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Developing collaboration in a learning community

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Developin g collabora tion in a learning community LIB 604 Libraries in the School Curriculum Spring 2012
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Page 1: Developing collaboration in a learning community

Developing

collaboration in a

learning communi

ty

Developing

collaboration in a

learning communi

ty

LIB 604 Libraries in the School CurriculumSpring 2012

Page 2: Developing collaboration in a learning community

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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Page 3: Developing collaboration in a learning community

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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Page 5: Developing collaboration in a learning community

Models of Collaboration:B. Cooperation

from Montiel-Overall, 2005

Models of Collaboration:B. Cooperation

from Montiel-Overall, 2005

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Page 8: Developing collaboration in a learning community

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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.

8

Page 9: Developing collaboration in a learning community

9

“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

9

Page 10: Developing collaboration in a learning community

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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

Page 11: Developing collaboration in a learning community

11

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

Page 12: Developing collaboration in a learning community

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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

Page 13: Developing collaboration in a learning community

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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

Page 14: Developing collaboration in a learning community

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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

Page 15: Developing collaboration in a learning community

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“Individually, we are one drop. Together we are an ocean.”

(Ryunosuke Satoro)Quotes


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