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

Email

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

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