Developing collaboration in a learning community

Developingcollaboration LIB 604 Libraries in the School Curriculum Spring 2012in a learning community

2 Those who are in love with practice withoutknowledge are like the sailor who gets into a ship without rudder or compass and who never can becertain whither he is going. Practice must always be founded on sound theory . . . Leonardo da Vinci

3Theorizing for collaboration Patricia Montiel-Overall:  Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction.  Toward a Theory of Collaboration for Teachers and Librarians

4 Models ofCollaboration:A. Coordinationfrom Montiel-Overall “A Theoretical Understanding”

5Models of Collaboration: B. Cooperation from Montiel-Overall, 2005

6Models of Collaboration: C. Integrated Instruction from Montiel-Overall, 2005

7Models of Collaboration: D. Integrated Curriculum from Montiel-Overall, 2005

8A continuum from A through D Montiel-Overall:  In Model A, an individual could carry out major coordinating responsibilities alone  In Model B: Cooperation, teacher and librarian begin to work more closely  Model C: Integrated Instruction reflects a deeper level of involvement  Model D: Integrated Curriculum involves TLC across the curriculum. 8

9“Theory without practice cannot survive and dies as quickly as it lives.” Leonardo da Vinci See Dr. Hank Stevens’ Lab Ecology and Evolution of Dynamics and Biodiversity 9

Collaboration in practice Doesn’t work with everyone  It has to do with personalities.... I mean, there are so many factors that come into these things. And to be under the illusion that you are going to work with everybody. Well, that would take some kind of saint. Someone charismatic and charming.  Heathers Virtual Seminar 10

Forging a collaborative culture A Canadian’s success:  Collaborations Between Teacher-Librarians and Classroom Teachers School Libraries in Canada, 2005, Vol. 25 Issue 2, p39-45 11

Appealing to teacher needs Joys and pitfalls:  A Teacher-Librarian Finally Understands the Joys and Pitfalls of Collaboration School Libraries in Canada, 2005, Vol. 25 Issue 2, p18- 29 12

Essential Ingredients Time, flexibility, administrative support: 1. There must be “real” time for collaborative planning 2. There must be flexible access to the library and teacher-librarian 3. There must be administrative support for a collaborative climate in which all instructional staff members are instructional partners  TAG Team: Collaborate to Teach, Assess and Grow 13

Doug Johnson on Collaboration Recognize what keeps others awake at night. Recognize your vital areas of expertise. Look for win/win situations. Brush up on your interpersonal skills. Build slowly, but meaningfully.  Proactivity and Reflection: Tools to Improve Collaborative Experiences 14

“Individually, we are one drop. Together we are an ocean.”(Ryunosuke Satoro) Quotes 15

Developing collaboration in a learning community

by Johan Koren

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