Barb and Marilyn’s Barb and Marilyn’s Magnificent AdventureMagnificent Adventure

The Journey Starts with a Single The Journey Starts with a Single StepStep

April 2007 and beyondApril 2007 and beyond

Barbara Raught and Marilyn KulkarniBarbara Raught and Marilyn Kulkarni

What Is Collaboration?What Is Collaboration?

•CollaborationCollaboration is a structured, is a structured, recursive process where two or more recursive process where two or more people work together toward a people work together toward a common goal—typically an intellectual common goal—typically an intellectual endeavor that is creative in nature—by endeavor that is creative in nature—by sharing knowledge, learning and sharing knowledge, learning and building consensus. … building consensus. … http://en.wikipedia.org/wiki/Collaboratiohttp://en.wikipedia.org/wiki/Collaborationn

How does it work?How does it work?

• Everyone involved in the lesson is Everyone involved in the lesson is there from the beginning to the end.there from the beginning to the end.

• Everyone is involved with the design, Everyone is involved with the design, implementation and evaluation of the implementation and evaluation of the unit.unit.

• Everyone contributes based on their Everyone contributes based on their area of expertise.area of expertise.

Why Did We Collaborate?Why Did We Collaborate?

• Students would achieve moreStudents would achieve more

• Students will experience more successStudents will experience more success

• Past experiences with collaboration told us Past experiences with collaboration told us soso

• Two minds are better than oneTwo minds are better than one

• Bouncing ideas off someone else provides for Bouncing ideas off someone else provides for confident and competent decisionsconfident and competent decisions

• Fewer melt downsFewer melt downs

• It’s more fun to work togetherIt’s more fun to work together

UbD Understanding by UbD Understanding by DesignDesign

• The emphasis of UbD is on The emphasis of UbD is on "backward design", the practice of "backward design", the practice of looking at the outcomes in order to looking at the outcomes in order to design design curriculumcurriculum units, performance units, performance assessmentsassessments, and classroom , and classroom instructioninstruction … … http://en.wikipedia.org/wiki/Understandinghttp://en.wikipedia.org/wiki/Understanding_by_Design_by_Design

The essence of backward The essence of backward designdesign

Head for the Beach

Arrive at the Beach

Sick

child

Accident on Route 1

Potty stops

Take Routes 9 & 13

Unit Title:Unit Title:Where were you in 2002?Where were you in 2002?

• Relevant to kidsRelevant to kids

• Personal connectionPersonal connection

• Choose a topic in their lifetimeChoose a topic in their lifetime

• Improves self-esteemImproves self-esteem

• AuthenticAuthentic

Goals – Big IdeasGoals – Big Ideas

Your Past affects Your Past affects your Futureyour Future

Essential QuestionsEssential Questions

• What is the purpose of What is the purpose of research?research?

• Why is evaluation of Why is evaluation of sources important?sources important?

• What is the What is the relationship between relationship between ethics and research?ethics and research?

• How do your personal How do your personal ethics effect your ethics effect your research?research?

• How do the choices How do the choices you make effect your you make effect your life?life?

Delaware Content Delaware Content StandardsStandards

• 1.5 Listen to and 1.5 Listen to and comprehend oral comprehend oral communications.communications.

• 2.4k/2.6b Students will 2.4k/2.6b Students will be able to demonstrate be able to demonstrate an overall an overall understanding of understanding of printed texts by (k) printed texts by (k) relating the content of relating the content of the text to real-life the text to real-life situations and (b) situations and (b) applying information applying information from printed, electronic, from printed, electronic, and oral tasks.and oral tasks.

Delaware Content Delaware Content StandardsStandards

• 3.1a1 Identify and 3.1a1 Identify and locate a variety of locate a variety of sources including sources including printed materials, printed materials, personal interviews, personal interviews, oral reporting, forums, oral reporting, forums, and technological and technological forms of informationforms of information

• 3.1a2 Develop and use 3.1a2 Develop and use procedures to gather procedures to gather information and ideas.information and ideas.

