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Teaching Fall 2006 NEWSLETTER Vol.16, No.1 Speaking of T H E C E N T E R F O R T E A C H I N G A N D L E A R N I N G • S TA N F O R D U N I V E R S I T Y Team Teaching: Bene ts and Challenges I n recent years, team-taught courses have become an important part of the Stanford curriculum.. Among them are: “model learner,” in which the instructor asks questions and otherwise contributes to discussion “observer,” in which the instructor takes notes and gauges student response to the presentation “discussion leader,” in which the instructor facilitates or leads break-out groups or “devil’s advocate,” in which the instructor raises provocative or challenging questions in an effort to stim- Fall 2006 Vol.. He and Landy make a conscious effort from the begin- “...ask some questions to which you really have no idea of the answer.” Doing so is a risk, but, as Anderson notes, it “takes students out to the leading edge of knowledge” and shows them “what the production of knowledge is really like.” to the leading edge of knowledge” and shows them “what the production of knowledge is really like.” Likewise, to gain the benefits of this mode of inquiry, students must stop searching for the “one right answer” to problems.. Anderson remarks, team teaching “does raise your game, and sometimes quite dramatically so.” As Landy says, team teaching gives professors the opportunity “to teach in a different way, and to learn in a different way.” It allows instructors to hone their pedagogical skills and develop new topics for research and scholarship..
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