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Co-teaching or team teaching is the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in the a common classroom, [1] and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths. [2]
In learning, co-construction is a distinctive approach where the emphasis is on collaborative or partnership working. The approach includes some more interactional processes such as cooperation and coordination. [1] Co-construction is a concept that students can use to help them learn from others and expand their knowledge.
Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. [1] There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence."
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. [1] 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.).
A teaching method is a set of principles and methods used by teachers to enable student learning.These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. [1]
Co-coaching is a structured practice of coaching that involves peers alike with the ultimate goal of gaining peer knowledge in learning how to coach or bettering their coaching techniques. This is usually done with one peer being the coach while the other peer is the coachee and vice versa during a set amount of time.
Interdisciplinary teaching is a method, or set of methods, used to teach across curricular disciplines or "the bringing together of separate disciplines around common themes, issues, or problems.” [1] Often interdisciplinary instruction is associated with or a component of several other instructional approaches.
Constructivist approaches to human learning have led to the development of the theory of cognitive apprenticeship. [ 1 ] [ 2 ] This theory accounts for the problem that masters of a skill often fail to take into account the implicit processes involved in carrying out complex skills when they are teaching novices.