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This paper reviews collaborative teaching models, applies them to two undergraduate biology courses, and reports student reflections on their experiences. Drawing on faculty experiences, it provides recommendations for effective team facilitation in ALC environments.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/collaborative-teaching-practices-in-undergraduate-active-learning-classrooms-a-report-of-faculty-team-teaching-models-and-student-reflections-from-two-biology-courses/594641/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/collaborative-teaching-practices-in-undergraduate-active-learning-classrooms-a-report-of-faculty-team-teaching-models-and-student-reflections-from-two-biology-courses/594641.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address about active learning classrooms (ALCs)?","Question",{"text":112,"@type":113},"The paper addresses challenges instructors face when managing ALCs, particularly large ones, and the limited guidance on effective multi-instructor facilitation in these spaces.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper study collaborative teaching in undergraduate biology courses?",{"text":117,"@type":113},"It reviews collaborative teaching models described in the literature, describes models used in two undergraduate biology courses, and reports student responses about collaborative teaching experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What collaborative teaching phases does the paper describe?",{"text":121,"@type":113},"It identifies three phases of collaborative teaching: co-planning, co-instructing, and co-assessing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594641,1792167246,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ARTICLES  \nCollaborative Teaching Practices in Undergraduate Active Learning Classrooms: A Report of Faculty Team Teaching Models and Student Reflections from Two Biology Courses  \nKelsey J. Metzger  \nUniversity of Minnesota Rochester, Center for Learning Innovation, 111 South Broadway, Rochester  \nMN, 55904  \n[kmetzger@umn.edu](kmetzger@umn.edu)  \nAbstract: Effectively managing active learning classrooms (ALCs), particularly large ALCs, can present a variety of challenges for instructors. There is a rapidly growing body of research literature addressing the impact of ALCson student engagement and learning, but fewer studies have focused on investigating instructional practices and instructors in ALCs. Moreover, little to no information on best practices for multiple instructors in these learning spaces has been reported, although the presence of multiple instructors or facilitators simultaneously seems to be frequently implemented in these spaces. Many unanswered questions remain regarding optimizing the opportunities afforded by ALCs and collaborative teaching models while minimizing difficulties that may arise when multiple instructors facilitate student learning concurrently. In an effort to begin reporting faculty experiences and student perspectives of team teaching models at the college or university level, this paper provides an overview of collaborative teaching models described in the literature, describes collaborative teaching models in two undergraduate biology courses, and reports student responses to questions addressing their experience with collaborative teaching in those courses. Finally, from our experiences, we provide recommendations of helpful practices for courses with multiple facilitators acting simultaneously in ALCs.  \nKey words: Biology, Classroom Management, Cooperative Groups, Instructional Strategies, Teaching Strategies  \nINTRODUCTION  \nModels of co-teaching (i.e. the use of multiple instructors simultaneously engaged in instruction in one classroom) have been studied and written about mostly in the context ofK-12 education (Pancsofar & Petroff, 2013; Takala & Uusitalo-Malmivaara, 2012; Conderman, 2011), particularly regarding students with special needs or disabilities (Hang & Rabren, 2009; Friend et al., 2010) . Reforms in higher education have fueled the construction of active learning environments and adoption of studentcentered instructional approaches, making coteaching more common at the collegiate level. Compared to traditional lecture-based instruction in large auditorium-style rooms, instruction in ALCstyle learning spaces 1 engages students in a reducedlecture pedagogical model focused on cooperative, active learning strategies guided by facilitators  \n1 Active Learning Classrooms (ALCs) are also known as“Student Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) (North Carolina State University; Biechner et al., 2007) and Technology Enabled Active Learning (TEAL) (Massachusetts Institute of Technology; Dori et al., 2007) .  \n(Beichner, 2008; Walker, Brooks, & Baepler, 2011) . Research has been published addressing ALC design (Brown & Long, 2006; Chism, 2006; Muthyala & Wei, 2013), the impact of instruction in ALCs on students’ social, affective, and cognitive domains (Prince, 2004; Dori & Belcher, 2005; Beichner et al., 2007; Dori et al., 2007; Beichner, 2008; Gaffney, Housley Gaffney, & Beichner, 2010; Walker, Brooks, and Baepler, 2011; Cotner et al., 2013) and revising curricula for instruction in ALCs (Brown & Lippincott, 2003; Nogaj, 2013) . In contrast, although ALC environments and active learning strategies lend themselves well to facilitation by multiple instructors (Bradley et al., 2002; Beichner et al., 2007; Biechner, 2008; Gaffney et al., 2008), there are few reports that discuss best ways to deploy teaching teams in ALCs for college and university courses.  \nA review of co-teaching literature found although most educators who participate in cotea","cbCaidy1bxQqec1H","https://ap.wps.com/l/cbCaidy1bxQqec1H","pdf",146904,"English","# Introduction\n# Collaborative Teaching Models Described in the Literature\n## One lead, one observe\n## One lead, one assist","[{\"question\":\"What problem does the paper address about active learning classrooms (ALCs)?\",\"answer\":\"The paper addresses challenges instructors face when managing ALCs, particularly large ones, and the limited guidance on effective multi-instructor facilitation in these spaces.\"},{\"question\":\"How does the paper study collaborative teaching in undergraduate biology courses?\",\"answer\":\"It reviews collaborative teaching models described in the literature, describes models used in two undergraduate biology courses, and reports student responses about collaborative teaching experiences.\"},{\"question\":\"What collaborative teaching phases does the paper describe?\",\"answer\":\"It identifies three phases of collaborative teaching: co-planning, co-instructing, and co-assessing.\"}]","Collaborative Teaching Practices in Undergraduate Active Learning Classrooms - A Report of Faculty Team Teaching Models and Student Reflections from Two Biology Courses | PDF",1792079546,18]