Collaborative Learning & Teaching

This unique program uses technology to bring people together in an educational environment. Teachers work collaboratively to improve classroom practice. Like all Graceland M Ed programs, Collaborative Teaching and Learning is accredited and is based on the five core propositions of the NBPTS.

Program Benefits
• Relevant: Practice research based strategies designed for your students
• Timely: Focus on authentic and educative assessment
• Convenient: Get credit for your use of best practice in the classroom

Unique Features
• A collaborative cohort field based learning application
• Connections between coursework and classroom practice
• Topics courses designed to meet your classroom needs
• Opportunities to align classroom practice with National Standards
• A program that is student-driven and designed by you to meet your classroom needs

Program Delivery
During a two-year period, a cohort of teachers will participate in 30 term hours of continuously sequenced course work. Of the 30 hours of course work, six hours are special topic courses, 15 hours are study seminars, based on the National Board for Professional Teaching Standards Core Propositions, and six hours focus on action research. Students will present an action research project and a presentation to their peers.

Course Descriptions
EDUC5100 Strategies for Collaboration 3 s.h.
This course lays a foundation for the degree program. Participants discover how to take ownership for their own learning through shared readings and reflections in a social learning context. Participants begin to clarify procedures for doing systematic inquiry and refl ection in future learning. Through self assessment, a personal professional development plan is constructed.
EDUC5310 Core Proposition I 3 s.h.
Teachers demonstrate commitment to students and their learning. Topics include: student’s prior knowledge, learning styles, skills, and readiness when selecting materials and creating learning experiences.
EDUC5320 Core Proposition II 3 s.h.
Teachers expand their knowledge base for the subjects they teach and critique how to teach those subjects to students. They develop appreciation for how their subject is created, organized, and linked to other disciplines.
EDUC5330 Core Proposition III 3 s.h.
Teachers develop professional skills for managing and monitoring student learning.
EDUC5340 Core Proposition IV 3 s.h.
Teachers think systematically about their practice and learn from experience. They use refl ective practice to engage in action research.
EDUC5350 Proposition V 3 s.h.
Teachers develop skills to be members of learning communities. Contributions are made to school effectiveness by collaborating and establishing positive interpersonal relationships with other professionals. EDUC5900 Topics In Education 6 s.h.
Content may vary and will be announced at the time of offering.
EDUC6100 Classroom Inquiry & Action Research 3 s.h.
Participants begin to clarify and explore lines of inquiry based upon their desire to improve classroom practice. Action research methods are studied. Inquiry goals and strategies are developed for implementation of action research.
EDUC6110 Classroom Inquiry & Action Research Practicum 3 s.h.
Students engage in an inquiry process related to their own teaching practice. They implement an action research plan by gathering data and reflecting upon their process.
EDUC6200 Professional Conference Presentation 0 s.h.
Students present their action research projects, approved by the Graceland Graduate Education Committee.