Well, I guess we made it to the end stages of our collaboration project. I have to say that the process was full of ups and downs. For a brief period, I was unsure if the project was going to be fully carried out but this last week has been super charged.
I really thought this project was going to run fairly smooth but then as more and more individuals became involved, ideas and techniques for implementing ran the gamut. This week Amy decided to take matters into her own hands and make some final decisions about how her department will construct and implement the unit. Unfortunately, there was major disagreement in between participating teachers and the librarians were running around in circles trying to unite the group.
When I first ventured into this project, I had many different ideas on how Amy could bring more technology into her classroom. Overall, the main reason I decided to work with Amy was her desire to learn about and implement more technology into her lessons. I am excited that the final project will incorporate Microsoft Publisher tools and internet research, but many of the technology ideas are being pushed off this year. Considering this is the first time the teachers will be implementing this unit, it has proven to be quite enough just for them to get their arms around the material. Our thought is we have started a template that can be expanded upon over the coming years.
The wiki turned out to be a bit of a barrier. Amy was not very excited about learning and utilizing a program that she was unfamiliar with, she was overwhelmed with all the new material and the disagreements within the department. So, Amy and I communicated mainly through email and the telephone. Amy and I would have discussions and hash out the key points through email, and then I would implement the majority of our material into the wiki. I did sit down, in person, with Amy a few times and I was able to show her how to work with the wiki. She did start implementing material this week, and after reviewing her additions I feel that she has gained an understanding with the process. Amy did make a very good point about copying and pasting documents, it was difficult. I have to agree. The process would destroy formatting, not include images, omit portions, etc..
I discovered through this particular situation that the role of a Media Specialist is more of a liaison to accessing information and technology coach. I am not disappointed with the role and I learned a tremendous amount about reviewing the collection, purchasing new materials, choosing web sites, teaching technology skills and working with many different teachers. I also found that as a librarian I really need to sell the assets of the library. I need to make teachers, students, parents and administrators aware of the resources offered by the library. I feel that highlighting and displaying exceptional projects, posting projects to the library web site, working with the broadcast station to run a story and air video footage will be beneficial in promoting the library.
Overall, I am very happy with how the project turned out. I feel Amy and I worked well with one another. I am excited to continue working on the mythology unit and adding to the wiki page.
Thursday, April 16, 2009
Friday, April 3, 2009
Assessment
Honestly, it has been a stressful couple of weeks. In order to adequately explain the situation, I first need to supply some background information.
The district in which I work has two middle schools. Amy, my collaborative teacher, works at Harbor Lights. She teaches 7th grade Language Arts along with Amy D. The other middle school is known as Mac Bay, and the two 7th grade Language Arts teachers there are Mary and Carrie. Cindy is the middle school librarian and she travels between the two schools. I am currently conducting a practicum with Cindy on Thursdays.
The Language Arts department received new textbooks and supplemental material this year, after working with books over twenty years old. The department decided that they would receive the book The Lightning Thief as their supplemental material, so they could teach the mythology standards set by Michigan's Department of Education. Taking into consideration that they are working with new materials, the department is in the process of sorting through what will be taught and the best method to implement the lesson.
I have found that the collaboration project that began with Amy M. has now grown to include three other teachers at two different middle schools. Cindy and I have had the opportunity to sit down with both sets of teachers, at the two middle schools. Unfortunately, we have not had the opportunity to sit down with all four teachers at once.
During our two meetings, with each set of teachers, we have encountered a lot of confusion and contradictions. For instance, one set of teachers would like us to guide the students only to online sources, the other set would like both. One set would like us to teach proper APA citation the other MLA. One set would like us to guide them to classical Greek and Roman myths and legends, the other would like to include Nordic and Asian.
What has been our greatest concern, as media specialist, is how the teachers are going to address the questionable content. Many parents and administrators are already questioning the teaching of gods and goddesses. Also, as Cindy and I gathered research print and online sources, we addressed the questionable art work that the students may encounter. If you are unfamiliar with Greek and Roman mythology, often the god, goddess and scenes depict a naked figure. Our print collection is very limited because mythology has not been taught, in a number of years. So, as we rush to purchase new materials through Amazon, most of the material is Young Adult or Adult rated. We have found that most of the new material is targeted at these audiences. Also, as we peruse our existing collection many of the images show naked figures. When we addressed this subject with our two sets of Language Arts teachers, each teacher had a different opinion. One was very liberal, one very conservative, and two somewhere in the middle.
