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Werklund School of Education Werklund School of Education Research & Publications
2021-05-05
A Collaborative Instructor and TA Approach to Online
Teaching and Learning
Delanoy, Nadia; Chen, Danni
Delanoy, N., & Chen, D. (2021). A Collaborative Instructor and TA Approach to Online Teaching and Learning (learning object). University of Calgary, Calgary, AB.
http://hdl.handle.net/1880/113551 learning object
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A Collaborative Instructor and TA Approach to Online Teaching and Learning
Dr. Nadia Delanoy Werklund School of Education
Danni Chen
A Collaborative Instructor and TA Approach to Teaching and Learning Introduction
This vignette presents the reflections of Instructor Dr. Nadia Delanoy and Teaching Assistant (TA) Danni Chen on a semester-long collaborative approach to teaching and learning. We hope this reflection provides insight into the attitudes towards collaboration between
instructor and TA. In the following, we outline our collaboration, the changes implemented with the class, and demonstrate how our collaboration contributed to continuous improvements to the student learning experience.
The way to exploring our collaboration
We developed our collaboration to focus on facilitating best practices and results in the classroom. By pursuing opportunities to try new teaching pedagogies, we reflected on our teaching methods and gave each other feedback on our teaching by acting as “extra eyes and ears” (Mansarays, 2006). Through active engagement with each other — from sharing and affirming ideas to questioning the possibilities and limitations of implementing those ideas in teaching and learning — we built and expanded collective knowledge in the discussion forum (Scardamalia, 2002). Through our collaboration, we succeeded in building contributions to the rich learning community in EDER 619 Inclusive Education.
While working together as instructor and TA, we always had weekly 30-minute meetings every week to discuss class teaching and learning. A short interchange can be seen below:
Nadia: It was interesting in the Zoom how students gravitated towards their challenges systemically, yet there are misconceptions of policy. Danni, how can we make this more real to them?
Danni: I agree, I saw the same thing. Could we revisit the policy framework around inclusion and check in with them on how they perceive policy?
Nadia: That is a great idea, Danni. I can talk about how systems thread the needle policy wise and how that impacts practice. Can you speak to the theoretical implications of policy frameworks? As you shared you wanted more instructional experience, do you want to make a short 5-8 minutes’ digital lesson where they can unpack this?
Danni: I will do a search on video and process sources that we can use and send you a frame.
A Collaborative Instructor and TA Approach to Teaching and Learning
The relationship fostered by these interchanges, debriefs, and collaborative methods spawned a very dynamic approach to the online environment for the graduate students. Danni had multiple opportunities to co-teach and share her expertise in inclusive research and practice with the students through her activities and unique lens. The students appreciated the inclusion of digital materials and the ability to engage in multiple breakout rooms with both the instructor and TA. Approaching inclusive education from different perspectives and demonstrating how those different research interests have intertwined and boosted understanding of inclusive education provided a richer and more diverse foundation for discussion, questioning, and knowledge sharing.
Throughout the collaboration, we demonstrated a commitment to working as a team, as opposed to relegating Danni to a more passive capacity as teaching assistant. We both believe that active learning results in higher student engagement and performance compared to “teaching by telling” (Freeman et al., 2014; Vygotsky, 1978). To increase the impact of active learning, we deployed a range of effective and creative ways beyond intervention to have Danni design
curriculum activities alongside Nadia. We worked together to outline what is required of students before each class, such as cooperative learning behaviors, clarified language structures,
provoking questions, and content which are all part of this joint design approach. By
collaborating in this way, Danni was fully involved in the learning and offered opportunities to observe and study effective learning.
the community (Resendes, 2014). Danni brought her familiarity with Dewey’s articulation of
knowledge and learning experience into one of our weekly meetings. After our discussion, we decided to incorporate it into our approach to active learning. Through experience, people make connections with others and the world which helps them make meaning and learn (Dewey, 1934). By using and having the experience, people can gain knowledge and wisdom/intellect embedded in lived experience to better themselves in the world. After discussion, we decided to incorporate this approach with active learning. Guided by Dewey’s (1934) concept of having an experience, we expanded our understanding of how students acquire knowledge and its
implications for further learning inquiry of this class. Then, by acknowledging ways of knowing as a serial process, we designed a series of activities over the semester, including problems identified in practical school settings, adjustment of suggestions based on related literature and relevant information/knowledge gathered within classes. Additionally, students were able to develop hypotheses or possible solutions and communicate their actions taken in practical school settings. Through their reflective thinking and implications provided, new possible questions were raised.
The strengths of co-creation in this approach to instructor and TA collaboration serve the students quite well as both members of the instruction team have an immense background in inclusive practice whether in K-12 or conceptually. As such, the teaching assistant becomes an active member of the instructional team. Through this approach, digital resources, video
A Collaborative Instructor and TA Approach to Teaching and Learning
The following examples are related to inclusive education and were used to help our students contextualize their knowledge and application of learning. We used video resources to supplement the textual basis of the course and discourage the use of a deficit perspective due to the students' realities in traditional schools:
Inclusive education: a way to think differently about difference This TEDx talk by Peter Walker discusses the long-lasting influence of inclusive education for
students and how schooling affects students’ opinions on disability and difference when they grow up.
The power of inclusive education. How could we make complex classrooms an inclusive whole? A TEDx policy video featuring Ilene Schwartz helps students grasp the implications of policy in practice – something that can be quite complex in the inclusive space.
The inclusion classroom: An inclusive education movement This Teachings in Education video includes an overview of Inclusion Classrooms, Inclusive Education Beliefs, Benefits to Students, Classification Types, History of the Inclusion Movement, Instructional Strategies, Accommodations & Modifications, Guidelines for Inclusion, Co-Teaching Strategies, and Collaborations.
Conclusion
As a TA, Danni really appreciated the opportunities to learn from active instruction conversations and receive feedback about her teaching pedagogy and instructional
implementation in an online learning environment. In particular, the weekly 30-minute
area of understanding. During the meetings, areas for improvement were also identified, such as classroom management, providing academic feedback, and culturally responsive teaching (Gay, 2010). Throughout this collaboration, Danni offered her perspective to Nadia, whether personal or from the literature. Danni’s professional development was enhanced by practicing the ability to provide constructive feedback, adding to her knowledge on pedagogy, and helping to deepen our students' learning. In the online learning environment, with Danni acting as the ‘third eye’ on the class, Nadia was able to collect course evaluation data to inform further course iterations and implement new pedagogy or revise some points of course assignment in her other classes. This team approach resonated with students as they felt that both the instructor and TA were
accessible and with each bringing their own expertise to the class, enriching their learning experience. We hope that the approach to collaboration we have described here may provide you with some insights into your teaching practices and collaborations with instructors and teaching assistants.
References
Dewey J. (1934). Art as experience. Penguin.
Gay, G. (2010). Culturally responsive teaching: theory, research, and practice. Teachers College Press.
Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, & Mary Pat Wenderoth. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National
A Collaborative Instructor and TA Approach to Teaching and Learning
Mansaray, A. (2006). Liminality and in/exclusion: Exploring the work of teaching assistants.
Pedagogy, Culture & Society, 14 (2), 171-187.
Renders, M. (2014). Knowledge Building 12 Principles. https://thelearningexchange.ca/wp-content/uploads/2014/11/Knowledge-Building-12-Principles11.pdf
Scardamalia, M. (2002). Collective Cognitive Responsibility for the Advancement of
Knowledge. In B. Smith (ed.), Liberal Education in a Knowledge Society (pp. 67-98). Open Court.
