Collaboration: What a Difference a Group Makes

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CollaborationWhat a Difference a Group Makes!

• Frances Bryant Bradburn
• Gerry Solomon
• NC Department of Public Instruction

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• Collaboration
• is the key to impacting student achievement.

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• Elementary school students with the most
  collaborative teacher-librarians scored 21
  higher on Colorado Student Assessment Program
  reading than students with the least
  collaborative teacher librarians.
• Lance, Keith Curry, Marsha J. Rodney, and
  Christine Hamilton-Pennell (2000). How School
  Librarians Help Kids Achieve Standards The
  Second Colorado Study. Spring, TX. High Willow
  Research and Publishing.

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• Teacher-librarians from high schools with the
  best Oregon Statewide Assessment reading-language
  scores are twice as likely as their colleagues
  from the lowest scoring schools to plan
  collaboratively with classroom teachers, and
  their students are more than three times as
  likely to visit the library as part of a class or
  other group.
• Lance, Keith Curry, Marsha J. Rodney, and
  Christine Hamilton-Pennell (2001). Good Schools
  Have School Librarians Oregon School Librarians
  Collaborate to Improve Student Achievement.
  Terrebonne. OR Oregon Educationa Media
  Association.

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• The role of the media coordinator and the tech
  facilitator is to assist teachers with what is
  happening in the classroom by integrating
  information and technology skills.

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Collaboration

• Depends on
• Shared Goals
• Shared Vision
• Trust and Respect

• Involves
• Co-Planning
• Co-Teaching
• Co-Assessment

Sue Spencer and Joye Latta Best Practices in
Library/Media http//www.ncpublicschools.org/dist
ancelearning/professional/index.html
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Factors Contributing to Success

• Common planning time (teachers, media
  coordinator, tech facilitator)
• Flexible Access
• Attitudes
• Sue Spencer and Joye Latta
• Best Practices in Library/Media
• http//www.ncpublicschools.org/distancelearning/pr
  ofessional/index.html

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As you plan together

• Discuss curriculum goals and objectives
• Brainstorm possible activities and instructional
  strategies
• Determine necessary resources
• Determine outcomes and how to evaluate
• Schedule time for instructional activities

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Developing Communication

• Regularly scheduled team meetings
• Rules of the Road for meetings
• Lead teacher chairs the meeting
• Teachers talk about curriculum goals and ideas
  for instructional activities
• Media coordinator and tech facilitator bring
  related resources and activity ideas

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Developing Communication

• Curriculum grids/pacing guides
• Request forms
• IMPACT for Teachers Web site

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http//www.ncwiseowl.org/kscope/impact/
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Ultimate Collaboration

• Formal lessons/units collaboratively planned,
  implemented, and evaluated
• SLMC and Technology Facilitator may also co-teach
• Seamless infusion of technology

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Developing Integrated Units

• Target the unit (teacher)
• Brainstorm objectives (collaborative)
• Refine the activities (collaborative)
• Assign responsibilities for instruction
• Schedule time
• Present the unit (collaborative)
• Evaluate the unit (collaborative)
• Dobrot, Nancy and Rosemary McCawley. Beyond
  Flexible Scheduling, 1992.

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Collaborative Planning Based on a Research Process
Knowledge
Blooms Taxonomy
Evaluation
Comprehension
Synthesis
Analysis
Application
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The Big6www.big6.com

• Task Definition
• Information Seeking Strategies
• Location and Access
• Use of Information
• Synthesis
• Evaluation

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FLIP it!Alice Yucht

• Focus specifying
• Links strategizing
• Input sorting, sifting, storing
• Payoff solving, showing

www.aliceinfo.org/FLIPit.html
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Research Cycle Jamie McKenzie

• Questioning
• Planning
• Gathering
• Sorting and Sifting

• Synthesizing
• Evaluating
• Reporting
• (Leads to Insight)

www.fno.org

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Courtesy of Education Development
Center www.edc.org/FSC/MIH/
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Stripling and Pitts Model

• Choose broad topic
• Get an overview
• Narrow topic
• Develop thesis statement
• Formulate questions

