As the Competency-Based Curriculum (CBC) rollout transition from junior to senior secondary schools, formative assessment has shown that individual teaching needs to be upscaled to incorporate the team teaching component.
Though praised as an effective method of instruction—and now facilitation, as with CBC—facilitators rarely consider this strategy.
Team teaching involves a group of facilitators working purposefully, regularly, and cooperatively to help groups of learners of any age.
Facilitators employing this approach jointly prepare schemes of work and lesson plans, inform the learners of their plan, then co-teach the learners, and afterwards engage in a post-lesson discussion.
The post-lesson discussion aims to reflect on what went well and what didn’t during the engagement. It further highlights any important aspects that might have been overlooked, bolsters improvement in future lessons.
In America and European countries, where CBC was largely borrowed, team teaching is a com-mon practice offering benefits such as enhanced student learning and teacher professional development.
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Research has further shown that coaching, induction, and mentoring are enhanced when new teachers are paired with veteran teachers during team teaching.
During facilitation, there is more interaction between learners and teachers. This inculcates communication and collaboration, which are core values of the CBC.
The achievement of lesson outcomes mainly depends on how well the curriculum is unpacked. When teachers work collaboratively in a lesson, they engage in constructive discussions on ana-lysing the lesson outcomes and determining the best ways to achieve them.
As the commission continues retooling teachers on best practices to accelerate the implementation of CBC, it is incumbent upon them to emphasise the application of team teaching among its teachers. This approach, filled with strengths, will be handy in maximising ICT integration, which some teachers are already embracing.
By Kaptich Tarus.
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