{"id":6130,"date":"2021-04-27T08:00:09","date_gmt":"2021-04-27T13:00:09","guid":{"rendered":"https:\/\/braindevs.net\/blog\/blog\/?p=6130"},"modified":"2021-04-25T09:16:50","modified_gmt":"2021-04-25T14:16:50","slug":"now-you-tell-me-where-was-interteaching-a-year-ago","status":"publish","type":"post","link":"https:\/\/www.braindevs.net\/blog\/now-you-tell-me-where-was-interteaching-a-year-ago\/","title":{"rendered":"Introducing “Interteaching” (Works Online Too!)"},"content":{"rendered":"

Have you heard of “interteaching” before? Me neither.<\/p>\n

The headlines for this blog sound like this:<\/p>\n

“INTERTEACHING” HELPFULLY BALANCES TEACHER AND STUDENT EFFORT\/RESPONSIBILITY<\/p>\n

and<\/p>\n

\"\"<\/a><\/p>\n

“INTERTEACHING” WORKS ONLINE AND ASYNCHRONOUSLY, according to recent research.<\/p>\n

Let’s take those headlines one at a time.<\/p>\n

Headline 1: A Helpful Balance of Work and Responsibility<\/h2>\n

Few battles rage hotter in education than the “teacher-centered” vs. “student-centered” debate. Should teachers be “sages” who explain ideas and procedures directly and precisely? Should we be “guides” who help students as they puzzle their way to discovery and understanding?<\/p>\n

We can be tempted to think that one approach is always right, the other always wrong.<\/p>\n

Interteaching, as I understand it, strikes a useful middle ground.<\/p>\n

Teachers do plenty of organizing\/presenting. And<\/em>, students devote lots of mental energy to figuring out key ideas. As explained in this study<\/a>\u00a0by Gayman, Hammonds, and Rost, Interteaching includes four steps:<\/p>\n

First<\/strong>: As students do assigned readings, they answer questions included in “prep-guides.” In other words: teachers guide and signal with the questions they ask, but students do the mental work to figure out the answers.<\/p>\n

Second<\/strong>: Students meet in small groups (2-4) to compare answers and figure out\u00a0 their disagreements. Here, again, students must do lots of useful mental work.<\/p>\n

Third<\/strong>: Students tell teachers (in “record sheets”) which concepts they struggled most to understand. Notice: time for student metacognition<\/strong>.<\/p>\n

Fourth<\/strong>: Guided by that feedback, teachers prepare and present a brief lecture to explain the trickiest ideas. After several steps focused on student effort, this one invites teachers to do the heavy lifting.<\/p>\n

By the way, an optional fifth step creates a grade incentive to encourage student participation. According to Gayman and Co., the method works with or without those incentives.<\/p>\n

As you can see, interteaching combines “student-centered” discussions and metacognition with “teacher-centered” prep-guides and lectures. We end up being both<\/em> guides and<\/em> sages, depending on the step we’re in.<\/p>\n

Headline #2: Interteaching Helps Online\/Asynchronous Learners<\/h2>\n

Gayman’s study<\/a> cites prior research showing the benefits of interteaching. (Short version: students learn more<\/em>.)<\/p>\n

She and her colleagues, want to know: does this approach also help students learn online, especially in asynchronous classes?<\/p>\n

To find out, Gayman used one of her own psychology courses as a testing ground. In one section, she taught topics A, C, and E the traditional lecturey way, and topics B, D, and F with interteaching.<\/p>\n

With the\u00a0other<\/em> section, she flipped that: B, D, and F got traditional lectures, and A, C, and E got interteaching love.<\/p>\n

With this method, she could determine\u00a0within the same student<\/em> which method worked better.<\/p>\n

Turns out: students learned more from interteaching<\/em> as measured by unit-end quizzes<\/strong>. And on the final exam<\/strong>. (Those exams yielded more As and Bs for inter-taught material, and fewer Cs, Ds, and Fs.)<\/p>\n

And, 82% of the students said they preferred interteaching<\/strong> classes to lectures.<\/p>\n

So:\u00a0yes<\/em>, interteaching helps online learners, even in asynchronous classes.<\/p>\n

Always with the Nuance<\/h2>\n

I haven’t yet found any research looking at interteaching in K-12 classrooms.<\/p>\n

I suspect that students need a well-developed academic skills to manage the more independent parts of this approach. That is: I would hypothesize that the method works better in high school and college than with earlier grades.<\/p>\n

In particular, the metacognitive step — the “record sheets” — could be very challenging for younger students. Even my high-school sophomores don’t reliably understand what they don’t understand. (Dunning-Kruger, I’m looking at you.)<\/p>\n

At the same, I imagine that the underlying concepts (a balance of “student- and teacher-centeredness”) could be wisely adapted for students at various stages in their academic careers.<\/p>\n

I’ll also be curious to hear how this approach works with different subjects (math, history, art, dance) and in different cultural contexts.<\/p>\n

 <\/p>\n

In brief: I’m intrigued by this approach, and look forward to exploring it in future posts. If only I had known about it a year ago!<\/p>\n","protected":false},"excerpt":{"rendered":"

Have you heard of “interteaching” before? Me neither. The headlines for this blog sound like this: “INTERTEACHING” HELPFULLY BALANCES TEACHER AND STUDENT EFFORT\/RESPONSIBILITY and “INTERTEACHING” WORKS ONLINE AND ASYNCHRONOUSLY, according to recent research. Let’s take those headlines one at a time. Headline 1: A Helpful Balance of Work and Responsibility Few battles rage hotter in […]<\/p>\n","protected":false},"author":18,"featured_media":6131,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[148,158],"class_list":["post-6130","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lb-blog","tag-classroom","tag-interteaching"],"_links":{"self":[{"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/posts\/6130","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/comments?post=6130"}],"version-history":[{"count":3,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/posts\/6130\/revisions"}],"predecessor-version":[{"id":6134,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/posts\/6130\/revisions\/6134"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/media\/6131"}],"wp:attachment":[{"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/media?parent=6130"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/categories?post=6130"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/tags?post=6130"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}