1 / 19

Collegial Collaboration

Collegial Collaboration. Kimberly Rouleau Martha Clasquin Our Lady of Mercy School For Young Women. Constructs for Collaboration, or tools to start and maintain the collaborative process with teachers and administration

breck
Télécharger la présentation

Collegial Collaboration

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Collegial Collaboration Kimberly Rouleau Martha Clasquin Our Lady of Mercy School For Young Women

  2. Constructs for Collaboration, or tools to start and maintain the collaborative process with teachers and administration • How Collaborative Relationships Evolve, or a model of ELA/Library collaboration over 9 years. Overview

  3. The Great Collaboration Myth “Collaboration is easy to establish! Everyone will want to collaborate with you!”

  4. Why Do We Need Constructs for Collaboration? Ultimately, collaboration is about student work! Constructs provide a framework for the collaborative process . They allow the librarian, teacher and students see concretely what they are doing. Constructs allow us to know when we are successful and when our students are successful.

  5. Toni Buzzeo’s Continuum of Collaboration • Cooperation • Coordination • Collaboration • Data-driven Collaboration

  6. Buzzeo’s “Cooperation” “In cooperation, the teacher and LMS work independently but come together briefly for mutual benefit. The relationship is loose and there is little, if any, advance planning” (6). Good place to start the collaborative process.

  7. Buzzeo’s Coordination “planned gathering” (18). More communication between the librarian and teacher, but the librarian is not fully planning lessons with the teacher.

  8. Buzzeo’s Collaboration “In collaboration, the partners have a prolonged and independent relationship. They share goals, have carefully defined roles in the process, and plan much more comprehensively.” (30)

  9. Data-driven Collaboration Same prolonged relationship, as in collaboration, but “Units and projects are team-planned, team-taught and team-assessed” (44). “[Teacher and librarian] plan comprehensively based on the results of evidence of student knowledge, skills, and learning” (44).

  10. Construct for Collaboration - The “Ovals” “SBE Planning Process” from Just Ask Publications

  11. Construct for How to Look at Student Work • Essential Question:“What are the implications of The Christmas Carol group essay for teaching and assessment?” • Discussion: • Reflect on the process. What surprised you? • Reflect on the product. What surprised you? • What teaching strategies were the most effective? • What else would you like to see in the student work? • What kind of assignments and assessments could provide this kind of information? • What does this conversation make you think about in terms of your own practice? • Adapted from Lois Easton

  12. Construct for Collaboration -Library Media SMART Goal Five Year SMART Goal (2011-2016) To increase data-driven collaboration to 33% of the faculty by June 2016.

  13. How A Collaborative Relationship Evolved, or A Study in ELA/ Library Collaborative Relationship Over 9 Years

  14. “[N]o skill is valued more highly than the ability to recognize a problem that others should take seriously, then to articulate the problem in a way that convinces them to care.” -Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams. The Craft of Research. Chicago: Chicago UP, 2008. 65. Print.

  15. Design of English 12 Research Assignment CORE NOVEL presents layers of meaning within a given narrative, including a real-life issue: “fiction more real than reality”. RESEARCH validates the real-life issue with scholarly evidence and information from both print and electronic non-fiction sources. THESIS combines fiction and research as students argue point derived from both studies.

  16. Begin with interest • Authentic assignments- Real concerns that real students have about the world in which they live. • Literature is a great provoker of concern.Students select own novel.

  17. Student Inquiry in Action – “Follow the Trail” • Assignment requires the students to follow a course of inquiry. • Students develop a sense of scholarly sources. • “Following the trail” – Students may find that one source triggers an interest in a particular aspect of the topic. The student may pursue this aspect through the careful examination of the source’s bibliography and then “leap frog” to those other sources. Process repeats.

  18. Prove a Thesis • Assignment is a thesis-driven paper. Students must prove an assertion about the topic of study. • Process: conversation, consideration, adjustment, revision. This is a continuing cycle throughout the process of research and writing the paper, which involves teacher and librarian working with students. • Conclusion of the paper is not a summary, but a renewed focus on the question raised and a prompt to further investigate.

  19. If research is an investigation into the unknown, two consultants give students more exposure to more options, encouraging them to think for themselves.

More Related