Cindy and I have decided that the media specialist role is to guide them to all print materials in our collection. We have created tags, through our Internet portal, to websites that are in-line with the print content. We have asked the teachers to address the questionable content to the students and we will reiterate the point, once the research begins. Let me make it clear that all the sites and books that we have selected are done tastefully, and have a tremendous amount of educational material.
Since the media specialist does not assess the students, no grade on a report card, we are taking the role of research and technology liaison. Since the teachers are still debating between a PowerPoint and Publisher project, Cindy and I have decided to gather the resources that the students will need to successfully fulfill either project. Until the differences are ironed out and an overall objective and rubric for the unit are created, we are focusing on research and technology materials. We have made suggestions and have provided ideas for both projects, but the department is still unsure about their research and project criteria.
Once a decision has been reached, Cindy and I have a couple of ideas on how to share this project with stakeholders. We will announce the project and post a few examples in both the middle school's newsletters. We will make weekly Classline announcements. We will create an announcement on the websites and provide links to the sites the students will be utilizing. We have decided that if Publisher is utilized, we will gather several copies of the student brochures and display them throughout the libraries. If PowerPoint is utilized we will upload several of their slides and use them as screen savers for the two school's computers. Also, since we plan on utilizing Mino cameras for either project, we will submit our video footage to the daily announcements broadcast. We will ask the news room to post footage, once a week as the footage is shot.
The district in which I work has two middle schools. Amy, my collaborative teacher, works at Harbor Lights. She teaches 7th grade Language Arts along with Amy D. The other middle school is known as Mac Bay, and the two 7th grade Language Arts teachers there are Mary and Carrie. Cindy is the middle school librarian and she travels between the two schools. I am currently conducting a practicum with Cindy on Thursdays.
The Language Arts department received new textbooks and supplemental material this year, after working with books over twenty years old. The department decided that they would receive the book The Lightning Thief as their supplemental material, so they could teach the mythology standards set by Michigan's Department of Education. Taking into consideration that they are working with new materials, the department is in the process of sorting through what will be taught and the best method to implement the lesson.
I have found that the collaboration project that began with Amy M. has now grown to include three other teachers at two different middle schools. Cindy and I have had the opportunity to sit down with both sets of teachers, at the two middle schools. Unfortunately, we have not had the opportunity to sit down with all four teachers at once.
During our two meetings, with each set of teachers, we have encountered a lot of confusion and contradictions. For instance, one set of teachers would like us to guide the students only to online sources, the other set would like both. One set would like us to teach proper APA citation the other MLA. One set would like us to guide them to classical Greek and Roman myths and legends, the other would like to include Nordic and Asian.
What has been our greatest concern, as media specialist, is how the teachers are going to address the questionable content. Many parents and administrators are already questioning the teaching of gods and goddesses. Also, as Cindy and I gathered research print and online sources, we addressed the questionable art work that the students may encounter. If you are unfamiliar with Greek and Roman mythology, often the god, goddess and scenes depict a naked figure. Our print collection is very limited because mythology has not been taught, in a number of years. So, as we rush to purchase new materials through Amazon, most of the material is Young Adult or Adult rated. We have found that most of the new material is targeted at these audiences. Also, as we peruse our existing collection many of the images show naked figures. When we addressed this subject with our two sets of Language Arts teachers, each teacher had a different opinion. One was very liberal, one very conservative, and two somewhere in the middle.
Cindy and I have decided that the media specialist role is to guide them to all print materials in our collection. We have created tags, through our Internet portal, to websites that are in-line with the print content. We have asked the teachers to address the questionable content to the students and we will reiterate the point, once the research begins. Let me make it clear that all the sites and books that we have selected are done tastefully, and have a tremendous amount of educational material.
Since the media specialist does not assess the students, no grade on a report card, we are taking the role of research and technology liaison. Since the teachers are still debating between a PowerPoint and Publisher project, Cindy and I have decided to gather the resources that the students will need to successfully fulfill either project. Until the differences are ironed out and an overall objective and rubric for the unit are created, we are focusing on research and technology materials. We have made suggestions and have provided ideas for both projects, but the department is still unsure about their research and project criteria.
