematics

3. Short Range Plan: Each coming week is planned in great detail.Within the week’s plan, the team decides the specific topics tobe discussed, the terminology to be emphasized, the problemsto be assigned, the method for evaluation, and the assessmentof the evaluation.

In the daily planning sessions each member has the opportunityto discuss the points of concern over the material to be presented.Various strategies are offered and recommended concerning theproblems and explanations of these problems. Consistency of termi-nology is a constant concern. Planning time is well spent in coordi-nating consistent treatment of the material.

Strategies for covering the material are set and decisions inscheduling are confirmed. The students are told of the lecture and/orproblem session schedule at the end of each week for the followingweek. However, if within the week a change in plans needs to bemade, this is announced one day in advance.

Within the strategy meetings, theory and practice truly work handand hand. New approaches to the material are discussed. Studentteachers offer new techniques, experienced teachers offer possiblepit falls, the college supervisor offers encouragement and all worktogether to bring about a unified lesson and a fresh approach to thematerial at hand.

III. STUDENT ASSESSMENT, GROUPING, EVALUATIONCRITERIA, AND GRADING

Because of the variety of abilities and backgrounds among studentswithin the class, the team developed a diagnostic examination to begiven to all students initially. Many grade schools contribute studentsto this high school, and, as a result an exam was written based onthe eighth grade math books most commonly used within the com-munity. Students were then grouped according to performance onthis exam.One of the goals set in the early planning sessions of the team was

to have all students study the same area of content, but to allow forindividualization through in-depth coverage of the specific areainvolved during the problem-solving sessions. A simple example ofthis would be in the discussion of equation-solving. For a studentwho was having a difficult time solving equations, more time mightbe spent on simple problems such as:

A*

2x == 10; 3x = 6; - = 4


A more advanced student might be asked to work on:

x+ 23(x + 2) == 4; 3x + 4x = 10; �� = 15

And another step up might be:

3(x +2) 2x+7��- == 10; 3x + Sx + 7 == ��

0 Z

All of these are examples of equations but some are a bit moredifficult than others. The objective of the team is to keep the entireclass together horizontally and to allow flexibility in depth of studyin each of the various student groupings. The rationale for this is toallow movement of a student from group to group if improvement inperformance is evident.

Realizing that the diagnostic exam given initially might not haveallowed some students to perform at their level of ability, a re-evaluation of the student groupings was scheduled early in the se-quence of the course. New material and material determined by thediagnostic examination was covered and eighth grade material wasreviewed. At the end of this material, an exam was given and the datawas analyzed. The mean was established, the standard deviationdetermined, and groups were reordered.

Evaluation criteria were set on the statistical analysis of the dataacquired.

Students below one half standard deviation from the mean wereconsidered slower than the normal student and assigned to an ap-propriate problem session.

Students above one half standard deviation from the mean wereassigned to an appropriate problem session.

SEQUENCE OF EVENTS1. Student diagnostic test2. Group selection3. Treatment

(a) diagnostic material, (b) review of eighth grade material, (c)new material

4. Retest of above treatments5. Statistical Analysis6. Student Regrouping7. New Treatment

Grading of students is dependent upon their performance on the


examinations given. The level of achievement on the examinationdetermines the grade given.

STUDENT PERFORMANCE GRADE

One standard deviation and below onestandard deviation from the Mean

Between one standard deviation– MeanOne standard deviation and above onestandard deviation from the Mean

Below Average

Average

Above Average

If a student is at the borderline, class participation and personalrecommendations of teachers determine the final placement of thestudent in a specific grade range.

Performance criteria were established in order to be fair to thestudent. In this way, the team clearly describes and explains to eachstudent the expectations of the program and the outcomes of thestudents. Each student knows what is expected and the criteria usedfor making judgments. Each unit is developed with behavioral ob-jectives, methods and strategies, and evaluation criteria written outin full.

IV. HIGHLIGHTS OF THE PROJECT FOR THE STUDENTS1. Individualization based on performance criteria is available to

the students. The degree of difficulty to which a student is able toexcell is afforded and measurable. Students do not have to wait forothers and consequently do not get "turned-off" to the study of thesubject. Once minimum requirements are reached, advanced work isavailable and the challenge is waiting. This individualization takesplace in the problem sessions.

2. Horizontal curriculum planning allows the same content to bepresented to all students during the lecture sessions. General infor-mation needed for all levels of progress is given and explained in thelecture meeting.

In this way, re-presentation of material on the part of a teacher ina number of self-contained classrooms is unnecessary. Time is spentmore efficiently and interestingly.Another reason for designing the curriculum horizontally is to

allow for cross movement of any student from one group to anotherif his performance supports the change.

