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Teacher Librarian Collaboration in an Elementary School

Teacher Librarian Collaboration in an Elementary School. By Michele Coxhead Teacher Librarian at Spring Valley Public School (K-8). What is collaboration?. Definition of Collaboration The action of working with someone to produce something. oxford dictionary.

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Teacher Librarian Collaboration in an Elementary School

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  1. Teacher Librarian Collaboration in an Elementary School By Michele Coxhead Teacher Librarian at Spring Valley Public School (K-8)

  2. What is collaboration? • Definition of Collaboration • The action of working with someone to produce something. oxford dictionary

  3. Who would you collaborate with? • Any teacher who is willing to equally share the responsibility of student achievement based on the student needs.

  4. Why is collaboration between TL’s and classroom teachers important? • Collaboration is not a new concept but is seems to have taken on a new direction in Ontario Schools. • It is becoming a critical part of the daily work of teachers (Capacity Building Series #16). • It is also becoming an opportunity to become a learner. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_Collaborative_Teacher_Inquiry.pdf

  5. How do you begin to collaborate with a teacher? • After a teacher has agreed to collaborate with you, it is crucial you make time to meet and go over the following; • Curriculum (Social Studies) • Needs of the students (learning environment) • Learning styles (MI) • Teacher strengths.

  6. 1.Grade 5 • Curriculum Social Studies, • Aspects of Citizenship and Government in Canada.

  7. Exploring: Step 1 of the inquiry process • Inquiry/Research and Communication Skills • By the end of Grade 5, students will: – formulate questions to develop a research Focus (e.g., What are the duties of a member of Parliament? What are the responsibilities of the members of the Supreme Court of Canada? Why is the Chief Electoral Officer not allowed to vote? How can citizens have an influence on government decision making?);

  8. Investigating: Step 2 of the inquiry process • – use primary and secondary sources to locate information about the structure and functions of government • (e.g., primary sources: interviews, classroom visitors, field trips; secondary sources: atlases, encyclopedias and other print materials, illustrations, videos, CD-ROMs, Internet sites);

  9. Processing: Step 3 in the inquiry process • – use graphic organizers and graphs to sort, classify, and connect information • (e.g., charts of services provided by three levels of government; a flow chart of how tax dollars are collected and used);

  10. Creating: Step 4 in the Inquiry process • – use media works, oral presentations, written notes and descriptions, drawings, tables, and graphs to explain • how the different levels of government share responsibility for providing selected services (e.g., in the areas of taxation, health care, roads, environmental protection, sports, arts and culture, recreation); • e.g., the immigrant journey towards Canadian citizenship; the process of law making; the process of becoming a member of Parliament)

  11. Learning Goal: • We are learning to use a variety of resources and tools to gather and analyse information about Canadian government and citizenship.

  12. Success Criteria: • I can make a concept map using smart ideas. • I can use the database to find information. • I can use Microsoft word to help me communicate effectively. • I can write a clear and insightful paragraph answering my question. • I can choose a related picture that helps a reader understand what I am trying to say.

  13. 2. Need of the students • The class in general are high needs and seem to respond well to clear learning goals and criteria. • They need positive feedback so they can take pride in their work. • They need to learn Microsoft Word to help them with future projects. • They need to learn how to research effectively.

  14. 3. Learning Style • Most students are very visual and interpersonal. • Short instruction – no longer that 8 to 10 min. often demonstrating on the SMART board. • Clearly written instructions with an example. They may view on student common.

  15. Learning Style cont. • Short assignments that only take one or two periods. Any longer and they began to lose focus. • A visual representation of their finished product is motivational to them.

  16. Teacher Strength: • The grade 5 teacher has the background knowledge about the content area, Social studies. • TL has an understanding of technology as well as the inquiry process.

  17. Together….. • We came up with relevant assignment for the students. • We are collecting work on a bulletin board in the library. • Assess the work. • Give feedback. • Determine next steps. • Plan the next project.

  18. Big Ideas: • Base your collaboration around the curriculum. • Set aside some time to meet. • Keep the meetings short. • Touch base with your learning partner often. • Don’t be afraid to change your direction if something is not working. • Work with willing partners. • Be open to learning new things. • Every collaboration is different.

  19. Thank you… • Good Luck with your collaboration.

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