Classroom-Library+Instruction+Mini+Case+study

My partner is: Samantha Fleming

We will use the wiki located at: http://theeagerreader.wikispaces.com/

1. Prewriting T-Chart (see below & also on its own page) 2. Connections to Module 1 Readings (see below) 3. Brainstorming (see below) 4. A.1.4 5. A.1.4 Final 6. Rubric [|A.1.4 Rubric]

Kristin Coffield Samantha Fleming

1. PREWRITING T-CHART

__Benefits__ * Students get to work with 2 teachers * Students feel the library is a classroom (All 3 from Kindergarten teacher- Peg H.) || * More planning * Teacher and teacher-librarian feed off of each other & there are more ideas (All 3 from Kindergarten teacher- Peg H.) || * Learning for 21st century learners (Both from 3rd grade teacher- Judy P.) || * Provides authentic learning opportunities * Takes the curriculum to a deeper level (Both from 3rd grade teacher- Judy P.) || (Elementary Art teacher- Tracy R.) || * Expands teaching (Elementary Art teacher- Tracy R.) || * Learn to effectively cite resources (Both from Principal- Paula G.) || * Impacts academic achievement of EVERY student * Helps with classroom curriculum (Both from Principal- Paula G.) || *quickly learn to create Works Cited with proper citation * learn to narrow research subject/topic (all three by 7th grade teacher, Mary Ann) || *helps get the students to "buy into" the project *an "exciting and fun learning process; all was new to me"; teacher learns new skills *expands teacher's original lesson/unit idea; "making it work from the beginning to the end" (all three by 7th grade teacher, Mary Ann) || *students "learn and become more successful" when teacher & librarian work together (both by 7th grade teacher, Pat) || ﻿*teacher learns new skills and technology *teacher becomes student; "learned right along with the kids" (both by 7th grade teacher, Pat) || *learn research & note taking process; writing process *"common strands of thought"; students use new learning & skills in other subjects/areas *learn to internalize learning and develop their own thoughts (all four by 8th grade teacher, Karen) || ﻿*allows co-teaching * can take new learning "back to the classroom" for reinforcement and extension *expand available resources through ILL (all three by 8th grade teacher, Karen) || *learn to use self-evaluate through use of rubric *apply knowledge of writing process to many subjects (all three by high school teacher, Diane) || * learn to "fully integrate writing process into course" (not ELA course) *learn to use rubrics to guide students and assessment (both by high school teacher, Diane)﻿ || *students "enjoyed the different ideas" (both by student teacher, Kelly) || ﻿*expand and further develop teacher original ideas *co-create project guidelines, rubrics, requirements *collaborative grading (all three by student teacher, Kelly) || (from high school teacher, Sherri) || ﻿*past experience-"just pulling books doesn't feel like collaboration" *can help define/solidify teacher's general or "vague" idea *learn research and technology skills from "expert" (all three from high school teacher, Sherri) || * "increased opportunity for differentiated instruction, creativity" * "access to multiple resources" (Moreillon 8) || * "impacts adult [teacher] learning" (Moreillon 7) * creates "job-embedded professional development" (Moreillon 8) * "fewer classroom management issues" (Moreillon 8) || [|]
 * **Students** || **Classroom Teachers** ||
 * * Individualized attention
 * * Children learn how to find answers to their questions on their own
 * * Connects and expands learning
 * * Small group work in library
 * * enjoy working with project partners
 * * learn to create PowerPoint presentations
 * * learn to create and use wiki and proper citation
 * *learn to use rubrics to guide project work
 * *learn to create citations
 * *100% student participation
 * * "more individualized attention"

Notes about co-teaching: - Team Teaching- Educators teach together by assuming different roles during instruction (Moreillon 5) - "Team teaching requires careful planning, respect for each educator's style, and ultimately a shared belief in the value that this level of risk taking can offer students and educators themselves." (Moreillon 5) - "During lesson implementation, collaborators can assume different coteaching roles. Depending on the lesson, the students' prior knowledge and skill development, the expertise of the educators, and their level of trust, collaborators can assume one or more of these roles during a lesson or unit of instruction." (Moreillon 5) *This quote refers to the 5 co-teaching approaches: One Teaching, One Supporting, Station or Center Teaching, Parallel Teaching, Alternative Teaching, Team Teaching - Figure 1-3 on pg. 8, "Benefits of Classroom-Library Collaboration Based on Coteaching" in //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact // (see above T-Chart) - "puts the focus on learning outcomes" (Moreillon 7) - Teachers and librarians must spread the word--"Innovations in teaching cannot spread throughout a learning community if educators remain isolated, separate in their classrooms [or libraries]" (Moreillion 7) - Librarians should be aware of and inquire about the learning needs perceived by teachers and administrators. (McGregor 206) -Teachers need to know "what's in it for them" (McGregor 209) and librarians should be able to articulate and demonstrate the benefits of collaboration.

