Scenario+&+Collaboration

Scenario & Collaboration Planning

This scenario tells the story of how Instructor Jasper and Librarian Bristal came to collaborate; a schedule of their planned collaboration is included: Brava for an engaging scenario. I wonder how Professor Jasper learned that storming into the library could reap such positive results. Hurray for Wise and learned Librarian Bristal. She must certainly have a great track record with Harada County Community College faculty. I especially appreciate the way Librarian Bristal went beyond recommending resources to suggesting instructional strategies and collaborative teaching. Hurray for Professor Jasper's willingness to modify her curriculum to meet the needs of students and to being open to learning from other adults on campus.

This is the Assessment Rubric for Educators: Hurray for creating a formal mechanism to assess the collaboration!

This is the Assessment Rubric for Students: Will educators also use this rubric to assess students' work? If so, who will be responsible?

This is the Graphic Organizer:

This is an appropriate tool for the questioning RCS. Why not call it a "category matrix"? __** Prewriting T-Chart **__


 * June || Kirsten ||
 * ** Rubric P1: Motivation **

I've drafted a possible scenario. I've written it in narrative/ dialogue form. || ﻿**__Rubric P1: Motivation__** **Scenario looks awesome.** ||
 * ** Rubric P1: Instructional Goals and Standards **

--needs to include grade level, content area, initial goal, initial objective

Did I get all that? || __ ﻿**Rubric P1: Instructional Goals and Standards** __ strategy = Questioning Content-area objectives ACRL standards/strands Objectives From the Rubric-- STANDARDS AND OBJECTIVES The collaborative planning form includes: *content-area standards--including a reading comprehension standard. *AASL standards and strands (S4L)--for us, ACRL: [] *S4l objectives (indicators) || __** Rubric P2: Standards and Objectives **__ One graphic organizer: To create Self-Assessment Rubric for Students: See attached. Assessment Rubric for Educators: See attached. || **__Rubric P2: Assessment Tool(s)__** **I will create the graphic organizer.** || *Students will self-assess *Instructor will make final determination regarding student work *Educators will self-assess their collaboration and note areas of improvement *Educators will invite students to assess collaborators as well. ||  ||
 * Yes, I think every we have everything included. ** ||
 * ** Rubric P2: Standards and Objectives **
 * We will be using the ACRL - Information Literacy Competency Standards for Higher Education for this project. The standards will be presented Standard/Performance Indicator/Outcome for this assignment. ** ||
 * ** Rubric P2: Assessment Tool(s) **
 * **Responsibilities for Assessment**:
 * Questions from Rubric P2
 * Relevance to students’ lives (Why should students learn this? Why will they care?):
 * Students care because they may see through Jennifer Donnelly's work that the more things change, the more they stay the same. There has always been forbidden love, unscrupulous people, murder, heartache. There have always been women (and men), like Mattie, who have dared to dream, who require justice, who speak for those who cannot. Brilliant connection!
 * Responsibilities for gathering or creating resources:
 * Shared between Collaborators. Excellent.
 * Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
 * Both Collaborators will booktalk //A Northern Light//. Both will demonstrate the Web 2.0 tool. In short, both will adhere to the "strong" category of the Rubric for Educators (attached above). Excellent coteaching reflected in rubric design.
 * Technology tools integration (or explanation of why technology is not part of the lesson/unit):
 * Newspaper Generator tool I heart this tool... Students do, too.
 * Materials (consumables such as graphic organizers, notemaking tools, art supplies):
 * Graphic Organizer (Supplement 5h, Moreillon) It is fine to use mine, but I'm wondering if you could adapt it by asking a specific question (or providing a prompt so students will ask a specific question) about the relationship between //A Northern Light// and //An American Tragedy//. Hmmmm??? ||  ||

**__Collaborative Planning Form__**



Collaborative Planning Form A3.3 Collaborative Lesson Plan


 * **Teacher: Ms. Jasper ** **Librarian:** ** Ms. Bristal ** ||
 * **Subject Area Objectives:** Reading/Writing Connections ||
 * **Class:** WRIT 080 – Building Basic Writing Skills ||
 * **Class size:** 20 students ||
 * **Ability Level:** Remedial ||
 * **Date:** November 8, 2010 ||

