Center for Teaching and Learning

April 2, 2020

35 – Hybrid Co-Teaching: A Strategy to Develop Pedagogical Skills

Authors

  • Anaid Yerena, School of Urban Studies, UW Tacoma
  • Flavia de Avila, School of Interdisciplinary Arts and Sciences, UW Tacoma

Abstract

Our poster highlights a hybrid co-teaching practice and provides an example of innovative technology integration in course delivery. The course where we applied hybrid co-teaching is an upper-division undergraduate course with 22 students. During the module in question, the two instructors presented interdisciplinary content (from law and urban studies) related to housing in the U.S. and Brazil. The purpose of the module was to introduce students to the concept of the social function of property applied to create more housing options in Brazil and its possible incorporation in the U.S. context. As part of the module, students collaborated in groups of 2-4 using Google Translate to translate news stories (Portuguese to English) and Google slides to present a summary of the news stories they read related to the application of the concept.

The two instructors (one over Zoom and the other one in-person) co-taught, that is, co-designed and co-delivered the module’s content from two geographically different locations. In our module, we applied some concepts of the flex co-teaching model as presented by Yang, Zhu, and MacLoed (2016). The approach gave students the opportunity to hear from both legal and housing content experts simultaneously and receive additional support during the required in-class online exercise. As instructors, both were able to learn from each other’s pedagogical approaches, collaborate in content delivery, and reflect on our teaching practices. Instructors in other disciplines can use this method as a way to incorporate subject-matter experts as co-teachers or guest lecturers while maintaining course structure and pedagogical approach constant for students. This approach can also be employed to facilitate teacher training opportunities for pedagogical skill development where the trainee is working in-person with the students while the trainer is available to answer any questions in real-time and provide additional instructional support.

References:
Yang H.H., Zhu S., MacLeod J. (2016) Collaborative Teaching Approaches: Extending Current Blended Learning Models. In: Cheung S., Kwok L., Shang J., Wang A., Kwan R. (eds) Blended Learning: Aligning Theory with Practices. ICBL 2016. Lecture Notes in Computer Science, vol 9757. Springer, Cham.

View a PDF of this poster

Video presentation

 


Q & A: Poster session 1 (2:00 – 2:50 p.m.)