Once a decision has been reached, Cindy and I have a couple of ideas on how to share this project with stakeholders. We will announce the project and post a few examples in both the middle school's newsletters. We will make weekly Classline announcements. We will create an announcement on the websites and provide links to the sites the students will be utilizing. We have decided that if Publisher is utilized, we will gather several copies of the student brochures and display them throughout the libraries. If PowerPoint is utilized we will upload several of their slides and use them as screen savers for the two school's computers. Also, since we plan on utilizing Mino cameras for either project, we will submit our video footage to the daily announcements broadcast. We will ask the news room to post footage, once a week as the footage is shot.
Tuesday, March 10, 2009
Mid-Planning
Recently, I started an internship on Thursdays with Cindy Dobrez the middle school librarian. Since she works at Amy's school, she wants to be actively involved with the planning process. She has suggested that the collection for myth and legend books be increased with more current titles. I will be working with Cindy to make these selections and purchase the order, so we can use it for the unit. I am very excited to be working on a unit from several different avenues. It is also a wonderful opportunity to have three minds working for one goal.
Amy and I met over dinner one Sunday, so that we could start implementing data into the wiki and finalizing our goals for the unit. Amy is hesitate about using the wiki, so I am actually logging in and inputting the data. Amy had finalized the topics to be taught and the content standards. We decided on a unit goal and the project outcome. We also determined the prior knowledge a student should have, in order to successfully complete the project. We also outlined student responsibilities.
Amy will be responsible for introducing the students to various myths and legends, through literature. She will continue reinforcing the literary objectives. She still has to determine the parameters of the research she wishes the students to conduct. So far, the goal is for each student to research a Greek god, provide their superpower, story, order in the hierarchy, the rest to be determined. Amy will construct a rubric for this portion of the project. She will also introduce and begin reading The Lightning Thief by Rick Riordan. She will discuss the history of myths and legends and their importance for learning about a culture. She will distribute daily worksheets and quizzes when appropriate.
I will be aiding in purchasing print materials on myths and legends. Cindy and I will be choosing titles that will support this portion of the curriculum. The goal is to have the books purchased and processed, so the students can utilize them in the classroom and also for their research project. I will also be composing a list of Internet sites focusing on Greek gods, that the students will use for research.
I will be responsible for teaching students how to properly document both print and electronic resources based on the APA style. I will have a lesson on plagiarism and what not to do. I will also have a lesson on legitimate v. inaccurate content based websites. I will be teaching the students how to use the PowerPoint software and to add various video, audio and transition elements. I will also be teaching a lesson on good presentation skills. I will be creating the rubric for both the PowerPoint slide show and Student Presentations.
Cindy just purchased some very small video cameras, about the size of an IPod. We would like the students to utilize the cameras and implement the footage into their PowerPoint slides. We still have to determine if all students, or only early finishers will have this opportunity.
For all aspects of the unit, we will have three separate rubrics and assessment quizzes; General, ELL and Special.
We have worked extremely well together. I am very eager to be a part of this process and have no complaints. Amy and Cindy are both extremely professional and have phenomenal reputations, I am very lucky to be working with them on this project.
Amy and I met over dinner one Sunday, so that we could start implementing data into the wiki and finalizing our goals for the unit. Amy is hesitate about using the wiki, so I am actually logging in and inputting the data. Amy had finalized the topics to be taught and the content standards. We decided on a unit goal and the project outcome. We also determined the prior knowledge a student should have, in order to successfully complete the project. We also outlined student responsibilities.
Amy will be responsible for introducing the students to various myths and legends, through literature. She will continue reinforcing the literary objectives. She still has to determine the parameters of the research she wishes the students to conduct. So far, the goal is for each student to research a Greek god, provide their superpower, story, order in the hierarchy, the rest to be determined. Amy will construct a rubric for this portion of the project. She will also introduce and begin reading The Lightning Thief by Rick Riordan. She will discuss the history of myths and legends and their importance for learning about a culture. She will distribute daily worksheets and quizzes when appropriate.
I will be aiding in purchasing print materials on myths and legends. Cindy and I will be choosing titles that will support this portion of the curriculum. The goal is to have the books purchased and processed, so the students can utilize them in the classroom and also for their research project. I will also be composing a list of Internet sites focusing on Greek gods, that the students will use for research.
I will be responsible for teaching students how to properly document both print and electronic resources based on the APA style. I will have a lesson on plagiarism and what not to do. I will also have a lesson on legitimate v. inaccurate content based websites. I will be teaching the students how to use the PowerPoint software and to add various video, audio and transition elements. I will also be teaching a lesson on good presentation skills. I will be creating the rubric for both the PowerPoint slide show and Student Presentations.