3. Students are required to take notes and they realize that thesenotes are necessary for survival in the course. Because of the team^sdecision to develop materials, note-taking is important. Printed hand-outs are considered text material and the "text book" approach isde-emphasized.


4. Listening skill is emphasized because of the techniques used innumber three above. Students are encouraged to ask questions inorder to clarify statements in the lecture session. As time progresses,the team observes that the students are asking better questions andtrying to make discriminatory judgements on note-taking materials.

5. Future plans for the individual students are met because ofmajority of students who graduate from this school go to college.Highlights 3 and 4 are required of any college student in order tofacilitate success. The team would argue that in any life situationhowever, these qualities are helpful. The ability to listen criticallyand record meaningful data would be helpful to anyone in any walkof life.

6. Since anyone of six persons may present the lecture, subjectmatter is emphasized and the person explaining it is de-emphasized.This does not mean the teacher is unimportant, however, carefulplanning by the team members is required to insure continuity ofmaterial and of the manner of presentation.

FOR THE TEACHERS1. The opportunity to operationalize techniques discussed at the

college level in methods classes is extremely rewarding. All three com-ponents of the team interact constantly to suggestions and strategiesin the planning sessions. Many different approaches and teachingmethods can be discussed and compromises reached. The interchangebetween experienced teachers and student teachers is exciting anddelightful, resulting in an atmosphere that is creative and dynamic.

2. The learning from one’s partners is ever present. Each teammember participates in the lesson design process. All members of theteam experience good and bad teaching times, and each knows thepain of not doing what is intended.

Respect grows for each member as each admits the shortcomings ofone’s own experience. This honesty allows the group to pull togetherand help one another with teaching techniques that eventually resultin a better program for students. The challenge and encouragementoffered by peers is conducive to personal growth.

3. As a result of team equality, the student teachers are acceptedby the students as equals with the regular teachers. Psychologically,the student teachers feel more assured and this confidence enablesthem to handle the challenges with higher spirits.

4. The evaluation of the student teachers^ behaviors are moreobjective because there are three observers as opposed to one (whichis normally the case in an ordinary student-teacher setting). Theevaluations deal with behaviors in teaching and not in ego-involveddifferences.

5. Teachers are saved the task of repeating class presentations.


More effort goes into planning a good lesson to be given once ratherthan sounding like a tape recorder five times in five self-containedclassrooms.

6. "Brain Storming^ opportunities are always present. The processof decision-making is equally spread throughout the team and eachmember contributes to the goals of the team.

7. A leadership role has to be filled to pull the people together; theuniversity methods person fills this role. Because of the unique posi-tion this person holds, he can hold the middle position between theexperienced teacher and the student teacher. His presence can addassurance to the student teacher and encouragement to the experi-enced teacher that, together, the team will be successful.

Because of the constant support each member gives to one another,the team grows and gains strength to meet the challenge at hand. Thisteam not only states that it can be done�THEY DO IT!!

MORE LAKE POLLUTIONA team of University of Wisconsin scientists has found the first direct evi-

dence that urban and agricultural runoff, even though greatly diluted, can con-tribute disease-causing Salmonella organisms to recreational waters. This indi-cates that these runoffs are a potential danger to public health. There is no needfor any panic, however, because there does not appear to have been an outbreakof disease from the contamination.The team found the Salmonella at Willows Beach, a popular swimming area

located on the Madison campus. Sources of the organisms are a storm sewer andcampus animal barns, which have outlets into a small creek draining into LakeMendota. The beach is about half a mile away from the discharge points.While the Salmonella can cause a typhoid fever-like infection, it more often

results in a mild diarrhea. Both forms can be treated with antibiotics. One prob-lem, however, is that some people can become carriers and spread the organismsto others. There is a definite need to find out exactly how dangerous Salmonellacontamination is. We must know how many organisms are needed for infection�especially for infants and young children�and also whether they can grow inbottom muds and then be picked up by swimmers and spread around.Though the scientists studied only Lake Mendota, results suggest that Sal-

monella contamination from urban and agricultural runoff may be a problemacross the state and other parts of the country. The contamination in LakeMendota is only a drop in the bucket as far as the state goes. Runoffs from farms�especially dairy farms�and feedlots are probably pouring many of the orga-nisms into nearby waters. Also, storm sewers in other cities are likely to be con-tributing to the problem.

If future research indicates that Salmonella contamination does, in fact, di-rectly cause outbreaks of diseases, the economic consequences will be serious.Not only would this have an effect on the use of recreational waters, it wouldalso mean that all runoff from farms and storm sewers would somehow have tobe diverted and the organisms removed. Also, farmers would have to take addedprecautions when disposing of animal wastes, a major source of the organisms.

don't tell me about it—do it!! a unique approach to team teaching

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