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Collaboration Across Content: There Is So Much a Team Can Do! Monett Intermediate School Kari Cox, Melissa Powers, Amber Bledsoe, Sonya Kew
Collaboration Across Content: There Is So Much
a Team Can Do!Monett Intermediate School
Kari Cox, Melissa Powers, Amber Bledsoe, Sonya Kew
Collaboration
“Alone we can do so little; together we can do so much.” -Helen Keller
Isolation to Collaboration● Isolation is what we use to be● We are still content specific but we
communicate and share● We currently write curriculum and plan
lessons in partners● We then share lessons with grade level
teachers
Grade Level Collaboration ● Who-All homeroom teachers, principal, counselor, sped teacher ● When-Weekly for 45 minutes● What-Review, share, teach, plan, discuss● Why- It is what is right for students
How We Prepare● First we establish norms● Roles for each member● Agenda ahead of time● Bring lessons and supplies
Roles in Team MeetingsFacilitator: keeps discussion and decision-making process moving alongRecorder:takes notes on paper, laptop or on flip chartsTimekeeper: reminds leader when time is almost up for a given contentActive Member: has a say in decisions and discussions
Examples of RolesEncourager: Encourage other team members to share ideas, make connections, and express feelings.
Checker: Makes sure that each team member understands what is being said, what work needs to be completed, and reiterates group decisions.
Runner: Locates the person or thing which will help answer a question or find the resources team members need to complete project work.
Questioner: Should challenge the prevailing ideas, encouraging new ideas and helping the team work in new directions.
Harmonizer: Calms everyone down in the case that the meeting begins to come to a heated discussion. This person tries to create a harmonious atmosphere and make sure each member’s point is validated.
Examples of Agendas
What We Do ● Review proficiency scales and goals for
lessons● Discuss lessons, note changes, and areas of
concerns for students● Discuss and evaluate assessments ● Discuss data and plan for RTI● *Model strategies and discuss the learning
activities
Non-Negotiables ● As a grade level/building decide what you
are not willing to “deal with” regarding student work.
● Team members agree and stick to list so that students know the expectations never change no matter the class or teacher.
● List should be 3-5 items.
Non-Negotiables1. Answers are restated in complete sentences.2. Use capital letters at the beginning of each
sentence and proper nouns. 3. Pronouns are not used to start an answer.4. I must be able to read your writing.
adapted from Kim Campbell, “If You Can't Manage Them, You Can't Teach Them” http://www.motivatingthemiddle.
org/
Coding the Text StrategyAda
TQLS Strategy
Kernel Essay Strategy
The Language of Argument
Argument Highway● Specific moves made by writers to forward
and counter texts.○ Illustrating- uses specific examples from text to support what they
want to say.○ Authorizing- quote an expert or use the credibility or status of a source
to support their claim.○ Extending- putting their own “spin” on terms and ideas they take from
other texts.○ Countering- “pushing back” against the text in some way.
Adapted from Rewriting:How to Do Things with Texts by Joseph Harris.
Note-Taking Strategy
TableTop Twitter● A great strategy for students to interact with each other.● All students participate at the same time and each student is able to
“voice” their thoughts and opinions. All students are engaged.○ On a large piece of paper tape an image, quote, paragraph, reading
selection, etc. ○ Each student in the team has a different colored pencil or marker. ○ Discuss “twitter” and “how to “ tweet. ○ Set a timer and remind students: writing is right, but talking is not
allowed.○ Students move around the table writing comments or responding to
comments already written. ○ Great way to build background knowledge.
Adapted from Notice and Note Strategies for Close Reading by Kylene Beers & Robert E. Probst @ 2013
Compare and Contrast
T-Chart Main Idea Details
ReferencesCoding the Text- adapted from Texts and Lessons for Content-Area Reading by Harvey “Smokey” Daniels and Nancy Steineke, @2011 (Portsmouth, NH: Heineman)
TQLS Strategy-Adapted from Practical Strategies to Help Struggling Readers Meet the Rigorous Common Core State Standard @2013 by Dr. Mary Howard
Kernel Essays-Adapted from Moves Writers make when they Organize an Opinion: Gretchen Bernabei’s Kernel Essay
The Language of Argument-Adapted from Oh Yeah!: Putting Argument Writing to Work Both in School and Out
Note-Taking-Adapted by Cornell Note Taking Bridging the Gap College Reading BrendaD. and SmithLeann Morris Pearson @2014
Compare and Contrast-Adapted from The Strategic Teacher: Selecting the Right Research-based Strategy for Every Lesson By Harvey F. Silver, Richard W. Strong, Matthew J. Perini@2007
Table-Top Twitter-Adapted from Notice and Note Strategies for Close Reading by Kylene Beers & Robert E. Probst @ 2013