• Plan research
• Find, analyze, evaluate
• Evaluate evidence
• Establish conclusions
• Create/present product

Barbara Stripling and Judy Pitts http//eduscapes.
com/info/pitts.html
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Questioning 101

• Its all about asking the right questions

Hornets Nest Elementary School Millie Snyder,
Principal D.J. Midgett, Media Specialist
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Dont Begin with the TopicBegin with an
essential question that encompasses the topic
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Essential QuestionThe BIG Question

• Allows students to build their own answer
• Uses the information gathered to analyze,
  evaluate, and/or synthesize
• Usually begins with how, why, what if, or which
• Cant be looked up, but must be built using
  researched information

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Essential Question Examples

• How does the wind help and hurt us?
• How are animals alike and different from us?
• Why are whales endangered and how can we protect
  them?
• Why have we, in our society, forced animals to
  live in cities?
• How can we accomplish our dream job?
• How will learning about the stars help us to
  learn more about the Earth?

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Practice Creating Essential Questions
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Supporting QuestionsLittle Questions that Hold
Up the Big One

• Work backwards from the essential question to
  come up with supporting questions
• Limit your number of supporting questions
• K-2nd three to five
• 3rd-5th five to eight

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Supporting Questions

• Why have we, in our society, forced animals to
  live in cities?

• 1. What is city wildlife?
• 2. Where do they live in the city?
• 3. What do wildlife in the city eat?
• 4. How does mankind "feed" these critters?
• 5. What plants grow wild in the city?
• 6. What wildlife is found in your backyard or on
  your school ground?
• 7. What changes have we caused in our
  environment that affect wildlife?

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Practice Creating Supporting Questions
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Questioning Session with Students

• Guide their thinking
• Steer them towards the big picture
• Give them Think Time
• Record questions
• Think about the relationship of their questions
  to the essential and supporting questions
• If you keep working at itthey will generate the
  right questions.

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Revisit Questioning at the End of the Research
Write Cycle

• Evaluate the product in terms of the supporting
  questions and essential question

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Whats the Buzz? _at_ Hornets Nest Elementary School

• Communications Arts Magnet
• Research Write
• Technology eLearning
• Character Education

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What We Did

• Adopted adapted a research model for our entire
  school
• Taught the teachers the research process and
  integration of technology
• Developed research units for each grade (joint
  planning summer stipend)

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Each Unit Has

• Essential Supporting Questions
• Strategies Outline for each step of the Research
  Write Process
• SCOS Objectives
• Teacher Strategies Resources
• Student Strategies Resources
• Graphic Organizers
• Questioning
• Note-Taking Form
• Work Product
• Product Rubric
• Timeline

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Research Write Process

• Adapted from The Research Cycle by Jamie McKenzie
  at fromnowon.org
• Six steps of the process
• The process is more important than the content

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Timeline Form
D.J. Midgett Hornets Nest Elementary
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Collaboration with Project-Based Learning
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Project-Based Learning Focuses On

• Realistic challenge or puzzle to resolve
• Authentic tasks
• Student responsibility/teamwork

• In-depth exploration of topic
• Presentations
• Peer assessments

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Dont Re-invent the Wheel!

• Learn NC www.learnnc.org
• Marco Polo - http//www.marcopolo-education.org/
• G.E.M.- http//www.geminfo.org/
• Kaleidoscope - http//www.ncwiseowl.org/kscope/

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IMPACT Vision Videos

• www.ncwiseowl.org
• (Media and Technology - link for IMPACT)

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Collaboration adds color, energy, and support.
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• Thanks to D J Midgett
• Hornets Nest Elementary
• for contributing slides to this presentation.

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Frances Bryant Bradburnfbradbur_at_dpi.state.nc.us9
19 807-3292Gerry Solomongsolomon_at_dpi.state.nc.
us919 807-3286

• In compliance with federal law, including the
  provisions of Title IX of the Education
  Amendments of 1972, N C Public Schools
  administers all state-operated educational
  programs, employment activities and admissions
  without discrimination because of race, religion,
  national or ethnic origin, color, age, military
  service, disability, or gender, except where
  exemption is appropriate and allowed by law.