Collaboration: Fitting It All Together

Collaboration: Fitting It All Together

Collaboration: Fitting It All Together

Gerry Solomon, NCDPI

Welcome to the Digital Age

Welcome to the Digital Age

Edutopia.org

Pass the Envelope Please…

Framework for 21st Century LearningFramework for 21st Century Learning

Learning and Innovation Skills

Creativity and Innovation Skills

Critical Thinking and Problem Solving Skills

Communication and Collaboration Skills

Information, Media and Technology Skills

Information Literacy

Media Literacy

ICT Literacy

Life and Career Skills

Flexibility & Adaptability Initiative & Self-Direction

Social & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility

Key Elements of 21Key Elements of 21stst Century Century LearningLearning

Core subjects Learning skills

21st century tools

21st century context (real world)

Key ElementsKey Elements

21st Century content global awareness financial, economic, and business

literacy civic literacy

21st Century assessments

www.21stcenturyskills.orgwww.21stcenturyskills.org

“The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century.”

NCDPI Communications and Information

Division 2007 http://www.ncpublicschools.org/organization/mission/

Beginning with the End in Mind…

It’s All About Collaboration

It is easier to put the puzzle pieces together if you have the whole picture from the box top.

Dr. Milt Daugherty, Superintendent USD 444 - Little River, Kansas SRTTC April 2005

Collaboration Is a Journey…

that goes through stages…

It Starts with Trust…

“Antennae” tuned “Hanging out” together Enthusiastic, approachable, and a good

listener Food! Building on success Being invaluable

Adapted from: “Tips for Collaboration.” S.O.S. for Information Literacy

Fostering Collaboration

Ongoing Communication Curriculum maps Scheduled Planning Times Planning Documents Research Process/PBL Assessment The ELEPHANTS

Ongoing Communication

Be visible! “What are you

doing…?” E-mail/IM…

Curriculum Mapping

http://www.ncwiseowl.org/kscope/TeacherHut/TableofContents/CorkBoard.html

NC Essential Standards: Building A New Model

NC Essential Standards: Building A New Model

Guiding Question

What knowledge and skills do this year’s students need so they will enter next year’s class with confidence and a readiness for success?

Identifying What Is Essential

All standards are not equal in importance

Narrow the voluminous standards and indicators by distinguishing the “need to know” (essentials) from the “nice to know”

Larry Ainsworth, Center for Leadership and Learning

Cognitive Complexities

Revised Blooms’ Taxonomy (RBT)

Cognitive

Dimensions•Remember•Understand

•Apply•Analyze•Evaluate•Create

Knowledge Dimensions

•Factual

•Conceptual

•Procedural

•Meta-cognitive

Lorin Anderson: A Taxonomy for Learning, Teaching and Assessing

http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm

Inquire, think critically, and gain knowledge

Draw conclusions, make informed decisions, apply knowledge….

Share knowledge and participate ethically and productively…

Pursue personal and aesthetic growth

NETS for Students

Basic operations and concepts

Social, ethical, and human issues

Technology productivity tools

Technology communications tools

Technology research tools Technology problem-solving

and decision-making tools

http://cnets.iste.org/students/NETS_S_standards.doc

http://www.ncwiseowl.org/kscope/impact/

Slideshow/slide1.htm

Planning

Planning “Rules of the Road”

Collaborative Planning Documents

Collaborative Planning Documents

Planning Based on Outcomes

The Collaboration Toolkit

http://www.ncwiseowl.org/Impact/toolkit.htm

How Can You

Introduce and

Implement the

Toolkit?

How Can You

Introduce and

Implement the

Toolkit?

HOST GUIDE INCLUDEDCHARACTER CARDS•TABLE TENTS

•INVITATIONS

K.U.D. Model

KNOW – facts, vocabulary, definitions

UNDERSTAND – principles, big ideas

DO – skills, processes

Tomlinson, Carol and Caroline Cunningham Eidson. Differentiation in Practice: A Resource Guide for Differentiating Curriculum.

K.U.D. for Instructional Partnering – Smith Middle School, Chapel Hill

http://www.ncwiseowl.org/zones/mediatech/best/index.htm

K.U.D. for Instructional Partnering – Smith Middle School, Chapel Hill

http://www.ncwiseowl.org/zones/mediatech/best/index.htm

Paradigm Shift

Ending Topical Research!

