Collaborative+Rubric

Beverly, After the students have gone through the lesson of how to take notes, summarize and synthesize the information about what happened at the Alamo and the many people involved, do we want to select 4 heroes for them to focus on - put them in 4 groups, have each group select their hero and then that will be their hero they will write notes on, make a ppt and then add a voicethread to present the ppt? What ideas do you have for this lesson? Whatever we decide, will have to be explained in the bottom portion of the rubric for part 2. K

Plus - Answer each of these items here on the rubric.

1. A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.2 for LS5443:
 * Initial meeting Monday, November 8th in the hallway
 * 2nd meeting – After school November 8th
 * 3rd meeting – Before school November 10th
 * 4th meeting – After school November 12th
 * 5th meeting – Sunday afternoon November 14th on online chat
 * 1st collaborative teaching – Monday, November 15th - classroom (45 min. lesson 10:15 - 11:00)
 * 2nd collaborative teaching – Wednesday, November 17th - classroom/computer lab (45 min. lesson 9:00 - 9:45)
 * 3rd collaborative teaching - Friday, November 18th - computer lab (45 min. session 9:00 - 9:45)
 * The lesson will be continue for presentations. Each presentations will be no longer than 5 minutes long and will be presented at the beginning of the class period.
 * EXTENSION: Students may present additional props or historical artifacts to enhance their projects.

2. A planning form selected (provide link to a wiki page with your blank or partially completed form): http://librarypartners.wikispaces.com/Scenario-Collaborative+Planning+Page 3. Strengths brought to the partnership and this lesson/unit by Person A: Kendra 4. Strengths brought to the partnership and this lesson/unit by Person B: Beverly
 * Strong knowledge of technology resources
 * Strong knowledge of our lesson subject - Texas History - Alamo
 * Loves to work with other creative people and gain great ideas as well as share them
 * Willing to go the extra distance to get the job done to the best of my ability
 * Willing to work together
 * Strong knowledge of subject matter – Texas History
 * Willing to work before and after school to gain valuable ideas for teaching

5. How the administrator has been informed of the collaborative planning in process. This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration: The principal will be informed by the teacher and the librarian. They will each invite the administrator to a planning meeting. They will also make sure the administrator has a copy of the weekly newsletter informing the parents of the lesson and objectives. The administrator will also be invited to attend the class/library instructional sessions.

Note: Content-area standards and objectives MUST come from a district or state curriculum standards.

This is how to present the AASL Standards: Standard/Strand/Indicator Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 SKILLS 2.1.2 Organize knowledge so that it is useful. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

From Dr.M.'s Storytrail site - the AASL standards that go along with synthesizing: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. (1.1.7) Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.(2.1.1) Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. (2.1.3)

5 Additional Points: Each of these is listed or described on the planning form (one point each): >
 * 1) Relevance to students’ lives (Why should students learn this? Why will they care?) The battle at the Alamo is a major event in Texas history. This pivotal event in Texas should be studied by all so that the sacrifices and dedication of the few brave soldiers is not forgotten. Students in Texas should know how their state was founded. If presented the right way, students will see the significance of the story of the Alamo. Hopefully, they will appreciate how individuals can unite when they have a common goal and work tirelessly to accomplish their goal. The objective is for students to transpose this into their personal and educational life and fight until they have accomplished their goal.
 * 1) Responsibilities for gathering or creating resources: Each instructor will be responsible for having the resources prepared for the lesson. During the last planning session, each person will bring what they have, the librarian will brings books from library for read-aloud and checks that computer lab is available and working - with microphones for VoiceThread, VoiceThread account is set up and ready for groups to to use. The teacher will bring graphic organizers already taught and used in class, note cards for each student. Each one brings their expertise to the project. By bringing their strengths to this team they can produce a powerful, creative lesson that students will excel in.
 * 2) Instructional responsibilities during implementation for each partner or joint responsibilities for both partners: Librarian will read aloud story, teacher will demonstrate note taking and graphic organizer. Split into two groups - Librarian has students in computer lab doing webquest and taking notes, Teacher has students summarizing, then synthesizing the information gathered from other books in the classroom and from websites shown by teacher on interactive board. For PPT, both instructors in computer lab guiding students in how to produce their PPT presentations.
 * 3) Technology tools integration (or explanation of why technology is not part of the lesson/unit): Online Note card guide for how to take notes and graphic organizer to use for modeling, PPT with VoiceThread for presentation for each hero. The students have used PPT before, there knowledge of the program is beneficial as it does not have to be taught. This allows students to work independently with their group to produce their project.
 * 4) Materials (consumables such as graphic organizers, notemaking tools, art supplies): 4 notecards per student, graphic organizer, computers and color printer, webquest address, Alamo website address

Rubrics for students to assess work: Here are 3 rubrics I made with Rubistar. I thought we could take the items we like from each three that go along with what we decide they are doing in our lesson and then make one rubric.