__ Work Cited for Notes: __ McGregor, Joy. "Collaboration and Leadership." Curriculum Connections through the Library. Eds. Barbara Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 119-219. Pdf. Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association, 2007. Print.

Works Cited for Prewriting T-Chart: "Third-Grade Teacher." Interview by Judi Moreillon. Web. 2001. .

"Kindergarten Teacher." Interview by Judi Moreillon. Web. 2001. < http://teachertube.com/members/viewVideo.php?video_id=121832&title=Kindergarten_Teacher>.

"Elementary Art Instructor." Interview by Judi Moreillon. Web. 2001. http://www1.teachertube.com/members/viewVideo.php?video_id=121834&title=Elementary_Art_Instructor

"Principal." Interview by Judi Moreillon. Web. 2001. http://www1.teachertube.com/members/viewVideo.php?video_id=121838&title=Principal

“7th-Grade Language Arts Teacher.” Interview by Judi Moreillon. Web. 5 Feb. 2011. .

“7th-Grade Social Studies Teacher.” Interview by Judi Moreillon. Web. 5 Feb. 2 011. .

“8th-Grade Language Arts Teacher.” Interview by Judi Moreillon. Web. 5 Feb. 2011. .

“High School Art Teacher.” Interview by Judi Moreillon. Web. 5 Feb. 2011. .

“High School Student Teacher (in English).” Interview by Judi Moreillon. Web. 5 Feb. 2011. .

“High School English Teacher.” Interview by Judi Moreillon. Web. 5 Feb. 2011. .

McGregor, Joy. "Collaboration and Leadership." Curriculum Connections through the Library. Eds. Barbara Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 119-219. Pdf.

Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association, 2007. Print .

2. CONNECTIONS TO MODULE 1 READINGS

"By collaborat­ing, teachers and teacher librarians provide learning experiences that respond to learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement." (McGregor 201)

" Another factor that affects the teacher librarian's ability to lead is his or her knowledge of the curriculum. A whole-school view is necessary if student learning is to be consistent and continuous." (McGregor 208)

"The teacher librarian must assume a new leadership role as a part of library management, guided by a vision and a mission" (McGregor 200-201).

"The wise teacher librarian listens to concerns expressed by teachers and administrators about the many learning issues that trouble them" (McGregor 206). "For all teachers, knowing "what's in it for them" is vital" (McGregor 209). "...teachers are willing to collaborate if they can see the benefit from these efforts" (Schultz-Jones 24).

__Steps for Teacher/Librarian Collaboration __: - Create/Take Advantage of Opportunities - Acknowledge Agendas <span style="color: #27821c; font-family: Arial,Helvetica,sans-serif;">- Discuss Expectations <span style="color: #27821c; font-family: Arial,Helvetica,sans-serif;">- Discuss Goals & Objectives (for instruction as well as collaboration) <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">- Set Priorities <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">- Create Teams <span style="color: #27821c; font-family: Arial,Helvetica,sans-serif;">- Keep Team Focused on Mission <span style="color: #27821c; font-family: Arial,Helvetica,sans-serif;">- Evaluate <span style="color: #27821c; font-family: Arial,Helvetica,sans-serif;">- Document Evidence <span style="color: #27821c; font-family: Arial,Helvetica,sans-serif;">- Reward Positive Results <span style="color: #27821c; font-family: Arial,Helvetica,sans-serif;">- Lead Professional Growth <span style="color: #27821c; font-family: Arial,Helvetica,sans-serif;">- Share Leadership <span style="color: #27821c; font-family: Arial,Helvetica,sans-serif;">(McGregor 212-217)

<span style="color: #27821c; font-family: Arial,Helvetica,sans-serif; line-height: 17px;">McGregor, J. Collaboration and Leadership. In Stripling, B. K. and Hughes-Hassell, S. (eds.), Curriculum Connections through the Library. Westport, CT: Libraries Unlimited, 2003. 199-219. (pdf file)

<span style="color: #800080; font-family: Arial,Helvetica,sans-serif; line-height: 17px;">Schultz-Jones, Barbara. "Collaboration in the School Social Network." Knowledge Qu est. 37.4 (2009): 20-25. Print. <span style="color: #27821c; font-family: Arial,Helvetica,sans-serif; line-height: 17px;">--- "The organic nature of the classroom-library collaboration model offers on-site, job-embedded professional development integrated into the daily practice of educators.Through shared responsibility, collaborators create opportunities for reciprocal mentoring and ongoing shared reflection." (Moreillon 9)

"Coteaching positively impacts adult learning as well" (Moreillon 7).

