Adopt the method of presenting the same material at the same time to the groups Teach and reteach method: Students are actively taught new material by a "lead" instructor. Another instructor plays a supportive role, observing and assisting students. Supplemental teaching: The class is divided into larger and smaller groups. One teacher works at their level of expertise with the larger group. The co-teacher works with the smaller group. In collaborative planning and assessment, a teacher or instructor can work together to plan curriculum, units or lessons Linked and connective courses approach involves a cohort of learners that are taking multiple courses which are linked by a theme. Students and instructors discuss the course content.

Find a common goal, and then ask each educator to articulate or write down how they plan on achieving the objectives. Draw a venn diagram, ask for volunteers, and draw upon each member’s strengths and abilities. If you do this, it will facilitate the team in building momentum. Once they have a good workflow going, clarify who is assigned or volunteered for each role, and then implement a Kansan board like they use in project management. For instance, Mari: in charge of purchasing supplies, Lee: in charge of gathering and sorting supplies, Brenda:contacting families to gather information on availability for delivery Luis; in charge of building a route and making deliveries.Once everyone has a role and a deadline, offer assistance!

Collaborating on new teaching strategies requires addressing potential resistance and fostering a supportive environment. Start by acknowledging educators' existing expertise and valuing their contributions. Clearly explain the rationale for the new strategies and their potential benefits for students. Provide professional development opportunities and resources to support educators in implementing the new approaches. Create a collaborative environment where educators can share ideas, discuss challenges, and learn from each other. Start with pilot programs or small-scale implementations to gather feedback and make adjustments before wider adoption.

Collaborating with educators on new teaching strategies can be challenging due to differences in teaching styles, workload, and resistance to change. To overcome these obstacles, fostering open communication and understanding is essential. Start by creating a supportive environment where educators feel comfortable discussing their challenges and ideas. Collaborative workshops or professional development programs can also help bridge the gap by providing hands-on experience with new strategies. It’s important to recognize and respect different teaching approaches while encouraging innovation.

Understand that there is no one-size-fits-all approach. Once that boundary has been established, be curious. Ask what the other(s) do and find out why they do it. Two different people can do the same thing and have different results, an that's why the first point matters so much. I did my absolute worst when I tried to emulate another teacher. He wasn't wrong with his approach, but it wasn't for me. So the last piece is to give the positive feedback for those who can do things that you can't do (yet).