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This is the Power Point presentation that I participated in at NJASL this fall. We examined different ways that collaboration happens in the school library today. Examples of collaborative projects were discussed. The website below contains examples of collaborative forms too. http://web.me.com/amylking/NJASL10/Welcome.html
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COLLABORATION IN THE REAL WORLD
YOU KNOW THE RESEARCH…
COLLABORATION
INQUIRY DRIVENSHARED RESOUCES
TEAM TAUGHT
ACTIVE ENGAGEMENT
COMMON MISSION
ALIGNED TO STANDARDS
PROBLEMSOLVING
REQUIRESPLANNING
CRITICALTHINKING
BUT WHAT IS REALLY HAPPENING IN THE
TRENCHES?
Grade level
Meeting!
Show teachers
new project idea!
Pull books for
Johnson-body
Systems!
Genre-mystery lesson-grade
4
Author study-
Book talk
and
display examples
Big research Project!Need MLA Info!
Find out-What’s going
on in 2 nd grade?
WHERE WEWERE….TO WHERE WE ARE…
• K-8 District feeds into regional high school• 5 elementary schools, 6th grade center, 1
middle school• Historically staffed by 7 librarians• Due to current budget crisis, now staffed
by 4 librarians
KATIE EAGEN-CASALE
JACKIE ALBRIGHT PUGH
AMY KING
MODELS OF COLLABORATION
Cooperation
•Simplest form of interaction•Short term•Informal requests•Teachers, librarians and technology work separately•Requires little commitment from the individuals•Few defined goals•No defined structure•Minimal organized effort to work together
MODELS OF COLLABORATION
Coordination•Covers a longer time frame•More formal arrangements exists – planning sheet•Team approach – open communication•Teachers, librarian and tech teacher plan together•Roles are defined•Teaching is separate•May not occur in the same environment•Focuses on a unit of study or project•Measurable end goal - celebration
MODELS OF COLLABORATION
Collaboration•Common mission•Long-range scope•Requires comprehensive planning•Teaching is done together•Resources are shared•Teachers work together to present material, guide the active engagement process and access.•Focus is aligned to the standards•Inquiry driven question•Emphasis is on critical thinking and problem solving•Team taught lessons happen during the subject area time not during Book Exchange time.
ENCOURAGING TEACHERS
What works?
Grade level meetings
Parent visitation day
Know the Curriculum
Working with Tech Lab
Informal Conversations“special books”
Reading & Writing Celebrations
Hi Jackie, We are beginning our research next week and would like to come to the library Wednesday or Thursday at 2:30 if either of those times are possible. I’m open to suggestions to other times as well. We are doing human body investigations this time and I think a lesson or two on research would be helpful…Encyclopedia, etc. Let me know what works for you.
Jackie,
Is it ok if we stay after our book exchange time next
Monday so you can start a project on communities
with my class?
OBSTACLES TO COLLABORATION
• Teacher’s unwilling to give up locus of control
• Time and scheduling• Classroom curriculum
extremely regimented• Not knowing what is
happening in the classrooms
• Not written in as part of curriculum
SCHEDULING ISSUES…BUT I’M A PREP!
I have a flexible
schedule!Woo hoo!
Due to budget cuts, I have 42
classes a week!
But I’m a prep? How
can I collaborate?
LET’S TALK ABOUT FORMS
Inquiry-Based Collaboration Plan Planning Meeting Date(s): Grade: K 1 2 3 4 5 Teacher(s): SUBJECT: Project/Unit of Study: Est. Project Completion:
21st Century Standards 1.Inquire, think critically, and gain knowledge.1.1.1. 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.1.7, 1.1.8, 1.1.9, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.3.1, 1.3.2, 1.3.3, 1.3.4, 1.3.5. 1.4.1, 1.4.2, 1.4.3, 1.4.4 2. Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.2.1.1. 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.3.1, 2.3.2, 2.3.3, 2.4.1, 2.4.2, 2.4.3, 2.4.4 3. Learners use skills, resources, and tools to share knowledge and participate ethically and productively as members of our democratic society. 3.1.1. 3.1.2, 3.1.3, 3.1.4, 3.1.5, 3.1.6, 3.2.1, 3.2.2, 3.2.3, 3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.3.5. 3.3.6, 3.3.7, 3.4.1, 3.4.2, 3.4.3 4. Learners use skills, resources, and tools to pursue personal and aesthetic growth.4.1.1. 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.1.6, 4.1.7, 4.1.8, 4.2.1, 4.2.2, 4.2.3, 4.2.4, 4.3.1, 4.3.2, 4.3.3, 4.3.4, 4.4.1, 4.4.2, 4.4.3, 4.4.4, 4.4.5, 4.4.6
NJCCS http://www.state.nj.us/education/cccs/
Language Arts: http://education.state.nj.us/cccs/?_standard_matrix;c=3 Mathematics: http://education.state.nj.us/cccs/?_standard_matrix;c=4 Science: http://education.state.nj.us/cccs/?_standard_matrix;c=5 Social Studies: http://education.state.nj.us/cccs/?_standard_matrix;c=6 World Language: http://education.state.nj.us/cccs/?_standard_matrix;c=7
What is the driving question for this project?
Learning objective(s):
RESOURCES: Biography Fiction Non-Fiction Reference StoryColl. Prom. Brd. Brittanica Periodicals Other:_________________ COMPUTER: Internet PowerPoint Publisher Word Other: _______________
Teacher-Librarian will: Classroom Teacher will: Tasks:
Timeline:
Tasks:
Timeline:
Culminating Learning Project:
Unit Evaluation
Successes Suggested Changes
Two Projects in Context
Persistence Project• Low impact collaboration• Came out of a
conversation with a 4th grade teacher—annoyed kids were never finishing books
• I worked with a class to devise strategies for sticking with a book
• Ended with a voice thread
Reader’s Workshop
• Came out of current situation in the district
• A way to get dual use out of the library collection
• Working with classes to “shop” for RW books
outside of regular circulation time
• My way to advocate while supporting curriculum
Great Big Extravangazas…
HABITATSSOLAR SYSTEMS
NEW JERSEY
DINO DAY
BIOGRAPHY
PICTURE BOOKSIMMIGRATION
…to teeny-tiny research…
INVESTIGATIONS
POETRY BOOKS
Reading Projects Fiction and Non-Fiction
• Spooky Book Talks • Reading Workshop– Determining Importance
MAINTAINING OUR POSITION AS AN INDESPENSIBLE RESOURCE
http://web.me.com/amylking/NJASL10/Welcome.html
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