Kendra's+Notes

//**Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact.**// Introduction and Chapter I My Notes: Intro.: This book is to help develop coteaching startegies to ensure student achievment. Two heads - or more- are better than one. Building a dynamic community in which what is best for student learnin is at the heart of every decision. Five Foundational best practices in school librarianship and instruction: 1) evidence-based practice 2) "backward planning" 3) aligning and intergrating information literacy standards with the classroom curriculum 4) using reasearch-based instructional strategies 5) modeling with think-aloud strategies Share the student learning that results from your collaborative work with a wide audience, Keep on teaching and learning together. The complexity of 21st century literacy and learning requires collaborative educators to ensure that all students, regardless of their backgrounds, develop tools for success.

Citation: Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007. My Notes from videos: 3rd grade:J.Pickrel - Important for students/Authentic Learning/ Children find answers on their own/Allows them to learn how to find their answers/Take curriculum deeper. Principal - Impacts the academic achievement of every child int he building and effectively evaluates sites when they're doing research instead of just copying all the information/ Global perspective of building. H.S. Art Teacher:Diane - Fully Intergrate teaching and writing/ Rubrics are helpful. 8th grade LA - Internalizing the knowledge/Make their learning experience more valuable to them. Elementary Art: Ross - Expands teaching and learning/Art technique is noticed in book and expands learning. 7th grade LA - Coming up with ideas/ Making it work from beginning until end - Learning process for students and teacher. Kindergarten:Peggy - Kids feel like the library is their classroom High School Student Teacher - She came to me/ We worked throught the whole process. High School English - Librarian helped me - not just pulled books for me/Digital storytelling project:100% of kids completed project 7th Grade Social Studies - Each student would do powerpoint - new for teacher and learned through watching librarian.

Citation: "Kindergarten Teacher." Interview by Judi Moreillon. Web. 15 Sept. 2010. <[] "3rd-Grade Teacher." Interview by Judi Moreillon. Web. 14 Sept. 2010. <[] "Elementary Art Teacher." Interview by Judi Moreillon. Web. 20 Sept. 2010. < [] "Elementary Principal." Interview by Judi Moreillon. Web. 21 Sept. 2010. < [] "7th-Grade Teacher."interview by Judi Moreillon. Web. 21 Sept. 2010. < [] "7th Grade Teacher."Interview by Judi Moreillon. Web. 21 Sept. 2010. < [] "8th Grade Teacher. "Interview by Judi Moreillon. Web. 22 Sept. 2010. < [] "High School Art Teacher. "Interview by Judi Moreillon. Web. 22 Sept. 2010. < [] "High School English Student Teacher. "Interview by Judi Moreillon Web. 22 Sept. 2010. < [] "High School English Student Teacher. Interview by Judi Moreillon Web.23 Sept. 2010. < []

[|Coteaching Images PowerPoint] Notes: Benefits of coteaching: smaller groups, more one-on-one with students, two brains sharing ideas/bouncing ideas off each other, less down-time when one teacher writes and other reads/talks, more attention on students, librarian adds to classroom learning atmoshpere. Citation: Moreillon, Judi. "Coteaching Images." PowerPoint. Lecture. Web. 19 Sept. 2010 [|Cooperation-Collaboration PPT] Quote: "Collaboration requires communication, shared goals and objectives, assignments of responsibilites, negotiation, flexibilty, and more..."(slide 5) Notes: This slide show takes you through the difference between cooperation and collaboartion. Both are important, but the teacher-librarian needs to know the important components of being a collaborator on their campus. This includes setting up (with the classroom teacher and with the student success in mind) the lesson, goals, tools, plan, dividing responsibilites and how you will assess the students and your collaboration efforts. Citation: Moreillon, Judi. "Cooperation-Collaboration: Similarities and Differences." PowerPoint. Lecture. Web. 19 Sept. 2010 [|Coteaching Strategies PPT] Quotes/Notes: Interaction (book title) //Types of Collaboration:// One teaching - one supporting Center teaching (students come to teachers for reassurance/question/answers) Parallel teaching (two teachers- two groups go over same topic/theme/lesson but different stories sharing same theme - students get benefit of two views) Alternative teaching (librarian goes into classrooms - like art/music) Team teaching (one reads while one writes or partner/paired reading - like acting it out - entertaining way to learn) //Educators:// -jointly model learning tasks -provide think-alouds to show unique thought processes and a diversity of responses -demonstrate cooperative learning, discussions, procedures, and debating techniques. Two heads are better than one We build scaffolds and bridges to help learners succeed. (taken from presentation slides)

Citation: Moreillon, Judi. "Coteaching Strategies." PowerPoint. Lecture. Web .19 Sept. 2010

"Finally, learning specialists must constantly seek feedback from their collegeagues to determine the effectiveness of their efforts. Such input mechanisms provide for critical exchanges that improve the quality of the collaborative tasks and hone professional relationships in the school" (Zmunda, Harada 34).
 * "What Does It Really Look Like When Students Are Learning in the Library Media Center?" Zmuda, Allison**

Citation: Zmuda, Allison. "What Does It Really Look Like When Students Are Learning in the Library Media Center?" School Library Media Activities Monthly 3.1 (Sep2008) : 25-27. EBSCOhost. Web. 19 Sept. 2010.

As a collaborator, we have to have: Patience Be Supportive Provide Encouragement Be empathetic Have emotional intelligence with individuals and in a group (McGregor 211).

Citation: McGregor, J.Collaboration and Leadership.In Stripling, B. K. and Hughes-Hassell, S. (eds.), Curriculum Connections through the Library. Westport, CT: Libraries Unlimited, 2003. 119-219. (pdf)

My Question/My Answers: //How do you effictively approach the teacher that lives and works in the past and refuses to move forward?// I would think you would have to know the teacher and how far they are willing to allow you to "push" them. Know their limits. If they are the class that is still on a fixed schedule and come to the library weekly, then while they are in there is your chance to show her the excitement you can spark in student learning through new technologies. Once you have her interested, ask if there is another time you could sit down and talk about more ideas you have to show the class and her - to keep that student learning interest up. //How do you get the teacher you are working with to not see you as an administrator - evaluating them, or as the a person coming to do a lesson while they take a break?// I guess this is where I would make sure I began my first collaborative lessons with teachers that I already have a good rapport with and let the teacher, students and success speak for the collaboration. The word of mouth would be the best advertisement for other teachers to learn about how to work together. For those that are reluctant to work with me, I could always start off by finding the materials they need - hopefully, before they even ask - and have a list of hotlinks to help them out and show up with all these wonderful resources one day at the planning time so that I would have a moment to talk to them about all that I have put together and some ideas I have for presenting it. Then maybe by the next unit, they will be willing to approach me to get resources and be willing to work together.