“If we keep assigning topics, students will drive their earth moving equipment through the information landfill, pleased by the height and depth of the piles.”

McKenzie, Jamie. "Putting an End to Topical Research."

Research Process and Project-Based Learning

Research Process and Project-Based Learning

What Is Your Role?

Problem Solving Using a Problem Solving Using a Research ProcessResearch Process

Research

Sources

AccessUse of

Information

Analysis/Synthesi

s

Evaluation

Question Problem or Task

With permission of Annette Lamb

http://virtualinquiry.com/inquiry/

Collaborating for Assessment

Collaborating for Assessment

Essential standards are to be assessed in the classroom via formative, benchmark/interim, and summative assessments.Larry Ainsworth, Center for Leadership and Learning

Why WE need to assess

What we teach helps to close the learning gap.

If we are teaching partners, we are also partners in assessment.

Violet H. Harada

University of Hawaii

AASL Fall Forum 2006

Formative AssessmentAssessment for Learning

The measurement of knowledge and skills during the process of learning in order to inform the next steps

Barbara Stripling. AASL Fall Forum, 2006

Formative AssessmentExamples

Teacher-Led:Ungraded Exams and Drafts

Checklists and Rubrics

Exit Cards and Journal Responses

Observation Checklist

Consultation

Barbara Stripling

AASL Fall Forum 2006

Formative AssessmentExamples

Learner-Led:Reflecting (Learning Logs, Notetaking)

Questioning

Organizing (concept maps)

Sharing (Thinkaloud)

Challenging (peer review)

Evaluating (checklist/rubric)

Barbara Stripling

AASL Fall Forum 2006

The Setting

K students discover a strange insect on campus.

They want to find out what it is and its potential danger.

They work with teacher, LMS, and tech coordinator.

They use library resources and contact an entomologist by email.

Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006

Students’ email

Dear Mr. KWe fownd a bug on the

sidwok at or school. It is red and black. It has 2 antena and small sqares on the back. Kan you hlp us? We want to no if this bug is dangris and if it pichas and what it can do. Can you tell us its name too?

Mrs. W’s class

Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006

The Setting

They publicize the results by Designing informational posters for the

campus

Creating a short video message aired over closed circuit television

Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006

Assessing for learning

Focus: To what degree are K students able to identify important aspects of the inquiry process?

Teacher and LMS devise 2 class charts to show prior knowledge (pre-assessment) and new knowledge gained (post-assessment).

Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006

Chart 1: What we know about inquiring (pre)

Have a questionFind the

information

Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006

Chart 2: What we know about inquiring (post)

Find something interesting

Think about what we already know

Have wonderings

Find the information

Check in different places

Try to find the information

Share what we learned

Don’t make up the information!

Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006

The Setting

Context: Students participate in a mock global summit sponsored by the local department of education. Members of the community are invited as responders.

Audience: Peers and community experts.

Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006

Assessing for learning Focus: Are students able to evaluate the

usefulness of web sites for their research?

Students assess the web sites based on content, authority, and ease of use.

They design a graphic organizer to evaluate web sites.

They use the graphic organizer to evaluate 3 web sites at 3 different intervals in their search process.

Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006

Compiled class results

05

101520253035404550

Per

cen

tag

e

4 3 2 1

Levels of proficiency

Web 1

Web 2

Web 3

Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006

Summative AssessmentAssessment of Learning

The measurement of knowledge and skills at the end of a process of learning in order to determine the amount and quality of learning

Barbara Stripling

AASL Fall Forum 2006

Summative AssessmentExamples

Teacher-Led:

Authentic Product

Presentation or Exhibition

Performance Task

Portfolio / Process Folio

Checklist

Rubrics

Barbara Stripling

AASL Fall Forum 2006

Summative AssessmentExamples

Learner-Led:Concept MapFinal ReflectionAuthentic ProductPresentation or ExhibitionPortfolio / Process FolioChecklistRubric

Barbara Stripling

AASL Fall Forum 2006

Flexible scheduling was found to be an essential ingredient facilitating collaborative partnerships between teachers and teacher-librarians. The principal’s expectations for team planning among teachers was a key ingredient for encouraging involvement of teacher-librarians. Grade planning meetings involving the teacher-librarian allowed for the integration of content areas in a holistic way, and could help shape a whole school commitment to information literacy.

