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When one plus one means

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Presentation on Teacher-Librarian Collaboration. November 2010.

Presentation on Teacher-Librarian Collaboration. November 2010.

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  • A couple of days ago I’ve heard a teacher talking about an “all A’s” hardworking student who demands from himself high standards but works independently and cannot collaborate with others. The teacher said that would he be an employer and the student a potential worker he wouldn’t hire him. I think about this strong statement whether we educators ourselves model collaboration.
  • we consider civic and personal competencies as critical as academic accomplishments (Crew 2010). And when a student cannot work in a team, we, educators, consider it a great limitation. After all, students learn the content in order to allude to it, to communicate, apply and collaborate. Students need to develop skills in sharing knowledge Do we practice a side-by-side way of teaching for a success?” Do we collaborate? Why is collaboration so important?
  • Shawn Callahan – a speaker on collaboration at a number of conferences. All these purposes of collaboration prove it as a very important skill and we need not only teach our students to work in groups but model this kind of work ourselves.
  • Subject specialists and librarians put their efforts together to provide authentic learning environment to practice skills as in information literacy as well as in their subjects.
  • A Spanish teacher approaches a school librarian. Diane wants to create a unit on Spanish culture and she wants her students practice their research skills together with their Spanish grammar and vocabulary, writing and speaking. Topics will slightly vary depending on the level of Spanish students learn. Spanish 2 will write a research project on the Notable Hispanics of All Times.
  • Over the next few days Diane and I collaborate on the project. Students will choose a notable person in Hispanic culture and learn about his or her influence and achievements in his/her field. As a result, they will create an outline on their personal page in the wiki.(wikispaces), write an essay in Spanish, and create a visual presentation. To practice their oral skills, the students will make a presentation in VoiceThread and later will comment on presentations of their classmates
  • This unit provides a great opportunity for collaborative teaching. All four AASL standards are reflected in this project: 1. Inquire, think critically, and gain knowledge; 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge; 3. Share knowledge and participate ethically and productively as members of our democratic society, and 4. Pursue personal and aesthetic growth.
  • Five Cs: COMMUNICATION Communicate in Languages Other Than English CULTURES Gain Knowledge and Understanding of Other Cultures CONNECTIONS Connect with Other Disciplines and Acquire Information COMPARISONS Develop Insight into the Nature of Language and Culture COMMUNITIES Participate in Multilingual Communities at Home & Around the World
  • This very standards librarians work on when collaborate with subject teachers on research projects. They know that even though most students rely on the Internet and just ‘Google’ for facts, they need to be very selective when choosing sites for their projects.
  • Students come to the library to work on their research project. As the students begin their research, we see and assist students in dealing with information. First, we require that sources of different formats are used, including printed materials and scholarly articles in digital format (online databases). I have a great opportunity to lead students to the library online catalog and remind them how to use it, how to locate books on shelves. Also, they have a chance to learn more about school databases they wouldn’t use if the teachers wouldn’t make it a requirement.
  • 1. I set up wikispaces as a platform for the project. We chose this site for a variety of reasons. First, we will have all projects in one place, and wikispaces thus serves as a portfolio for the project. Second, student are able to see the work of their peers and be involved in an evaluation of it. Third, students are able to present their projects for global collaborations. 2. As the students locate information, they need to evaluate it and draw conclusions about what they find. They identify facts and details, recognize similarities and differences in the information, and start to narrow down the topic and formulate the research questions. Each of these activities is classified as a skill of AASL Standard 2. Students demonstrate their process by note taking on their wiki page.
  • The Librarian monitors preparations and rehearsals for performance while teacher is involved in assessing students’ written and oral performances. After the information is found and Bibliography is comprised, students start working on their visual presentations. They can choose a tool they like to present the project in class. Prezi, iMovie, Glogster, 280 slide, animoto – name them all! This process also demonstrates the application of standards (AASL – Standard 2 – apply knowledge to new situations and create new knowledge) and Standard 3 – share knowledge; NETS – Standards 1 and 6 – creativity and innovation and technology operations and concepts) - as the students practice the critical skills by choosing appropriate materials for their slides, writing process to develop the text for their presentations, develop the visual literacy skills needed to create effective presentations, and technology tools in learning new digital gadgets and mixing formats.