Cindy just purchased some very small video cameras, about the size of an IPod. We would like the students to utilize the cameras and implement the footage into their PowerPoint slides. We still have to determine if all students, or only early finishers will have this opportunity.
For all aspects of the unit, we will have three separate rubrics and assessment quizzes; General, ELL and Special.
We have worked extremely well together. I am very eager to be a part of this process and have no complaints. Amy and Cindy are both extremely professional and have phenomenal reputations, I am very lucky to be working with them on this project.
Thursday, February 19, 2009
Early Planning
Our first meeting went very well. We had a good deal of brainstorming on the activities and objectives we would like to implement for the unit. We will be doing a unit on Myths & Legends for a seventh grade Language Arts class.
The unit will incorporate the novel The Lightning Thief by Rick Riordan. Recapping from my earlier posting, the novel is centered around Greek gods starting an apocalyptic war in modern times. Following are a few of the topics that will be discussed: Why do we tell stories? Different cultures and their literary influence. Cause and Effect, for example the myth surrounding the formation of seasons. Reading strategies (Connect, Predict, Summarize, Clarify, etc.) Foreshadowing, Character Analysis, determining the moral of the story, creative essay writing, research and documentation.
The lesson on Myths and Legends will cover a span of two months. We will have a series of small assignments in order to check for understanding. An example could include a 'Ticket Out the Door', which would allow for immediate feedback on important concepts and the necessity for clarification and reteaching. The major projects will include research on a specific Greek mythology character. The students will be responsible for inputing the research into a PowerPoint presentation. We have not determined fully the criteria for the research. The few thoughts we have are the god's special power, apperance, and any particular story relating to that character. We will also require the students to utilize both print and electronic resources. We will require the students to use a minimum number of sources, but we still have to determine this number. We will also teach APA documentation, and expect students to provide proper citation. Another project will have the students create their own myth, from the research they conducted on their character. We will then have the students utilize either Microsoft Word or Publisher to create a bookmark, flyer, brochure or sign highlighting their character or key parts of their story. We are considering a Blog for Amy's Language Arts class. We would like to start it off by having the students post comments to discussion questions from the novel.
We briefly discussed assessment and only determined that we will have three separate rubrics for all projects and assignments. We will have one for Special Needs, ESL and General Ed. students.
We will be using the design Model B: Cooperation and Partnership. Cooperation and partnership involve setting goals and reflect a philosophy of teamwork, cooperation, and networking (Himmelman 1997). Overall I think we have worked well together and I do not foresee anything that would contradict that feeling. I am very excited to work with Amy, she has a lot of great experience, phenomenal reputation and she brings a lot of enthusiasm to the project.
Amy will work in greater detail developing the criteria for research, reading strategies, writing techniques, cultural influence on literature and background information on myths and legends. I will be working in greater detail to help the students conduct proper research both print and electronic, good v. bad websites, APA documentation, PowerPoint, Microsoft Word v. Publisher, Blogging and emailing.
I'm excited. I'm learning a lot and I know I've only just begun the process.
Montiel-Overall, Patricia. (2005) Toward a Theory of Collaboration for Teachers and
Librarians. Retrieved: February 16, 2009, from, http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume82005/theory.cfm#sectionb
The unit will incorporate the novel The Lightning Thief by Rick Riordan. Recapping from my earlier posting, the novel is centered around Greek gods starting an apocalyptic war in modern times. Following are a few of the topics that will be discussed: Why do we tell stories? Different cultures and their literary influence. Cause and Effect, for example the myth surrounding the formation of seasons. Reading strategies (Connect, Predict, Summarize, Clarify, etc.) Foreshadowing, Character Analysis, determining the moral of the story, creative essay writing, research and documentation.
The lesson on Myths and Legends will cover a span of two months. We will have a series of small assignments in order to check for understanding. An example could include a 'Ticket Out the Door', which would allow for immediate feedback on important concepts and the necessity for clarification and reteaching. The major projects will include research on a specific Greek mythology character. The students will be responsible for inputing the research into a PowerPoint presentation. We have not determined fully the criteria for the research. The few thoughts we have are the god's special power, apperance, and any particular story relating to that character. We will also require the students to utilize both print and electronic resources. We will require the students to use a minimum number of sources, but we still have to determine this number. We will also teach APA documentation, and expect students to provide proper citation. Another project will have the students create their own myth, from the research they conducted on their character. We will then have the students utilize either Microsoft Word or Publisher to create a bookmark, flyer, brochure or sign highlighting their character or key parts of their story. We are considering a Blog for Amy's Language Arts class. We would like to start it off by having the students post comments to discussion questions from the novel.
