Classic Collaboration

1. Classic Collaboration Diane Cepela Pear Partner Activity

2. Collaboration • A process of participation through which people, groups, and organizations work together to achieve desired results. Collaborations accomplish shared vision, achieve positive outcomes for the audiences they serve and build an interdependent system to address issues and opportunities. • The mission of the school is shared • People are valued as individuals and the era they represent is respected. • Capacity for change and improvement is enhanced. (Green, 2009, p. 65)

3. TNT • What does collaboration look like? Think of a time that you have collaborated. What does it look, sound, feel like. • T – Think for one minute alone • N – Notate for one minute alone • T – Talk for one minute with Pear Partner

4. Video – Collaboration is like a Rowing Team • Video • Literal: Collaboration – definition • Abstract: Collaboration – guess what I am? Something that is… • Literal: Rowing Team – definition • Metaphor: Collaboration and Rowing Team together….

5. Theories and Factors that guide Leaders in Collaboration • Classical Organizational Theory • Social Systems Theory • Relationship Theory • Distribution Theory • Facilitative Leadership Open System Theory • Learning Organizations

6. Classical Organizational Theory • Set of fixed principals • Bureaucratic Structure and Organizational Control • Transactional Leadership and University of Iowa – Autocratic Style • Focus on structuring the organization for effectiveness and organizing the work of individuals for task completion.

7. Scientific Management • Frederick Taylor (1911) • “One Best Way” of performing a job • Select and train personnel to perform job • Management coordinates the work to provide assurance that the work is done as prescribed. • Divide work assignments among management and workers giving managers the responsibility to plan, organize and decide – worker work.

8. Max Weber (1947) • Delegation of responsibility, span of control, and authority. • 5 Functions – plan, organize, command, coordinate, and control • Divisions – authority, discipline, unity of command • Transactional – Burns (1978)

9. Think, Pair and Share • Divide into teams of two. Each partner is given the same material to read/do. (Pg 73 – 75) • Read assigned material – teacher assigns. • Open discussion regarding material read. • Guided discussion – teacher gives specific questions/ideas that are to be discussed. • Teacher Clarification. • Culminating project. • Metacognition.

10. With partner: • Using Flip Chart Paper: • Mind Map / spider web / Pattern organizer your section – 10 minutes • Be ready to give a report to the group that lasts 3 minutes or less

11. Collaboration and Change - Individual • Looking at all you have seen and heard, form your collaboration style. (TNT) • With a partner – what commonalities do change and collaboration share to be successful? What differences? • Develop a Venn Diagram to explain

12. Collaboration and Change • Develop a hypothesis based on how your collaboration style will help you facilitate change. (You may make this an “if…then…” statement). • Be prepared to explain your style and your hypothesis with your pear partner.

13. Metacognition – Pear Partner • Think about the lesson we just did. • TNT – Think, Notate, Talk • Which activities helped you learn and which ones did not? Why?

14. Marzano – Ch 2 – Identifying Similarities and Differences • “Basic to human thought” (p. 14) Always looking for connections. • Present students with guidance in identifying similarities and differences • Ask students to independently identify similarities and differences • Use a graphic organizer to represent S and D • Identify using robust and unique learning activities.

15. Marzano – Ch 6 – Nonlinguistic Representation • Dual-coding theory of information storage – Linguistics and Imagery (p. 73). • Activities include graphic organizers, physical models, mental pictures, drawing pictures, and kinesthetic activity. • They should elaborate on knowledge. (Fractions and pies) • Graphic Organizers such as cause and effect, Episode, Force Field Analysis, Time / Sequence, Descriptive Pattern .

16. Marzano – Ch 9 – Generating and Testing Hypothesis • Definition of generating and testing hypothesis involves the application (Bloom) of knowledge. • Inductive (drawing new conclusions based on information we know or are presented with). You might induce that since I like instruction, I am always looking to see how a particular instruction works on students. • Deductive (general rule to make a prediction) – science fair projects. Gravity, feathers, 1 lb weight.

17. Marzano – Ch 9 – Generating and Testing Hypothesis • You must explain hypothesis and conclusion – Jake the number man and his name • Activities – Systems Analysis (school systems), problem solving, historical investigation, invention, experimental inquiry, and decision making. • In each activity, students must explain and come up with their own conclusions.

18. Using these Strategies • Teaching workshops and grad classes – content and methodology • Model to teachers during faculty meetings – no more boring meetings • Connections when introducing new ideas to faculty in fall – Common Core Standards and Danielson Teacher Improvement and emphasizing changing the way we teach