| 12/26/2024 12:17:13 PM |
| Inactive Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ADLTED 611 | Title:
TEAM TEACHING |
|
| Full Title:
Team Teaching Practices |
| Last Reviewed:2/26/2018 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 0 | Lecture Scheduled | 0 | 2 max. | Lecture Scheduled | 0 |
| Minimum | 0 | Lab Scheduled | 8.00 | 1 min. | Lab Scheduled | 16.00 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 8.00 | | Contact Total | 16.00 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 0.00 | Total Student Learning Hours: 16.00 | |
Title 5 Category:
Non-Credit
Grading:
Non-Credit Course
Repeatability:
27 - Exempt From Repeat Provisions
Also Listed As:
Formerly:
Catalog Description:
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This course is designed to introduce new or potential teachers to the benefits and demands of team teaching in Adult Education and Career Technical Education Programs in a higher education setting.
Prerequisites/Corequisites:
Recommended Preparation:
Course Completion of ADLTED 601
Limits on Enrollment:
Schedule of Classes Information
Description:
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This course is designed to introduce new or potential teachers to the benefits and demands of team teaching in Adult Education and Career Technical Education Programs in a higher education setting.
(Non-Credit Course)
Prerequisites:
Recommended:Course Completion of ADLTED 601
Limits on Enrollment:
Transfer Credit:
Repeatability:27 - Exempt From Repeat Provisions
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | | Inactive: | |
| Area: | | |
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| CSU GE: | Transfer Area | | Effective: | Inactive: |
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| IGETC: | Transfer Area | | Effective: | Inactive: |
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| CSU Transfer: | | Effective: | | Inactive: | |
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| UC Transfer: | | Effective: | | Inactive: | |
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| C-ID: |
Certificate/Major Applicable:
Certificate Applicable Course
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Identify personal teaching style, as well as strengths and weaknesses, that will lead to an
effective plan for team teaching a particular course.
Objectives:
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At the conclusion of this course, the student should be able to:
1. Explain and describe personal teaching style and strengths and weaknesses as they relate to potential team teaching assignments.
2. Outline the milestones that teams experience as they become more (or less) effective.
3. Develop a plan for dividing up the work in and out of the classroom.
Topics and Scope
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I. Establishing the Teaching Relationship
A. Group dynamics--two people does make a group
B. We, not I--acting as a unified team
C. Dividing the work
D. Checking in
E. Dialogue in front of student and with students
II. Identifying Teaching Styles and Using Them to Create a Cohesive Classoom
III. Discussing Strengths and Weaknesses
IV. Establishing Common Goals, Objectives, Assessments, and Evaluations
A. Co-planning
B. Time-management
V. Agreeing Upon Student Behavior Standards and Consequences
VI. Taking Risks
Assignments:
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1. Reflective writing on personal experience working on a team or group project
2. Group research exercise on learning and teaching styles
3. Personal assessment of teaching style, strengths and weaknesses
4. Reflective writing on what makes a strong, effective partnership
5. Group problem-solving and presentation-- designing a class as a team
6. Final reflective writing (1 to 2 pages)
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
10 - 20% |
| Reflective writings; lncluding final paper | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
30 - 40% |
| Self-assessment; group research project | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
20 - 30% |
| Class design and presentation | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
0 - 0% |
| None | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
10 - 20% |
| Active participation and attendance | |
Representative Textbooks and Materials:
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Instructor prepared materials
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