Alessandra Ambrosio Impresses With Her Sexy Beach Body

Go, set, ready: collaborative relationships for 21st century learning.(TIPS & TACTICS)

Teacher Librarian April 1, 2011 | Kaldenberg, Kathy Passing through the high school office on a summer day in 2009, ran into our Biology teacher, who was in to check her mail. We chatted for a few minutes about our vacations and the weather, and then she said the magic words “I have an idea.” She did have an ideas; a great idea for how we could work together and how she could use my expertise in inquiry, resources, and technology to add another dimension to her upcoming Anatomy and Physiology class. She had an idea for collaborating to make her class better than she could make it by herself.

My schedule is flexible, so I am able to meet regularly with colleagues and when necessary, immerse myself in the classroom for hands-on help and consultation. This was a winning strategy for this collaborative effort.

The Anatomy and Physiology fall semester class was starting amidst a hot national debate over health care reform. We decided to bring the students into the vortex, linking understanding of the controversy to their own future health care needs. This was an intellectual challenge for us all, given the complexity and divisive nature of the subject, but that certainly made it interesting too!

We started the project by assessing the student’s understanding of the issue using an online survey form (via GoogleDocs), one of the tools I model when working with teachers. We also used a word-cloud tool to visualize their key understandings of the issue. A list of videos illustrating the wide variety of opinions on the topic was shared via Diigo, and we watched them together to illustrate the wide range of opinions and emotions. go to site public domain images

What did the popular and scholarly print literature have to say? Students selected periodical articles from our EbscoHost databases and examined them for bias, factuality, tone, and intended audience. Their responses were logged on a worksheet that I reviewed and commented on digitally. All of these steps were tracked through the teacher’s EduBlog account, which served to collect and document student observations as we struggled, with the rest of the country, to synthesize the vast amount of information and misinformation circulating in all the various media.

While Congress continued to argue over the fate of the legislation, our students ventured beyond the school walls with a set of standardized questions. They recorded video interviews with local citizens and family members, mixing their files into short movies. When these were premiered, a surprising range of opinions became apparent, mirroring the debate we were observing on the nightly news (or on FaceBook).

[ILLUSTRATION OMITTED] At the end of the semester, students knew not only how to identify “fixators and synergists for joint movement,” they could also relate personally to the critical issues surrounding the provision of health care in their own communities. While tackling the big issue, they learned how to evaluate web sites for bias and how to recognize popular vs. scholarly publications. According to my colleague, “The activities got them to see the issue as complex and messy and that there were trade-offs to whatever decisions were made. That was the key idea for me. We need kids to see issues like health care reform from the bigger picture so they can be better problem solvers and think beyond themselves” (American Association of School Librarians’ Standards for the 21st-Century Learner, 2007, 3.1.5: Connect learning to community issues.) EXAMPLES OF RECENT COLLABORATIVE EFFORTS * Guiding students in the selection of public domain images and appropriate audio accompaniment to create a video using the web 2.0 tool Animoto for a middle school “Academy of Inquiry” class project on the Great Depression. (AASL Standards, 4.1.8: Use creative and artistic formats to express personal learning).

* Demonstrating and providing hands-on assistance for creating e-portfolios using a variety of web 2.0 tools, such as Prezi and Google Sites for a high school Technical Writing class (AASL Standards, 3.1.4: Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.) * Demonstrating online subscription databases to 6th grade students researching astronomy topics, following up with tips for effective presentations (3.1.1: Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.) Teacher feedback indicated “Best year ever for understanding and presentation.” * Setting up accounts and facilitating the creation of video post cards to 4th grade pen pals using Animoto (2.1.4: Use technology and other information tools to analyze and organize information.) * Demonstrating multimedia resources for 7th grade Language Arts students to incorporate into digital presentations about continental Africa. (4.1.8: Use creative and artistic formats to express personal learning.) * Demonstrating advanced Google Search techniques and subscription databases for 7th grade Social Studies class writing Colonial Period biographical studies. (1.1.6, Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.) * Consulting one-on-one with 11th grade Language Arts students writing persuasive essays. (1.1.7: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.) * Illustrating effective search techniques for 9th grade debate topics (1.1.7: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.) * Guiding the creation of digital trailers for “books that will make you sick sick” for Microbiology. (2.1.6: Use the writing process, media and visual literacy, as well as technology skills to create products that express new understandings.) All of the above activities required that I be in the classroom, sometimes for several days in a row. Many more “mini-collabs” take place every week. Examples include:

* Facilitating a Skype session between two 1st grade classes to discuss “communities”. (3.1.2: Participate and collaborate as members of a social and intellectual network of learners.) * Setting up a PollEverywhere account so that Biology students can use their cell phones for automatic assessment (3.1.4: Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.) * Using LibraryThing for booktalking selections for 9th grade Language Arts in preparation for their Independent Reading projects (4.1.6: Organize personal knowledge in a way that can be called upon easily.) * Helping students illustrate and record their writing using Blabberize, a Web 2.0 tool. (2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.) During our collaborative experience, the Biology teacher would often ask, “How can we get more teachers to appreciate and use the valuable partnership you have to offer?” We developed two lists that we subsequently shared at a local technology conference and informally with our own staff.