"Team teaching with another professional gives educators job-embedded professional development, which is currently considered a best practice in education" (Moreillon 8).

Benefits: - collaboration lowers student-to-teacher ratios - individualized attention opportunities - groups of students can be better supported since they are learning in different ways - teacher & librarian can monitor, adjust, assess, and evaluate together - improves teaching practices because educators are working alongside each other (Moreillon 9)

<span style="color: #27821c; font-family: Arial,Helvetica,sans-serif; line-height: 32px;">Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association, 2007. Print. <span style="color: #27821c; font-family: Arial,Helvetica,sans-serif; line-height: 32px;">--- * Instruction supports classroom instruction * Instruction supports research-based programs * Works with teachers to provide strategies & processes || * Assist in assessments & selection of assessment tools * Serve on curriculum committees with other educators * Assist in analyzing data from assessments * Plan collaboratively to design instruction & strategies for students * Observe * Listen to teachers *reflect and adapt *"facilitate collegiality" || * Provide professional development * Work closely with principal, teachers, & instructional support staff * Work with parents || <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">"To develop and grow a dynamic program, library media specialists must serve as program administrators, information specialists, and teach­ ers, who are willing to collaborate and lead." (Zmuda 35) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">"...substantive, collaborative partner­ ships that result in the design and implementation of learning experiences that integrate disciplinary knowledge with the processes by which knowl­edge is acquired." (Zmuda 37)
 * Students || Staff || Leadership ||
 * * Instruction for individuals & small groups

"The goal is not to increase collaboration but to improve student performance. The goal is not to force staff to attend professional development; the goal is for them to improve their practice in order to improve student performance" (Zmuda 31).

"Learning specialists must possess deep knowledge of their areas of specialization as well as be able to translate their disciplinary knowledge into curriculum, assessment, and instruction efforts" (Zmuda 33).

Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century, 2008. 23 – 43.

3. BRAINSTORMING According to the rubric, the below explanations for Summary and Reflection pertain to the highest scores (20 pts each) in these 2 categories:

__Summary__: The summary includes quotes from the testimonials as well as quotes from Module I readings and resources. The summary shows thoughtful analysis and gives examples of the benefits of classroom- library collaboration to all of these: students, teachers, school librarians, and administrators.

We need to be cognizant of our citations. I'm used to APA format, so I'm trying to remember to check my work carefully. Dr. Moreillon discussed citations in her post on 2/6/11: A word about citing sources for A.1.4: You will need to cite sources both parenthetically (in the text) and on the Works Cited page. A parenthetical citation for a testimonial quote looks like this: “We get a lot more ideas because we feed off each other” (Kindergarten Teacher). Or if the quote or paraphrase is from the McGregor article, it would look like this: “Research shows that teachers are more likely to respond positively to innovations if they can gain personal benefits” (McGregor 209).

__Reflection__: The partners analyze the testimonials and relate them to their OWN ideas AND questions about the practice of classroom- library collaboration. They indicate the reflective aspects of their paper by highlighting them.

Also, the format as stated on the rubric is: The summary/reflection is two pages, single spaced, in 12-point font with an additional MLA format Works Cited page.

Keeping the rubric in mind, here is my proposed outline for our 2-page paper:

Summary: - Use the prewriting t-chart to find similarities in student benefits and teacher benefits as stated by interviewed individuals (using quotes) as well as from readings - Make connections from the t-chart to the Module 1 readings (using quotes) - Analyze the testimonials & readings while giving examples of the teacher-librarian collaboration among students, teachers, librarians, and administrators

Reflection: - We will use examples of our own or observed experiences combined with what we have learned in our readings and the testimonials to analyze the practice of teacher-librarian collaboration. - Include questions we have about this practice Be sure to highlight any personal reflections.

Works Cited: - Include a 3rd page with MLA formatted citations of works used in paper

**Remember to keep paper to the assigned 2 pages + Works Cited page!**