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Roles, Power, Planning
A CONVERSATION ABOUT CO-TEACHING:
Pamela L. Eddy and Sharon L. M. StoneThe College of William and Mary6th Annual Conference on Higher
Education PedagogyFebruary 5, 2014
Overview of the literature and facilitator experiences
Engagement in conversation using guiding questions
Summary and posting of key points
AGENDA
Professional growth due to reflection & students gain by variety of learning strategies (Conderman & McCarty, 2003)
Power differentials for faculty and graduate students (Eddy & Mitchell, 2006)
Willingness to be open and receptive to different perspectives helps support co-teaching (Leavitt, 2006).
Missing—thinking of instructors as adult learners
LITERATURE
The Circumstances
Sharon
Pam
Initiative
The Course
Change of instructor
Question of intention – Comparative vs. Internationalization
Frame of reference among students
INTRODUCTION
Spring 2013
Discussed teaching philosophies
Calendar to accommodate both instructors
Conceptual framework for adult learners
Summer 2013
Reviewed text and selected readings
Organized material into thematic sections
Interviewed international scholars
Fall 2013
Met weekly for debriefing/planning
PLANNING
What would this look like for
interdisciplinary studies?
Unique mitigating factors
Collegial culture of department
High comfort level in communicating with one another
Similar in age and international experience
Co-creating rather than just co-teaching
Awareness of power differential
Expectations of roles
Shared meaning/understanding
POWER
Pam remained primary instructor; Sharon supported instruction
Pam gave Sharon positive introduction and divided content presentation
Both facilitated small group discussion and learning activities
Both read submitted student work; Pam evaluated and modeled for Sharon
Kept fun as a focal point
ROLES
How do you define the concept of co-teaching?
What best practices support co-teaching, in particular when crossing disciplinary areas or when working with others who may possess more status and power?
What are the key learning outcomes for those involved in co-teaching based on adult learning theory?
What do you see as challenges of co-teaching?
GUIDING QUESTIONS
Be patient – it takes time to get all the parts to operate cohesively
Communication is critical—revisit course
objectives and goals often
Flexibility is key—both for instructors and students
Some students were uncomfortable with andragogical approach and/or student-centered learning
Formative assessment helps for making mid-course adjustments
LESSONS WE LEARNED AND WAYS TO IMPROVE
Pamela L. Eddy, Ph.D. Sharon L. M. StoneProfessor Doctoral CandidateThe College of William and Mary The College of William and MaryWilliamsburg, VA Williamsburg, [email protected] [email protected]
See CIDER website for reference/resource list
