CMGTT APPROACH OF TEACHING AND LEARNING: WHAT, WHY AND HOW

One of the greatest and inevitable challenge that higher education teachers facing is determining most effective teaching learning methods and strategies for the adult learner as the learner are over loaded with the so much information and knowledge due to easy access and availability of information through internet. Learners have new demands of knowledge and skills. To meet their demands, it is essential for higher education teachers to understand their needs, interest, and attitude, societal and global demands. Understanding and assessing higher education learners and their involvement in learning can help to design best way of transacting curriculum. In teacher education the demand of new and effective strategies and methods of transacting curriculum is obvious and teacher educators faces great challenge to meet out their demands. To meet these demands, many higher education teachers and teacher educators are using active learning pedagogies like Cooperative learning or team based learning. Active learning in the context of higher education is often a social and informal process where ideas are casually exchanged through student involvement and intellectual and interpersonal activities (Menges and Weimer, 1996). Bonwell and Eison (1991) conceptualize active learning as a process involving students not only “doing” things, but analyzing what they are doing. Cooperative learning is one of the most commonly used forms of active pedagogy. Taking place through an individual's interaction with his or her environment and peers, cooperative learning is largely based on the idea that students learn through social contexts (Adams and Hamm, 1994). In the present paper the author has developed and used a new approach called Cooperative Mixed Group Team Teaching (CMGTT) for transacting teacher education curriculum in teacher education programme and the paper focuses on concept of CMGTT, its elements and steps of the approach.