Adriana Lugo

CO

Curry School of Education (2012-2014). Retrieved from http://faculty.virginia.edu/coteaching/video_5formats.html

This video demonstrates 5 co-teaching lesson formats and their components. It demonstrates skills used by teachers to communicate with each other. It's a great video to show a positive collaborative lesson to teachers.

How This School Library Increased Student Use By 1000 Percent

Christina Young
CO

Gonzalez, Jennifer. (2016). How this school library increased student use by 1000 percent.  Cult of Pedagogy, transcript retrieved from: https://www.cultofpedagogy.com/episode-38/  

Summary
In this podcast a principal and an administrator from Ohio are interviewed about their transformation of an underused library to a widely used "learning center". Highlights include personalized learning prescriptions and flexible spaces.

Reaction
The reason I tagged this under collaboration / co-teaching is because on of the red flags for me about this article was how their model of co-teaching had very little to do with common teaching and planning and seemed to me like the media specialist was less a collaborating teacher and more of an instructional babysitter. I am really interested in how people balance this in their own libraries.

One of the major things our library is used for is for teachers to bring whole classes for a week or more at a time so that the classroom teacher and the librarian can co-teach units often with different stations. This is what teachers in my school want to do and it is also what I was hired to do, but reading about other schools, like this one in Ohio, where students from all different classes come with a “prescription” for what they are working on seems exciting and useful too. That would allow more teachers (and hence students) to use the library in the context of what they are already doing (rather than as a special unit), but it would also limit the teachers who love the co-teaching model. I worry that in a model like the learning center in Ohio, the teacher librarian is instructional babysitting but not really co-teaching in a meaningful way.

Coteaching and the Learning Comons

Alpers, Jessica

ET-Educational Theory and Practice

CO-Collaboration

Loertscher, D. V., & Koechlin, C. (2015). Coteaching and the learning commons: Building a participatory school culture. Teacher Librarian, 43(2), 12.

Summary: The focus of this paper is to inform on how to build a school culture with emphasis placed on participation. The two strategies used to accomplish this are creating a learning commons and instituting collaboration and coteaching with the librarian and teachers. Dr. Loertscher defines coteaching as “the art of two or more mentor adults who plan, teach, and assess a learning experience together.” This is then supported with a study he conducted. A learning commons is then described, much like we have described in our workshops. Adding to this, the collaboration is described. One specific not is the use of the 18 think models, and moving past “bird units.” The paper concludes by stating that this movement will strengthen the school as a learning force.

Evaluation: This paper is a wonderful source for a summary of what many of our workshops have discussed. None of the information is new, however it is a good review and a good resource. For those wishing to have a written form of what we have discussed, or a compiled summary, I would highly recommend this article. It does not hurt that it was written by our very own Dr. L.!

CO- Co-Teaching in Science and Mathematics

St Clair, Deb

CO

Moorhead, T., & Grillo, K. (2013). Celebrating the reality of inclusive STEM

    education: Co-teaching in science and mathematics. TEACHING Exceptional

    Children, 45(4), 50-57. Retrieved from

Summary:  Co-teaching is described in detail in this article.  It is presented as a model to create a classroom that provides inclusion for Special Education students with having a General Education teacher and a Special Education teacher co-teach.

This article provides a very in-depth description of co-teaching.  There are numerous examples of how two teachers can co-teach, with an emphasis on “station teaching”.  The article provides examples that could be used immediately in a classroom.

Partner Teaching: A Promising Model

Anne Luca

CO

Bronson, C. E., & Dentith, A. M. (2014). Partner Teaching: A Promising Model. Education, 134(4), 506-520

Summary
This article covers what about co-teaching and collaboration can be helpful. Aside from going over in detail what styles teachers can used to co teach, this article covers what the benefits are for co-teaching and collaboration. They have pointed out that it is very helpful in the case of larger schools and larger class sizes. Students preform better with co-teaching while being in these larger class sizes. Reading in particular seems to be a skill that is effected by co- teaching.

Analysis:

I found this article extremely helpful. It was great for applying learning about how co teaching could really improve student lives. I think it was one of the most informative articles that I have found as far as the positive effects of co teaching and combining class rooms into one. There are many benefits, like improvement in reading scores a swell as improvement in grades.

Stuck behind the curve: How the academic law library can help students who struggle in law school

Gary Lui

Gonzalez, J. A. (2014). Stuck behind the curve: How the academic law library can help students who struggle in law school. Legal Reference Services Quarterly, 33(3), 239-268. doi:10.1080/0270319X.2014.922396

Summary
The Gonzalez (2014) article make several suggestions as to how law librarians can help with law students' process skills by having law school librarians work with the law school professors. Gonzalez particularly suggests that law librarians in law school are most capable of helping struggling law students.  Law libraries have many resources now to help law students to learn such as outlines and study aids, as well as providing space in the law library for students to study. Most law librarians in these law libraries are skilled in helping law students with legal research. Though "[m]any law schools separate law librarians from full-time, tenured faculty, but most librarians have teaching roles [however], especially in the first-year legal research curriculum" (Gonzalez, 258). Law libraries and the librarians who work in them also have existed in law schools for a longer time compared to academic support programs, which are a recent development.
Academic support programs are currently programs developed to help struggling students in law schools. Therefore, law librarians should collaborate with law professors in supporting academic support programs (ASPs) in law schools.

Evaluation
The Gonzalez article is interesting in the suggestion of law librarians collaborating with law professors to work together on behalf of the law students. "An effective way for librarians to serve as a bridge between professors and students would come from partnering with professors on student assignments" (258). I think Gonzalez is convincing in advocating for collaboration between law librarians and law professors in supporting academic support programs for law students struggling in law schools. I believe academic support services are the future of law library services.

Collaborative Planning and Coteaching

Amy Hubschman
CO- Collaboration Strategies

Resource:

Wilson, M. (2012) Boomtown: A wild west adventure in collaborative planning and coteaching. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/knowledgequest/docs/FREE_BoomTown_MarApr2012.pdf

Summary:

This article from the ALA website discusses some simple and easy ways librarians can encourage and foster a collaborative work environment with classroom educators.  The author reviews simple steps such as making yourself available, presenting ideas in different ways, incorporating technology tools, and simplifying the planning process for the teacher.  The author walks readers through scheduling a collaborative unit by detailing an example of Boom Towns during the California Gold Rush era.  The example is easy to follow and helps visual learners understand the “how-to” collaboration process. 

Evaluation:

This article is great at detailing exactly how to work with classroom teachers in planning a collaborative unit between two educators.  The author shares advice on initializing conversations and promoting the dual educator role throughout the planning and teaching process.