Delaware Content Delaware Content Standards Standards

• 3.1b Independently extract 3.1b Independently extract information to achieve a information to achieve a specific purpose, extract specific purpose, extract information relevant to a information relevant to a specific purpose.specific purpose.

• 3.2a Use technology to 3.2a Use technology to synthesize information into synthesize information into a meaningful format to a meaningful format to express ideas and express ideas and experiences, and to create experiences, and to create text, drawings, graphs, text, drawings, graphs, diagrams, photographs, diagrams, photographs, videos and graphics.videos and graphics.

Delaware Content Delaware Content StandardsStandards

• 3.2b Independently present 3.2b Independently present information which is information which is sufficient in quantity and sufficient in quantity and depth to achieve a specific depth to achieve a specific purpose, avoiding purpose, avoiding plagiarism.plagiarism.

• 3.3a2 Establish criteria by 3.3a2 Establish criteria by which sources and which sources and information can be analyzed information can be analyzed for accuracy, bias, for accuracy, bias, stereotypes and validity.stereotypes and validity.

• 3.3b1 Independently 3.3b1 Independently interpret information as interpret information as appropriate for specific appropriate for specific purpose.purpose.

ActivitiesActivities

• Watched Star Trek episode Watched Star Trek episode – “Tomorrow is Yesterday”– “Tomorrow is Yesterday”

• Birth Order Essay and Birth Order Essay and Citing TechniquesCiting Techniques

• Cut and paste organizing Cut and paste organizing activity to simulate note activity to simulate note cardscards

• Upton Sinclair’s Upton Sinclair’s The Jungle The Jungle and “The Feast of the and “The Feast of the Jungle” were read. Wrote Jungle” were read. Wrote stories on “What if”stories on “What if”The The JungleJungle was never was never published.published.

ActivitiesActivities

• Selection of topicsSelection of topics• Website evaluation – Website evaluation –

Bogus websitesBogus websites• QUICK online tutorial QUICK online tutorial • UDLibsearch to find UDLibsearch to find

sources for working sources for working bibliographybibliography

• Citation machine to Citation machine to format citationsformat citations

• Highlighting, margin Highlighting, margin note taking and note taking and formatting of note formatting of note cards.cards.

Scaffolding was required to Scaffolding was required to make sure they got itmake sure they got it

Preliminary work took much longer than Preliminary work took much longer than expected but when it was done the expected but when it was done the students began to see the big picture.students began to see the big picture.

• Citing in birth order papers led to citing in Citing in birth order papers led to citing in research paper.research paper.

• Finding and using quotes into birth order Finding and using quotes into birth order paper led directly to using them in the paper led directly to using them in the research paper.research paper.

AssessmentsAssessments

• Birth order essay rubricBirth order essay rubric

• ““What if…” group project What if…” group project rubricrubric

• Oral presentationOral presentation

• QUICK checklist QUICK checklist

• Working bibliography rubricWorking bibliography rubric

• TRAILS pre and post tests TRAILS pre and post tests of Information Literacy of Information Literacy SkillsSkills

• Final research paperFinal research paper

Websites usedWebsites used

• http://http://zapatopi.net/treeoctopuszapatopi.net/treeoctopus// Pacific Pacific Northwest Tree OctopusNorthwest Tree Octopus

• http://http://www.dhmo.orgwww.dhmo.org// Dihydrogen Monoxide Dihydrogen Monoxide

• http://http://www.genochoice.comwww.genochoice.com// Genochoice Genochoice

• http://www.trails-9.org/http://www.trails-9.org/

• http://www.quick.org.uk/menu.htmhttp://www.quick.org.uk/menu.htm

• www.easybib.comwww.easybib.com

• http://www.ozline.com/electraguide/thesis.hthttp://www.ozline.com/electraguide/thesis.htmlml

How did they do?How did they do?Standard 3: Information Standard 3: Information

LiteracyLiteracy

Students improved in their ability to evaluate Students improved in their ability to evaluate sources that would be used in their papers.sources that would be used in their papers.

Improvement in area taught compared to controls (not taught at the time of the test)

How did they do on the How did they do on the Research Paper?Research Paper?