IF YOU ARE A TEACHER:

* Share your lesson plans in advance. The teacher-librarian will probably be able to make immediate connections to book, web, and tech resources.

* Brainstorm. Sometimes it really works well to toss ideas back and forth with a colleague who isn’t immersed in the subject matter.

* Invite the teacher-librarian into the classroom to assist you and your students work one-on-one (to get past the “talking head”). Let students see the teacher-librarian as an indispensable consultant.

* Invite the teacher-librarian to team meetings on a regular basis.

* Share your enthusiasm with your colleagues. Encourage them to take advantage of opportunities to work with the teacher-librarian.

* Use chat to have short, informal check-ins or to ask questions of the teacher-librarian.

* Don’t be afraid to ask the teacher-librarian anything!

IF YOU ARE A TEACHER-LIBRARIAN:

* Send links to web sites, blogs, articles, etc. that deal with specific aspects of a curriculum, with suggestions on how you can help.

* Create book lists that support the curriculum and deliver them to the classroom in advance of the lesson.

* Hang out in the teacher’s lounge at lunchtime (with laptop and resources at your fingertips).

* Join as many committees as you can, including the ones that deal with fun things, like planning social events.

* Host an open house (or any kind of gathering) and have materials ready to share, with suggestions on how you can be of assistance.

* Keep on top of the new technologies, web resources, and equipment so that when a teacher asks for help, you can provide immediate assistance.

* If you don’t know the answer to a question, find out the answer and follow through immediately.

* Offer yourself as a consultant to the classroom. Be there during research/tech times to provide hands-on assistance. Showing students how to be successful (using a source like Ebsco) is so powerful.

* Do some of the heavy lifting. If it would be useful for classroom links to be coordinated on one page, create that page. If a web site would be helpful, create the web site. (Google Sites is awesome for this!). If students need to be registered for accounts, offer to coordinate that.

* Let other staff know about successful collaborations through staff meetings, blogs, hands-on demonstrations, etc.

* Enlist your Director of Instruction and building principals to advocate for you. Share success stories with them.

* Regularly share data (i.e. statistics on collaboration, database usage, etc.) with the administrative team and the school board.

* Provide assistance to administrators in setting up blogs, web sites, RSS feeds, Twitter. They will spread the word.

* Create screencasts for Frequently Asked Questions.

* Use a service to organize bookmarks by instructor (i.e. create specialized tags for instructors or classes in De.li.ci.ous or Diigo). You will then have a list of tailored resources at the ready. go to website public domain images

* Celebrate successes. Be sure to thank your collaborator and make plans for the next project. (A digital greeting card will elicit a smile!) * Ask to be included on curriculum teams and at team level meetings on a regular basis. Take on committee responsibilities and follow through.

* Make your facility available for classroom presentations and treat the event like a premiere performance.

* Take advantage of free and on-demand professional development (like the Elluminate sessions through TL Virtual Cafe).

* Attend and present at staff meetings. (Bring chocolate).

* Publish your schedule online (i.e. Google calendar) so that teachers can make plans based on your availability.

* Keep your chat on. Use instant messaging services to communicate from “the field”. * Don’t be afraid.

Although the Biology teacher and I conferred with each other numerous times during the first part of this school year, her teaching assignments had been adjusted and we didn’t find the just-right connection for a full-fledged project. That is fine. We still meet occasionally to trade experiences with new tools or to brainstorm for future collaborations. Our relationship is strong and she promotes my services to her team members and other staff.

In fact, those wonderful words: “I have an idea” are leading to collaboration with the “Social Issues in Biology” instructor this quarter. We started discussing the possibilities early the first semester and decided that after an introductory session, I would spend the last week embedded in his classroom helping students develop their final projects. In his standard-based grading environment, this project will synthesize two major strands for their only score for the entire class. My role will be to help them think through the process, identify appropriate “containers” for their findings and assist with any research or technical questions they may have. (4.1.8:Use creative and artistic formats to express personal learning.) He’s ready and so am I.

REFERENCE Standards for the 21st Century Learner. (2007). Chicago: American Association of School Librarians.

Kathy Kaldenberg has served the Solon Community School District as Media Specialist/Librarian for eight years. She participates in numerous district and building committees and is active in the local community. Kaldenberg is a long time member of ALA and participates in local and regional library associations. She may be reached at kkaldenberg@solon.k12.ia.us.

Kaldenberg, Kathy