We briefly discussed assessment and only determined that we will have three separate rubrics for all projects and assignments. We will have one for Special Needs, ESL and General Ed. students.
We will be using the design Model B: Cooperation and Partnership. Cooperation and partnership involve setting goals and reflect a philosophy of teamwork, cooperation, and networking (Himmelman 1997). Overall I think we have worked well together and I do not foresee anything that would contradict that feeling. I am very excited to work with Amy, she has a lot of great experience, phenomenal reputation and she brings a lot of enthusiasm to the project.
Amy will work in greater detail developing the criteria for research, reading strategies, writing techniques, cultural influence on literature and background information on myths and legends. I will be working in greater detail to help the students conduct proper research both print and electronic, good v. bad websites, APA documentation, PowerPoint, Microsoft Word v. Publisher, Blogging and emailing.
I'm excited. I'm learning a lot and I know I've only just begun the process.
Montiel-Overall, Patricia. (2005) Toward a Theory of Collaboration for Teachers and
Librarians. Retrieved: February 16, 2009, from, http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume82005/theory.cfm#sectionb
Thursday, February 5, 2009
Pre-Planning
Welcome! I would like to take this opportunity to introduce you to my collaborative partner, myself, and share a few of the thoughts I have entering this project.
My collaborative partner is Amy M. She has been teaching Languge Arts for around ten years and currently is working with 7th graders. I asked Amy to work with me on this project because I have had the opportunity to work with Amy's students in the past . I have seen some of the great techniques Amy has used to implement the curriculum and would like to be a part of the process, from a technology standpoint. Amy is always going the extra mile to enhance her abilities at being a more proficient educator, and I feel the opportunity to collaborate with her will be extremely educational.
My name is Melissa M. I currently work as a School Library Media Specialist at an elementary school. Another reason I am very excited about collaborating with Amy, is that I will have an opportunity to work with a middle school curriculum. I feel this experience will allow me to be more well-rounded in my education.
Amy and I have considered working on a unit that will revolve around the novel The Lightning Thief by Rick Riordan. This is the first book in the Percy Jackson and the Olympians series. The story documents the adventures of Percy Jackson as he tries to stop an apocalyptic war among the Greek gods. Percy is the son of a Greek god and a mortal woman. The story incorporates many of the characters from Greek mythology, but with a modern-day spin.
Our goal is to have an opportunity to implement some of the ideas/projects with the students before the semester is completed. Then we can see first-hand if our collaboration effort was a successful one.
I am a little apprehensive about the project because I have never collaborated with someone on a unit plan. I am very excited because I know I will learn a tremendous amount. I know we will have a great unit plan at the end because we are both extremely hardworking and creative.
My collaborative partner is Amy M. She has been teaching Languge Arts for around ten years and currently is working with 7th graders. I asked Amy to work with me on this project because I have had the opportunity to work with Amy's students in the past . I have seen some of the great techniques Amy has used to implement the curriculum and would like to be a part of the process, from a technology standpoint. Amy is always going the extra mile to enhance her abilities at being a more proficient educator, and I feel the opportunity to collaborate with her will be extremely educational.
My name is Melissa M. I currently work as a School Library Media Specialist at an elementary school. Another reason I am very excited about collaborating with Amy, is that I will have an opportunity to work with a middle school curriculum. I feel this experience will allow me to be more well-rounded in my education.
Amy and I have considered working on a unit that will revolve around the novel The Lightning Thief by Rick Riordan. This is the first book in the Percy Jackson and the Olympians series. The story documents the adventures of Percy Jackson as he tries to stop an apocalyptic war among the Greek gods. Percy is the son of a Greek god and a mortal woman. The story incorporates many of the characters from Greek mythology, but with a modern-day spin.
Our goal is to have an opportunity to implement some of the ideas/projects with the students before the semester is completed. Then we can see first-hand if our collaboration effort was a successful one.
I am a little apprehensive about the project because I have never collaborated with someone on a unit plan. I am very excited because I know I will learn a tremendous amount. I know we will have a great unit plan at the end because we are both extremely hardworking and creative.
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