**Students should be able to read the text, research accurate information, write an engaging paragraph and integrate technology into a presentation of what they found. ** || **Using reading as a foundation and scaffold for writing effective and engaging paragraphs. **
 * Relevance: ||
 * ** Initial Goal(s): **
 * ** Initial Objective(s) and Outcome(s): **
 * **Read and annotate a variety of sources including workbooks, handbooks, newspapers, online journals, magazines, essays, and school or workplace notices.**
 * **Read a variety of genres that support the writing styles of the paragraph prompts.**
 * **Provide support for paragraph's topic sentence using relevant examples, facts, and reasons, and observations.**
 * **Browse library's online catalog and gather background information from books, magazines and other sources.** ||
 * **Session(s):** 4 sessions to complete, with 1 session focusing on information literacy instruction and 1 session being used as a work session with the librarian and instructor helping students locate necessary research materials. ||
 * **Dates:** December 6, 2010 – December 15, 2010 ||
 * Content and Design: ||
 * ** Responsibilities for gathering and creating: **

** Joint – ** Read and discuss book and materials, detail the goal, objectives and standards

** Teacher - ** Create rubrics and graphic organizer for pre-writing, develop wiki page for assignment, and draft a lesson plan with objectives and outcomes.

** Librarian – ** Develop relevant handouts (Big6 steps, MLA Quick Guide for citation information, Pathfinder on potential topics), identify useful resources, demonstrate how to utilize Web 2.0 tool (Newspaper Clipping Image Generator), identify ACRL Standards for this assignment. || ** Teacher – ** Listed in the initial goals and objectives.
 * ** Course Unit Goals and Objectives: **

** Librarian - ** ** Standard 1: The information literate student determines the nature and extent of the information needed. ** ** 1 - The information literate student defines and articulates the need for information. ** ** 2 - The information literate student identifies a variety of types and formats of potential sources for information. **
 * 1.1.a. Confers with instructors and participates in class discussion, peer workgroups and electronic discussions to identify a research topic or other information needed.
 * 1.1.c. Explores general information sources to increase familiarity with the topic
 * 1.1.d. Defines or modifies the information need to achieve a manageable focus.
 * 1.1.e. Identifies key concepts and terms that describe the information need.
 * 1.2.c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book)
 * 1.2.d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical).

** Standard 2: The information literate student accesses needed information effectively and efficiently. ** **1 - The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.** ** 2 - The information literate student constructs and implements effectively-designed search strategies. **
 * 2.1.c. Investigates the scope, content, and organization of information retrieval systems.
 * 2.1.d. Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system.
 * 2.2.b. Identifies keywords, synonyms and related terms for the information needed.
 * 2.2.e. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with difference command languages, protocols, and search parameters.

** Standard 3: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. ** **1 -** **The information literate student summarizes the main ideas to be extracted from the information gathered.** · 3.1.a. Reads the text and selects main ideas. ** 6 – The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners. **  · 3.6.a. Participates in classroom and other discussions.

** Standard 4: The information literate student, individually or as a member of a group uses information effectively to accomplish a specific purpose. ** ** 3 – The information literate student communicates the product or performance effectively to others. **  · 4.3.d. Communicates clearly and with a style that supports the purposes of the intended audience.

** Standard 5: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and access and uses information ethically and legally. ** ** Performance Indicator: ** ** 2- The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources. **  · 5.2.f. Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own. ** 3 – The information literate student acknowledges the use of information sources in communicating the product or performance. **  · 5.3.a. Selects an appropriate documentation style and uses it consistently to cite sources. || Collaborators will booktalk //A Northern Light //. Both will demonstrate the Web 2.0 tool. In short, both will adhere to the "strong" category of the Rubric for Educators. · Students will self-assess · ** Instructor will make final determination regarding student work ** · Educators will self-assess their collaboration and note areas of improvement · Educators will invite students to assess collaborators as well. || This lesson requires computers, printers, internet, access to library resources and access to Newspaper Generator tool. || 1. Detailed outline for assignment and relevant handouts. 2. Graphic organizer for gathering concepts. 3. Rubric for self evaluation and educator assessment. || · By 11/19: Planning Portion of Lesson Plan Template Completed · By 11/26: Implementation Portion of Lesson Plan Template Completed · By 12/01: Assignment Completed and Reviewed Thoroughly by Kirsten and June · By 12/03: Assignment Submitted // We also included a Planning Schedule for the fictitious characters in our scenario //. ||
 * ** Responsibilities for instruction: **
 * ** Technology Requirements: **
 * ** Materials and Resources: **
 * ** Implementation for collaborative lesson plan: **

Works Cited: Donnelly, Jennifer. //A Northern Light//. New York: Harcourt, 2003. Print. "Information Literacy Competency Standards for Higher Education." 2000. Association of College & Research Libraries. Web. 10 Nov. 2010.