Course Number and Title:
IDT G15 Collaborative Teaching Practices
Campus Location
- Dover
- Georgetown
- Stanton
- Wilmington
Prerequisites
Prerequisite: IDT G10
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course supports educators in creating a collaborative teaching ecosystem that fosters student engagement and inclusivity. Participants will analyze data, reflect on feedback, and collaborate with peers to refine instructional practices. Through observation, lesson planning, and teamwork, educators will develop strategies for continuous improvement and impactful, inclusive teaching.
Additional Materials
None
Core Course Performance Objectives (CCPOs)
- Synthesize data and feedback from multiple sources to build collaborative teaching practices and engage learners. (CCC 1, 5; PGC 1)
- Analyze observed teaching strategies for their impact on student engagement, learning, and collaboration. (CCC 1, 3; PGC 6)
- Implement a lesson plan that incorporates inclusivity and active learning techniques. (CCC 1, 3, 4; PGC 1, 3, 5, 6)
- Develop strategies to build a collaborative teaching ecosystem and support continuous improvement. (CCC 1, 2, 3, 4, 5; PGC 6)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Synthesize data and feedback from multiple sources to build collaborative teaching practices and engage learners.
- Reflect on teaching experiences and feedback from multiple sources.
- Analyze student performance data.
- Develop a comprehensive plan to effectively discuss student performance data with peers to build collaborative teaching practices and strengthen student engagement.
- Analyze observed teaching strategies for their impact on student engagement, learning, and collaboration.
- Conduct a classroom observation to identify effective teaching practices and areas for improvement.
- Reflect on observed teaching practices.
- Discuss observation reflections to build collaborative teaching practices and strengthen student engagement.
- Implement a lesson plan that incorporates inclusivity and active learning techniques.
- Review lesson plan for components of inclusivity and active learning techniques.
- Complete a video recording of lesson implementation.
- Reflect on lesson implementation.
- Discuss lesson implementation to build collaborative teaching practices and strengthen student engagement.
- Develop strategies to build a collaborative teaching ecosystem and support continuous improvement.
- Examine professional learning communities as a means to strengthen student engagement and success.
- Recognize the value of professional learning communities.
- Develop a comprehensive plan to collaborate with peers for continuous improvement.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
|
Evaluation Measure
|
Percentage of final grade
|
|
Summative Assessments
|
|
Teaching Strategies Reflection
|
5%
|
|
Comprehensive Collaboration Plan – Part I
|
15%
|
|
Comprehensive Collaboration Plan – Part II
|
15%
|
|
Classroom Observation
|
25%
|
|
Lesson Implementation
|
30%
|
|
Formative Assessments
|
|
The course will contain various formative assessments including but not limited to:
- Discussions
- Assignments
- Class Participation
|
10%
|
|
TOTAL
|
100%
|
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
- Develop and apply a dynamic approach to teaching that is grounded in pedagogical principles and an appreciation for the needs of diverse learners.
- Design and develop learner-centered courses based on sound instructional design principles.
- Apply learner-centered instructional strategies to enhance student engagement, learning, and success.
- Design and implement a variety of formative and summative assessments to evaluate learning, communicate feedback, and guide instruction.
- Leverage appropriate technologies to advance teaching and learning.
- Engage in continuous development to maximize instructional effectiveness.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.