Transcript

  • 1. When One plus One Means Collaboration Presentation at NESA Conference, Spring 2011 Marina Brodsky
  • 2. An A’s student
  • 3. Why Is Collaboration Important?
  • 4. Collaboration to set a problem
    • “Getting people to the table” to set a problem
    • Reaching agreement on what to do - (negotiations)
    • Ensuring that the solution is carried out (implementation)
    • Building long term relationships (institutionalizing)
            • (Callahan 2008)
  • 5. Librarians as Leaders in Collaborative Projects
    • Librarians role-model collaboration and take a lead on collaborative projects because they see how standards of the 21 st Century Learner run through all the subjects.
    • They have a passion to equip students with information literacy skills.
  • 6. Subject Teacher and Librarian Collaboration
    • Educating staff and students to become better users of information has become the library media specialist’s goal.
    • The requirement to teach students to be able to apply their skills to curricular areas, real-world situations, and further investigations (Standard 2.1.3) inspire librarians to promote collaboration with subject teachers.
  • 7. Research Projects in the Library
  • 8. Librarians Build Professional Collections
    • Librarians can be involved in instructional planning by building a professional collection of materials
      • Library Catalog – List of professional collection
  • 9. Authentic Assessment
    • Authentic assessment involves learning in depth, and students need to use library materials.
    • Librarian provides access to these materials and develops the collection based of student needs.
  • 10. Set a Problem
  • 11. Reaching an Agreement - Planning the Unit together
    • Identify goals – what the final product will be like?
    • Share responsibilities – who is doing what?
    • Set up assessments – how the students’ work will be evaluated?
    • How we as teachers will grow professionally?
  • 12. Goals of the Project
    • Students will practice their ability and skills to use Spanish language in written and oral forms.
    • They will apply their research skills: how to understand, find, evaluate, and use information, as well as to create their own documents and share them in a variety of forms, including digital.
    • They will put into practice their basic knowledge of technology tools and the application of these tools, such as safe use of social networking, copyright and academic honesty.
    • The students will collaborate virtually with other students from a Spanish speaking school
  • 13. AASL Standards
  • 14. NETS (ISTE)
  • 15. Standards for Modern Languages
  • 16. AASL and NETS AASL Standards Emphasis on reading Focus on self-confidence, adaptability, and creativity Dispositions, self-assessment, and responsibilities Reflection on process and thinking skills Intellectual freedom Personal and aesthetic growth Focus on inquiry process Importance of thinking skills Collaborative learning Planned approach to gathering, evaluating, and using information Use information to create new knowledge, solve problems, and for personal expression Respect diversity and varying perspectives Ethical use of information Similarities NETS (ISTE) Emphasis on technology Lifelong learning Supportive communities “ ongoing professional learning” Creativity and Innovation Communication and Collaboration Research and Information Fluency
  • 17. Notable Hispanics
  • 18. Wikispaces.com as a platform http://notablehispanics.wikispaces.com/
  • 19. Information Literacy Skills
    • When taking notes, the students refresh their memory on citing sources. They can use easybib.com site or refer to the Citing sources library web page. The students continue working with their information. They organize it on their wiki page and begin to decide what information is useful for their project and what is not. These activities provide evidence that the students are learning the skills necessary to effectively draw conclusions and apply their knowledge.
  • 20. Visual Presentations
  • 21. Technology and Content
    • Kids are excited about new technology but creating tech products with colorful effects is not enough, they have to create new products with a sense. Tools like prezi and glogster are perfect for combining content with visualization.
    • Inquiry or problem-based learning and not technology should be the decisive factor. (Porter 2010)
  • 22. Global Communities
    • Final step of the project is Voice Thread Presentations and comments shared with Spanish classes in Spain or NESA schools
  • 23. Examples of VoiceThread Presentations
    • Michelle - http://voicethread.com/share/1453316/
    • Udai – http://voicethread.com/#q.b1468952.i7750161
    • Hanna - http://voicethread.com/?#u452953.b1460844.i7709683
  • 24. Assessment of Students’ Works
    • Rubrics
      • Research
      • Presentations:
        • Written
        • Visual
        • Oral
        • VoiceThread
      • Global Communication
  • 25. Summary
    • The major accomplishment of this unit, most likely a direct result of participation by the school library media specialist as a partner of the instructional design, was the success of the Spanish 2 students. These students, whose Spanish skills were not high for reading authentic texts in Spanish stretched their abilities and worked on their vocabulary and practices Grammar to make their presentations appealing to others.
  • 26. Summary
    • Because topics for the research projects were their favorite persons from Spanish history or modern culture, the students were fully involved into the project.
    • The students achieved the goals of the project (Spanish language skills, research, and presentations)
    • Besides, the teacher observed a changed in attitude toward the work during the class
    • Students are looking forward to collaborating globally with other Spanish speaking students from NESA schools or in Spain.
  • 27. Bibliography
    • Callahan, Shawn - Anecdote: Putting stories to work - http://www.anecdote.com.au/archives/2008/01/collaborations.html
    • Crew 2010 – Crew, Rudy Four Competencies for a 21st-Century Education and How to Implement Them. Multimedia & Intenernet @ Schools, September/October 2010, pp. 8 -10
    • Porter 2010 – Porter, Bernajean Where’s the Beef? Learning & Leading with Technology, September/October 2010, pp. 14 – 17.
    • Williamson and Redish – ISTE’s Technology Facilitation and Leadership Standards: http://www.iste.org/images/excerpts/TLPREP-excerpt.pdf
    • Turner and Riedling 2003 – Helping Teachers Teach, A School Specialist’s Role, 2003.