Home > Higher Education, Teaching & Learning > Team Teaching and Student Learning: A Rough-and-Tumble Enterprise

Team Teaching and Student Learning: A Rough-and-Tumble Enterprise

By Kathryn M. Plank in the book, Team Teaching: Across the Disciplines, Across the Academy

Our knowledge of the world comes from gathering around great things in a complex and interactive community of truth. But good teachers do more than deliver the news from that community to their students. Good teachers replicate the process of knowing by engaging students in the dynamics of the community of truth. (Palmer, 1998, p. 115)

There’s a messiness to team teaching that presents some of its biggest challenges, but also some of its most promising opportunities. Team teaching moves beyond the familiar and predictable and creates an environment of uncertainty, dialogue, and discovery. And that is what learning is all about.

Whether one is looking at classifications of critical thinking, or definitions of deep approaches to learning, or models of cognitive and ethical development (see Anderson & Krathwohl, 2001; Bowden & Marton, 2004; Perry, 1968), the goal for student learning is a dynamic, complex, and often unsettling place. In reporting on his study of what the best college teachers do, Ken Bain (2004) says, “[P]eople learn by confronting intriguing, beautiful, or important problems, authentic tasks that will challenge them to grapple with ideas, rethink their assumptions, and examine their mental models of reality” (p. 18).

Continued at: http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php

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