Discusses Rutgers University's departmentally based "Gateway" retention program for underprepared students. Explains that, in "Gateway Sociology 101," students learn sociology in extraordinarily positive conditions. Reports that instructors pursue expanded goals, offer extra classroom time, monitor attendance, teach in teams,…

Describes a high school chemistry program which uses a team approach. Organizational structure, instructional strategies, student involvement, and outcomes (including the development of a third year of chemistry using an independent study approach) are considered. (JN)

Guidelines for collaborative, interdisciplinary teaching at the college level are presented, including: restricting the team to two members, in general; agreeing on a trial period; selecting a coteacher with a healthy psyche; selecting course content fertile for interdisciplinary learning; discussing teaching philosophy and methods; reviewing…

Describes the development and implementation of interdisciplinary four world studies courses at Queens College (City University of New York). Discusses the planning process in which teaching teams from the social sciences and humanities developed course content and objectives. States that the courses were designed to be part of the undergraduate…

A syllabus intended to prepare high school students for college level library research and to provide students with skills for lifelong learning is being created by a committee of high school and college librarians and classroom teachers. The syllabus is designed to be taught by a team consisting of a library media specialist, English teacher(s),…

An approach to integrating classroom instruction of subject area content and a second language is outlined. In the integrated classroom, teams of language and content specialists bring their expertise to course planning, teaching, and assessment, and work together in the same classroom for each session. The approach was constructed by drawing on…

Describes a team-taught immersion-style, content-based program in English as a foreign language (EFL) in a Japanese college liberal arts curriculum. The collaborative model of content-based instruction differs from the typical theme-based, sheltered, and adjunct models in its educational goals and instructional format. Suggestions are made for…

A professor from the University of Tennessee and a mathematics teacher who formerly taught kindergarten teamed up to plan and teach a kindergarten methods course for undergraduate elementary education majors. The course includes both practical and theoretical perspectives. Course readings consist of selections from textbooks and articles from…

Discusses a model program at the University of Northern Colorado for preparing secondary geography teachers. Asserts that the program's key feature is the presence of an outstanding secondary teacher in residence throughout the year who team-teaches the geography teaching methods course. (CFR)

This module offering an overview of teaching strategies is 1 in a series of 10 modules written for vocational education teacher education programs. It is to supplement the American Association for Vocational Instructional Materials's Category C: Instructional Execution (Modules C-1 through C-30) of the Professional Teacher Education Module Series.…