Prewriting-T-Chart

=A.1.4 Prewriting T-Chart: Benefits of Classroom-Library Collaboration to Students and Classroom Teachers =

Mary Virginia's comments=blue

Liseth Martin's comments=green


 * Students || Classroom Teachers ||
 * 1 Important for students to have authentic learning (3rd Grade Teacher: Judy P) || 1 Enables teachers to do more planning and feed off of each other (Kinder Teacher: Peg) ||
 * 2 Advances student learning and achievement (Schultz, 22) || 2 Expands teacher knowledge (Elementary Art Instructor: Tracy) ||
 * 3 Helps students effectively evaluate information on websites (Principal: Paula Godfrey) || 3 Promotes PLC, which motivates teachers to analyze and improve their classroom practice (Schultz 24) ||
 * 4 Having two teachers gives students more individualized attention (Kinder Teacher: Peg) || 4 Sharing of diverse ideas and teaching strategies (Co-teaching Strategies PP, Moreillon) ||
 * 5 Students learn how to analyze and evaluate information while receiving feedback from two teachers (Co-teaching Strategies PP, Moreillon) || 5 Equal partners can help each other solve learning problems (Co-teaching Strategies PP, Moreillon) ||
 * 6 L earn research/notetaking skills that transfer cross-curriculum (8th Grade LangArts Teacher: Karen) || 6 Helps teacher learn and practice new technology skills (7th grade Soc.Studies teacher: Pat) ||
 * 7 Engage readily with exciting Web 2.0 tools promoting higher rate of overall success (High School Eng. teacher: Sherri) || 7 Helps teacher meet required professional development needs (High School Art teacher: Diane) ||
 * 8 Gain clear feedback and assessment of research/citation skills through librarian-graded rubrics which guides student in improving research strategies (High School Student Eng. teacher: Kelly) || 8 Helps teacher by grading citation portion of projects which enables teacher to focus on content areas (High School Student Eng. teacher: Kelly) ||
 * 9 Actively engage in constructing knowledge through authenic research instead of just passive information seeking; teaches to be life-long learners (Zmuda, 25) || 9 Gives educator opportunity to more effectively observe and meet student needs; smaller ratio shared by a co-teacher (Zmuda, 26) ||
 * 10 Begin to take ownership in self-evaluation of work due to collaborative self-evaluation rubrics (High School Art teacher: Diane) || 10 Provides welcome, encouraging environment of resources and support for teacher preventing isolation (8th Grade LangArts Teacher: Karen) ||
 * 10 Begin to take ownership in self-evaluation of work due to collaborative self-evaluation rubrics (High School Art teacher: Diane) || 10 Provides welcome, encouraging environment of resources and support for teacher preventing isolation (8th Grade LangArts Teacher: Karen) ||

Notes (Indicated as S1 for Student 1 note or CT1 for ClassroomTeacher 1 note, etc.)
 * S4 and 5: I agree that two teachers are better than one, especially given the large class sizes at my school. When I work with a teacher, we are able to group the class (sometimes by students using on-line sources and students using print resources) and assist students in a smaller ratio that way. It is easier to help students using similar resources and show them how to work coopertaively to help one another as well. I definitely agree. I have a student teacher in my class and it has been such a blessing. We are able to work with small groups and give them more individualized attention while giving them constructive feedback. **


 * CT3: Collaboration motivates teachers to analyze and improve their own practices? YES! I am more "on my toes" when teaching with someone else. Sort of an accountablility system. I have picked up some great class management strategies by working with other teachers. I have also noted that some of my grouchier teachers are "nicer" to students when we teach together. I think that the presence of another educator forces us to be our better selves. That is soooo true. Teachers are on their best behavior when the are in the presence of others. **


 * CT6: I respected Pat (the 7th grade Soc. Studies teacher) for admitting that she was unfamiliar with powerpoint, but was willing to learn it along with the students. I think that librarians could offer that service to many teachers and find grateful takers. This would serve to be a form of professional development giving teachers a leg-up in technology in a non-threatening environment. And the students would probably love learning with their teacher. **


