Post on 30-Jun-2015
transcript
Developing
collaboration in a
learning communi
ty
Developing
collaboration in a
learning communi
ty
LIB 604 Libraries in the School CurriculumSpring 2012
Leonardo da VinciLeonardo da Vinci
Those who are in love with practice without knowledge are like the sailor who gets into a ship without rudder or compass and who never can be certain whither he is going. Practice must always be founded on sound theory
. . .
Those who are in love with practice without knowledge are like the sailor who gets into a ship without rudder or compass and who never can be certain whither he is going. Practice must always be founded on sound theory
. . .
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Theorizing for collaborationTheorizing for collaborationPatricia 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
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
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Models of Collaboratio
n: A. Coordinationfrom Montiel-Overall
“A Theoretical Understanding”
Models of Collaboratio
n: A. Coordinationfrom Montiel-Overall
“A Theoretical Understanding”
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Models of Collaboration:B. Cooperation
from Montiel-Overall, 2005
Models of Collaboration:B. Cooperation
from Montiel-Overall, 2005
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Models of Collaboration:
C. Integrated Instructionfrom Montiel-Overall, 2005
Models of Collaboration:
C. Integrated Instructionfrom Montiel-Overall, 2005
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Models of Collaboration:
D. Integrated Curriculumfrom Montiel-Overall, 2005
Models of Collaboration:
D. Integrated Curriculumfrom Montiel-Overall, 2005
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A continuum from A through DA continuum from A through DMontiel-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.
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.
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“Theory without practice cannot
survive and dies as quickly as it lives.”
Leonardo da VinciSee Dr. Hank Stevens’ Lab
Ecology and Evolution of Dynamics and Biodiversity
“Theory without practice cannot
survive and dies as quickly as it lives.”
Leonardo da VinciSee Dr. Hank Stevens’ Lab
Ecology and Evolution of Dynamics and Biodiversity
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Collaboration in practiceCollaboration 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
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
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Forging a collaborative cultureForging a collaborative cultureA Canadian’s success:
Collaborations Between Teacher-Librarians and Classroom Teachers School Libraries in Canada, 2005, Vol. 25 Issue 2, p39-45
A Canadian’s success:
Collaborations Between Teacher-Librarians and Classroom Teachers School Libraries in Canada, 2005, Vol. 25 Issue 2, p39-45
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Appealing to teacher needsAppealing to teacher needsJoys and pitfalls:
A Teacher-Librarian Finally Understands the Joys and Pitfalls of Collaboration School Libraries in Canada, 2005, Vol. 25 Issue 2, p18-29
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
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Essential IngredientsEssential IngredientsTime, 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
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
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Doug Johnson on CollaborationDoug 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
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
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“Individually, we are one drop. Together we are an ocean.”
(Ryunosuke Satoro)Quotes