• NumberNumber

• QualityQuality

• Works Cited Works Cited

PagesPages

• CitingCiting

We Worked Together with We Worked Together with TechnologyTechnology

Using technology ourselves Using technology ourselves and with the students and with the students increases all our learning.increases all our learning.

• UDLibsearch led to reliable UDLibsearch led to reliable sourcessources

• Citation machine helped Citation machine helped create the bibliographiescreate the bibliographies

• Thesis Builder helped Thesis Builder helped create thesis that could be create thesis that could be defendeddefended

• Word helped to create our Word helped to create our documentsdocuments

Bibliographies were richerBibliographies were richer

All students produced Working All students produced Working Bibliographies of good to excellent Bibliographies of good to excellent quality when appraised for format quality when appraised for format and acceptable research sources. and acceptable research sources.

--- No more questionable websites!!!--- No more questionable websites!!!

And And they were completed in one and a they were completed in one and a half hours in the library.half hours in the library.

Paying it ForwardPaying it ForwardStudents transferred their newly Students transferred their newly

acquired knowledge to othersacquired knowledge to others

Students helped other Students helped other studentsstudentsOver the course of several weeks Over the course of several weeks

students from our classes were students from our classes were observed helping students from observed helping students from other classes with their research other classes with their research projects – projects –

One academically challenged student One academically challenged student was able to help a senior with her was able to help a senior with her paper. His pride was palpable. paper. His pride was palpable.

Collaborating is the Name of Collaborating is the Name of the Gamethe Game

With so many students on so many levels, it With so many students on so many levels, it helps to have more hands to work with helps to have more hands to work with them all.them all.

Students being confident enough to help their peers was an added plus.

On the Collaborative On the Collaborative ExperienceExperience

““The support and the The support and the results one gets results one gets from collaborative from collaborative work has such an work has such an impact, that once impact, that once teachers try it, teachers try it, they’ll never want they’ll never want to go back to to go back to working alone working alone again.” again.” BarbaraBarbara

Co-operation makes it Co-operation makes it happenhappen

“ “Knowing what Knowing what teachers are teachers are doing in the doing in the classroom classroom makes it so makes it so much easier and much easier and productive when productive when I help students I help students in the library” in the library” MarilynMarilyn

What Leads to a Great What Leads to a Great Collaboration?Collaboration?

A sense of humor A sense of humor is quite helpfulis quite helpful

Better Living through Better Living through ChemistryChemistry

This has been such a great experience that both of us cannot wait to continue.

Why Collaborate?Why Collaborate?

• 1111thth grade ACT scores are highest grade ACT scores are highest when there is a high degree of true when there is a high degree of true collaboration between library media collaboration between library media specialists and classroom teachers in specialists and classroom teachers in a wide spectrum of activities… a wide spectrum of activities… Illinois StudyIllinois Study (Lance, Rodney and (Lance, Rodney and Hamilton-Pennell, 2005)Hamilton-Pennell, 2005)

Why Collaborate? (part 2)Why Collaborate? (part 2)

……high schools tended to have better high schools tended to have better test results where teachers reported test results where teachers reported initiating collaboration with their initiating collaboration with their library media specialist on the design library media specialist on the design and delivery of instruction. and delivery of instruction. Indiana Indiana (Lance, Rodney, and Russell, 2007)(Lance, Rodney, and Russell, 2007)

Our Next Collaborative Our Next Collaborative ProjectProject

We are currently working on our next unit – a revamping of the required Literary Analysis.

The Big Idea is “white privilege.”

Standard 4: Multicultural Literature

After all is said… what was After all is said… what was done?done?

The Teacher and librarian worked The Teacher and librarian worked together to plan lessons that together to plan lessons that students loved and will retain.students loved and will retain.“Being able to judge the truthfulness of the information I am looking up is a life skill.”

… Chris, 11th grader

“Right now I might be researching topics to write papers, but some day I might need to read about health issues or something like that, and I want to know the facts I’m getting are accurate.” …LaNita, 11th grader