Developing collaboration in a learning community
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1) The document discusses collaboration between teachers and librarians, presenting a continuum of collaboration models from coordination to integrated curriculum. It emphasizes collaboration as a trusting relationship involving shared planning and instruction. 2) Key aspects of successful collaboration identified include having time for collaborative planning, flexibility in accessing library resources, and administrative support for a collaborative school culture. 3) Benefits of co-teaching specifically include developing a shared vocabulary and processes between educators, bringing together different expertise to better support student learning and new standards.
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Developing collaboration
1) Collaboration between teachers and librarians involves shared thinking, planning, and creation of integrated instruction.
2) Models of collaboration range from coordination, where individuals work alone, to cooperation, where teachers and librarians work closely, to integrated instruction and curriculum, where they are deeply involved across subjects.
3) Successful collaboration requires time for planning, flexibility, and administrative support to create an instructional partnership between all staff.
Developing collaboration in a learning community
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Developing collaboration
1) Collaboration between teachers and librarians involves shared thinking, planning, and creation of integrated instruction.
2) Models of collaboration range from coordination, where individuals work alone, to cooperation, where teachers and librarians work closely, to integrated instruction and curriculum, where they are deeply involved across subjects.
3) Successful collaboration requires time for planning, flexibility, and administrative support to create an instructional partnership between all staff.
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This document discusses models of collaboration between teachers and librarians. It presents a continuum from coordination to integrated curriculum. Coordination involves an individual carrying out major responsibilities alone, while cooperation has the teacher and librarian working more closely together. Integrated instruction reflects deeper involvement, and integrated curriculum involves collaboration across subject areas. Successful collaboration requires administrative support, flexibility, and time for planning. Interpersonal skills are important, as collaboration does not always work with everyone due to personality factors. Building collaboration slowly but meaningfully can lead to a collaborative culture within a school.
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1) O documento apresenta exemplos de probabilidade envolvendo o sorteio aleatório de exercícios de um caderno, bolas numeradas retiradas de um saco e lançamento de dados.
2) Inclui tabelas sobre os possíveis resultados do lançamento de dados e erros em relógios testados, pedindo para completar a tabela e comentar.
3) Discutem-se regras para que uma amostra de relógios testados seja representativa do universo, como aumentar o número de ensaios e comparar com mais de um relógio
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Joining or downloading the recordings or presenter slides is totally free - remember to drop a line or two of feedback which is always welcome, thank you.
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This document discusses collaboration between teachers and librarians. It provides 4 models of collaboration from least to most integrated: A) Coordination, B) Cooperation, C) Integrated Instruction, and D) Integrated Curriculum. Successful collaboration requires time, flexibility, administrative support, recognizing expertise, and interpersonal skills. Quotes emphasize the importance of theory and practice working together and the power of collaboration.
eTwinning National Quality Label
The document provides evaluation criteria for the eTwinning National Quality Label across 6 areas: 1) Pedagogical Innovation, 2) Curricular Integration, 3) Communication between Partner Schools, 4) Collaboration between Schools, 5) Use of Technology, and 6) Results, Impact and Documentation. Each criterion is scored on a scale from 0 to 5 based on evidence of implementation and quality of execution in the eTwinning project. The highest scores are reserved for projects that demonstrate original, interactive approaches and clear benefits for students, teachers, and communities.
Curriculum Integration: Using NAF Curriculum
The document discusses curriculum integration and provides guidance on developing integrated projects. It defines curriculum integration as having teachers from different subject areas collaborate on projects that incorporate skills and content from all subjects. Two potential project topics on the financial crisis and concept of money are presented. The document then discusses best practices for conceptual integration, such as identifying a unifying concept, related topics, and crafting an open-ended driving question. It emphasizes the benefits of collaboration between teachers and providing real-world relevance for students. Examples of successful integration processes and resources for additional support are also provided.
Icel2013 empowering educators
1) Four higher education institutions in South Africa collaborated to design and facilitate a short course on teaching with emerging technologies across institutional boundaries.
2) The course aimed to address shared challenges around limited resources and promote sharing of best practices between institutions. It used cloud-based tools instead of individual institutional learning management systems.
