collaboration

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Slide 1: 

Models of Collaboration: No Teacher Left Behind How can collaboration help us help our students? Lisa Russell LIS 17:610:575 Assignment 3

Objectives : 

Objectives Establish a foundation of education theory regarding collaboration Provide ideas and strategies for teachers to incorporate collaborative lessons/units

Why Collaborate? : 

Why Collaborate? Make instructional program an integrated whole Improve quality of education of students Integrate instructional program Expand student learning to real-world experiences Encourage critical thinking Make teaching/planning more effective Common educational goals Stimulation of ideas through discussion Shared decisions Joint planning, implementation, & evaluation of instruction

Factors That Help/Hinder Collaboration : 

Factors That Help/Hinder Collaboration Time Communication Administrative support Attitude/willingness Trust Budget

Take 5 - Activity : 

Take 5 - Activity Federal law requires all schools that receive federal funding to provide educational programs on Constitution Day Take 5 min. – work with the members at your table Brainstorm, using chart paper, ways in which you can work to meet the requirement described to the right

How Do We Get There? : 

How Do We Get There? Levels of Participation Coordination Work together to help one another or make work more efficient Reduce duplication of events/work Not directly related to student learning Cooperation Working toward similar goals for benefit of student learning Divide responsibilities Requires some trust Collaboration Shared objectives Joint planning, implementation & evaluation of lessons & units Equal partners Integrate expertise in information literacy & subject content

Models: Constructivist Teaching Strategies Toward Collaboration : 

Models: Constructivist Teaching Strategies Toward Collaboration Problem-Based Learning Real world problem Problems are messy Self directed Analysis Support or invalidate hypotheses Must reach conclusion or solution Utilize graphic organizers Teacher & librarian act as mentors Provide hints Ask questions to lead toward reflection

Models: Constructivist Teaching Strategies Toward Collaboration (cont’d) : 

Models: Constructivist Teaching Strategies Toward Collaboration (cont’d) Inquiry-Based Learning Promote natural inquisitiveness Make observations Figure things out Range of exploration Free inquiry Explore personal interests Encouraged to question assumptions to build knowledge Directed inquiry Structured Teacher-chosen topics Predefined outcome Hands on Guide students to connections between interests and established learning outcomes

Models: Constructivist Teaching Strategies Toward Collaboration (cont’d) : 

Models: Constructivist Teaching Strategies Toward Collaboration (cont’d) Project-Based Learning Individual contributions by students Contributions often merged into one larger project Communication & planning necessary Responsibilities divided

Summing it Up! : 

Summing it Up! Collaborative effort creates richer learning experiences Curriculum & standards are driving instruction Need for locating, using, & evaluating resources Engage students in learning Use problem solving & higher order thinking skills

Workshop Evaluation : 

Workshop Evaluation Years in present position: ___ 0-3 ___ 4-6 ___7-18 ___ 19+ Please rate the following items: 1=Strongly disagree 2=Disagree 3=Neither agree nor disagree 4=Agree 5=Strongly agree Objectives were clearly stated 1 2 3 4 5 Workshop content is related to my job 1 2 3 4 5 The pace of this workshop was appropriate 1 2 3 4 5 The Instructor was well prepared 1 2 3 4 5 The instructor encouraged participation 1 2 3 4 5 How would you improve this workshop? What was the most valuable part of this workshop? What was the least valuable part of this workshop? Do you currently collaborate? Why/why not? Do you see yourself implementing the concepts learned?

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