 * ST7: On a similar note, I have been known to sneak in a cool tech tool on the kids during library time with a non-collaborating teacher, and watch the teacher perk up her ears and want to know more when she sees the student reactions. Just another opportunity to get a foot in the door. Some teachers are a bit apprehensive at first and need to take baby steps. Once your foot is in the door they are more receptive to your ideas. **
 * I think that winning students' hearts and minds goes a long way with teachers. If they see how students readily gravitate to cool 2.0 tech tools and are readily eager to engage in learning using these measures, teachers are likely to be wiling to institute these tools into their units. Today's kids are saturated with media. It seems to run through their veins. We need to use cool media formats to reach these students (especially the reluctant ones). And our students need to be equipped for a 21st century world that uses ever-changing forms of communication. **


 * CT1 and 8: As a former HS English teacher, the idea of the librarian supporting the teacher by sharing the teaching load is frankly just downright appealing. Anyone who would have offered to help with grading by creating rubrics and assessing would have been a hero to me. And planning/sharing the actual teaching experience together would make for such a "nice day." I can see that class mngmt. would also be improved due to two teachers on deck as well as students' heightened interest in the newness of the experience. Throw in a pot of coffee and some chocolate and I think any teacher would welcome the supportive experience. I would have LOVED it! **


 * CT 1 and 2: Having someone to share ideas with is such a great resource. Being able to bounce ideas off each other and discuss what has worked or not worked in the past and how improvements can be made is a great way to grow as an educator. Because of our diverse backgrounds we all have so much to contribute and expand the knowledge of those around us. I love hearing what others have done in their classes and getting fresh angles on how to teach something. **


 * CT 5: Sometimes we feel as if we have done all we could to help a child understand a concept and yet they don't understand. With the help and support of other teachers we can develop new ways to solve learning problems. Other teachers might have different insight on that child or their learning needs. They might have a different way to teach that concept that will help that child see it more clearly. **


 * ST1,2, and 9: When students experience authentic research in the library setting between a teacher/librarian, they are equipped in a supportive environment to take thinking and analysis to higher levels. They are challenged to construct the knowledge in an active way that advances student learning skills for life. Studies by Loertscher and others demonstrate how valuable library collaboration is to increasing student achievement overall. When the student is allowed to practice higher order research and application skills in a collaborative experience, they are better equipped in all subject areas to research, analyze and synthesize knowledge. **


 * ST3 and 6: The library’s multitude of resources provide a natural place to collaborate with a teacher on a particular subject. The point of need is authentic and provides the student a rich learning experience in research. Working with the teacher and librarian and a variety of sources, the student gains invaluable knowledge in research strategies, how to assess source credibility, and how to correctly cite these sources. This research experience can easily be translated into other subject areas thus equipping the student with strong research tools for life-long learning. **

MLA Citations
EX: Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.


 * "3rd-Grade Teacher." Interview by Judi Moreillon. Web. 4 Feb. 2011. .
 * "7th-Grade Social Studies Teacher." Interview by Judi Moreillon. Web 4,Feb. 2011. 
 * "8th-Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 24 Jan. 2011. .
 * "Elementary Art Instructor." Interview by Judy Moreillon. Web 4 Feb. 2011.< http://www1.teachertube.com/members/viewVideo.php?video_id=121834&title=Elementary_Art_Instructor>.
 * "Elementary Principal." Interview by Judy Moreillon. Web 4 Feb. 2011..
 * "High School Art Teacher." Interview by Judy Moreillin. Web 4 Feb. 4 2011. http://teachertube.com/members/viewVideo.php?video_id=125114&title=8th_Grade_Language_Arts_Teacher>.
 * "High School English Teacher." Interview by Judi Moreillon. Web. 4 Feb. 2011. 
 * "Kindergarten Teacher." Interview by Judi Moreillon. Web. 4 Feb. 2011. .
 * Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: American Library Association, 2007. Print.
 * Schultz-Jones, Barbara. "Collaboration in the School Social Network." Knowledge Quest 37.4 (2009): 22-24. Academic Search Complete. EBSCO. Web. 4 Feb. 2011
 * Stevenson, Angus, and Christine A. Lindberg. //New Oxford American Dictionary.// Oxford: Oxford UP, 2010. Print.
 * Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In //Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century//, 2008. 25-26.


 * (Co-teaching Strategies PP, Moreillon)---need help on this one