3) Participants reported that the flexible design, emphasis on reflection and practice, and modeling of using technology for meaningful learning achieved the goals of empowering educators and transforming teaching practices. Areas for ongoing work include developing collaborative models that foster knowledge sharing while minimizing intellectual tensions.
Plpko
The document provides an agenda for a PLP (Powerful Learning Practice) meeting that focuses on learning in networks and communities. It includes:
- Introductions of community leaders and PLP fellows
- A discussion on how education may change based on the meeting and how attendees will apply what they learn
- A definition of key terms like communities, networks, and professional learning
- An overview of the PLP approach which incorporates professional learning communities, communities of practice, and personal learning networks
- Details on the curriculum and experiences provided by PLP over two years
Collaborative vs. cooperative learning
Collaborative learning involves students working together in groups to maximize their own and each other's learning. It emphasizes interdependence among group members and positive interpersonal interactions. Cooperative learning also involves students working in groups but is more teacher-centered, with the teacher maintaining control of the class. Some key differences between collaborative and cooperative learning include collaborative learning beginning with mutual trust while cooperative learning begins with mutual respect, and collaborative learning involving generating entirely new ideas together versus cooperative learning focusing on sharing ideas. Engaging students in collaborative learning can create a positive classroom atmosphere by developing relationships and problem-solving skills among students. Effective strategies for collaborative learning include helping students understand benefits, guiding them through team-building stages, establishing expectations, and designing conflict
21st Centurizing Learning
The document discusses several concepts related to shifting education to better prepare students for the 21st century, including:
- Learning as a participatory and collaborative process rather than a passive, individual one
- The need to "unlearn" outdated assumptions about learning only happening in the classroom or being a linear process
- Models for integrating technology, such as the TPCK model, to develop technological pedagogical content knowledge
- Strategies for making lesson plans more focused on 21st century skills like problem-finding, justification, curiosity and community
AERA 2015 Witte Gross
This document summarizes a study on collaboration between pre-service teachers and librarians. Students in teacher education and library science programs worked in teams on a lesson plan assignment. The study found that successful collaboration required good communication, well-defined roles, and an understanding of each profession's skills. Challenges included differing specialties and lack of experience working together. The researchers conclude that collaboration skills should be explicitly taught to help integrate subject content and information literacy.
3.25 - collaboration pd.pptx
Collaboration between teachers and students can take many forms and has many benefits. It helps problem solve, brings people together, and allows people to learn from each other. For students, collaborative learning in small groups allows them to answer questions, work on projects, and learn from peers. It also helps students make individual progress and be accountable to each other. Effective teacher collaboration requires common goals, shared ownership in student learning, and a focus on instructional improvement. Benefits include better instruction, an expanded teaching toolkit, lesson consistency, more inclusive teaching methods, increased student effort, and higher teacher responsibility. Strategies for effective teacher collaboration are developing a shared vision and goals, fostering community, establishing group norms, and leveraging discussion to
Plpko
Today's agenda includes:
- Meeting the community leader and PLP fellows
- Discussing how education will change based on today's meeting
- Defining communities and networks
Professional learning will involve passive, active, and reflective experiences in professional learning communities (PLCs), communities of practice (CoPs), and personal learning networks (PLNs). Teams will work on action research projects to share learning with their schools.
Passionbased Neshaminy
The document discusses skills and approaches needed for 21st century learning, including critical thinking, collaboration, adapting to change, effective communication, analyzing information, and being curious. It also discusses using technology in teaching, focusing on how it can support learning rather than just being added on. Key ideas are designing curriculum, honoring creativity, repurposing technology for innovation, and seeing oneself as a curriculum designer.
Passionbased Inquiry
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
Building capacity for global connections and collaborations - New perspectives
This document discusses online global collaboration in education. It defines online global collaboration as geographically dispersed, open collaboration using technology. There are two types of communication for sustaining global collaboration - synchronous and asynchronous. Developing global collaborations can help reduce ethnocentrism and develop empathy. The document outlines a taxonomy of global connection with 5 levels and features of successful online global collaborations. It discusses mindsets needed for educators to become skilled online global collaborators, including being connected, open, autonomous and innovative. Finally, it presents a vision for the future of online global collaborative learning.