Julie Tallman. “Curriculum Consultation: Strengthening Activity through Multiple-content Area Units.”

Flexible Access: Enables students and teachers to

use the media center and computer lab throughout the day;

And to have the services of the media coordinator and technology facilitator at point of need.

Advantages of Flexible Access

Making content relevant to students’ lives Bringing the world into the classroom Creating opportunities for students to interact in authentic

learning experiences

Increases access to resources Provides adequate time for use of

resources Facilitates collaborative planning

between the SLMC, TF, and teachers

Advantages of Flexible Access

At the heart of …professional learning communities is a commitment to having all teachers meet regularly with their colleagues…

1) to determine, in common, the essential standards they will teach in each course…

2) to prepare lessons and units together, assess their impact on student learning, and refine their instruction...

Mike Schmoker. “The New Fundamentals of Leadership.”

"You might have the very best librarian you could ever get on your staff, but being ready, willing, and able represents only three-quarters of what it takes to make significant contributions. The fourth part is opportunity. And opportunity rests in the principal's hands."

Gary Hartzell, University of Nebraska

Quoted by: Lee Sherman. The Essential Link

Role of the Administrator

Communicating the expectation that collaboration will occur on a regular basis

Provision of grade-level/subject area team planning times

In a student-centered library media program, learning needs to take precedence over class schedules, school hours, student categorizations, and other logistical concerns.

Information Power: Building Partnerships for Learning

It’s all about CHANGE!

A PROCESS, not an event

Made by individuals first, then organizations

Highly PERSONAL experience

DEVELOPMENTAL growth in feelings and skills

William L. Rutherford. A Study of the Effects of Various Interventions in a Two-Year Implementation Effort. Procedures for Adopting Educational Innovations Program, Research and Development for Teacher Education.

3 insights

2 things to do

1 challenge

CreditsHarada, Violet H. “What Is Assessment? Why Should Library Media Specialists

Be Involved?” American Association of School Librarians Fall Forum Program: Assessing Student Learning in the School Library Media Center. Warwick, RI: October 2006.

Information Power: Building Partnerships for Learning. Chicago: AASL, 1998

Lamb, Annette and Callison, Danny. "Models." Information Age Inquiry. 2006. School of Information and Library Science, Indiana University Indianapolis. 16

Jul 2009 <http://virtualinquiry.com/inquiry/models.htm>. McKenzie, Jamie. "Putting an End to Topical Research." From Now On. Vol 16 No

3. February 2007. Date Accessed 2 20 2007

<http://www.fno.org/feb07/topic.html>. Rutherford, William L. A Study of the Effects of Various Interventions in a Two-

Year Implementation Effort. Procedures for Adopting Educational Innovations Program, Research and Development for Teacher Education. University of Texas at Austin, 1979.

CreditsSchmoker, Mike. “The New Fundamentals of Leadership.” SEDL Letter,

Southwest Educational Development Laboratory,Vol. XVII, No. 2, December 2005.

Sherman, Lee. "The Essential Link:The School Librarian Bolsters Achievement by Reaching Out to Teachers and Students." Northwest Education Magazine Volume 9 Number 12002 Web.17 Jul 2009. <http://www.nwrel.org/nwedu/09-01/link.asp>.

Stripling, Barbara. “Assessment of Information Fluency.” American Association of School Librarians Fall Forum Program: Assessing Student Learning in the School Library Media Center. Warwick, RI: October 2006.

Julie Tallman. “Curriculum consultation: Strengthening Activity through Multiple-content Area Units.” School Library Media Quarterly. Fall,1995

"Tips for Successful Collaborations." S.O.S. for Information Literacy. 7 March 2006. Information Literacy.org. 17 Jul 2009 <http://www.informationliteracy.org/content/showit/Tips_for_Collaboration>.

Tomlinson, Carol and Caroline Cunningham Eidson. Differentiation in Practice: A Resource Guide for Differentiating Curriculum. ASCD, 2003.

Gerry Solomon gsolomon@dpi.state.nc.us

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issues should be directed to:Dr. Rebecca Garland

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