DEMO TEACHING.pptx
The document discusses Project-Based Learning (PBL), which is a teaching method where students learn by engaging in real-world projects. PBL promotes self-directed, collaborative and constructive learning. Some key aspects of PBL include using driving questions, real-world contexts, collaborative environments, and creating tangible outcomes.
Research to Practice Conference 2013 Lindenwood University
1) The document discusses using learning contracts in an Italian academic course to develop student-centered learning, reflection, and participation.
2) It was found that learning contracts helped students organize their learning according to their interests and stimulated deep reflection on the learning process.
3) Learning contracts also facilitated interactions between students and the instructor. However, ensuring students understand what learning contracts are and why they are being used is important.
Learning community 2011
A learning community is a group that shares common interests and goals around learning. Schools can function as learning communities by bringing together diverse groups focused on student learning. John Dewey's theories on student-centered and active learning laid the groundwork for modern learning communities. Professional learning communities (PLCs) in schools describe collaborative groups of educators committed to student success. Key aspects of effective PLCs include purposeful conversations, managing differences of opinions, and a shared commitment to student learning.
Bryan Leadership
This document discusses the importance of communities, networks, and collaboration in education and professional development. It defines communities as collections of individuals bound by shared interests and ideals. Networks are created through publishing ideas and connecting with others. Professional learning communities are the driving engine of collaborative culture, where teachers work together to discover best practices. Communities of practice are situated online or in-person spaces for synchronous or asynchronous collaboration. Personal learning networks connect individuals to learning resources and people through social media. The document emphasizes building capacity through relationships and collaboration to support teachers as action researchers.
Preparing for the future
Keynote talk for the Association for Teacher Education in Europe (ATEE) conference in Utrecht, the Netherlands, on 16 February 2018.
Ile ohio
This document discusses connected learning and the need for change in education. It begins by defining connected learning as learning that occurs through connections with other learners based on conversation and interaction. The document then discusses several trends driving the need for change, including the shift to mobile and personalized learning. It also addresses challenges to change, such as disconnecting from technology at school. The document advocates for connected learning communities as a new model of professional development where educators can collaborate locally and globally. It emphasizes that change requires overcoming resistance by being proactive agents of change through innovative solutions.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docx
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
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Developing collaboration in a learning community
- 1. Developing collaboration in a learning community LIB 604 Libraries in the School Curriculum Spring 2011
- 2. Leonardo da Vinci Those who are in love with practicewithout knowledgeare like the sailorwho gets into a ship withoutrudder or compassand who never can be certainwhither he is going. Practicemust always be foundedon soundtheory . . . 2
- 3. Theorizing 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 3 Volume 8 (2005)
- 4. Models of Collaboration: A. Coordination from Montiel-Overall “A Theoretical Understanding” 4
- 5. Models of Collaboration: B. Cooperation from Montiel-Overall, 2005 5
- 6. Models of Collaboration: C. Integrated Instruction from Montiel-Overall, 2005 6
- 7. Models of Collaboration: D. Integrated Curriculum from Montiel-Overall, 2005 7
- 8. 8 A 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. 9 “Theory without practice cannot survive and dies as quickly as it lives.” Leonardoda Vinci See Dr. Hank Stevens’ Lab EcologyandEvolutionof DynamicsandBiodiversity 9
- 10. 10 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. Heather's Virtual Seminar
- 11. 11 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
- 12. 12 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
- 13. 13 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
- 14. 14 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
- 15. 15 A recent NCLE report(2013) concludes: http://www.literacyinlearningexchange.org/remodeling
- 16. 16 An important collaborative form http://www.nrcs.k12.oh.us/WhatisCo-Teaching.aspx
- 17. 17 Benefits of coteaching? Judi Moreillon, school library educator: Coteaching among educators offers many benefits for learners and for educators, too. When implementing new standards, educators who develop a shared vocabulary, procedures, and processes create greater opportunities for student success. Coteaching between a classroom teacher and a school librarian brings together the combined expertise of two professionals who bring different skill sets to the table. Coteaching: What Does It Look Like? Posted on March 7, 2013 by Judi Moreillon
- 19. 19 Coteachingis a pathway to leadership
- 20. 20 “Individually, we are one drop. Together we are an ocean.” (Ryunosuke Satoro) Quotes