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Here is part two. Diane > Dear LM_NET: > This is a very interesting article that I have abbreviated for the listserv= > . > The entire text is in Sept/Oct 2000 Teacher-Librarian.=20 > FLIP IT! was recommended by several contributors as a alternative and easie= > r > to use model for collaborative lessons than the BIG 6 approach.=20 > Margie > > FLIP IT!=99 FOR COLLABORATIVE PLANNING STRATEGIES > by Alice H. Yucht > > At the beginning of every school year, I meet with all the new teachers to > demonstrate how the library can help them with their classroom curriculums.= > =20 > I show them some of our new materials, explain how to use our online > databases, explain the library rules. The most important part of my > presentation, however, is an explanation of how we (teachers and librarian) > can collaborate to ensure that OUR students become effective lifelong > learners. =20 > > I show examples of successful projects that have been done in the past, and > then I distribute copies of a detailed worksheet for planning a successful > activity. As the teachers look at this worksheet in dismay, I quickly > explain that THEY won=92t ever really have to fill it out; that it=92s just= > a > guideline to help us both think through all the details necessary, and that > *I* will do most of this paperwork when they come to discuss a project with > me. Ironically, I=92ve found that this (initial shock) approach is the mo= > st > effective one. Once teachers realize that I want to work with them every > step of the way in order to =93help them help our kids succeed=94 (I always= > use > that phrase), they are much more attuned to the value of collaborative > planning. > > The planning worksheet I use is based on my FLIP it!=99 framework for > information problem-solving. It=92s a non-linear process that=92s easy to l= > earn > and use across all grade levels and curricular areas. In simplest terms, > here=92s how FLIP IT!=99 works: > FOCUS: (specifying) --What is the real question / problem I need to work > on at this time?=09 > LINKS: (strategizing) --What =93connections=94 can I use to make this > activity as efficient and effective as possible?=09=09 > INPUT/IMPLEMENTATION: (searching, sorting, sifting, and storing)--What > really needs to be done? and how will it need to be accomplished? > PAYOFF/PROOF: (sharing) --What should the final results be? > and it! as shorthand for IF / THEN : the fundamental question which > underlies every other decision and activity in this process. > > FLIP it!=99 works particularly well as a framework for developing > collaborative resource-based activities, by outlining the interrelationship= > s > of all the specific skills and information that will need to be utilized in > order to make this a successful project. Using this kind of form to gather > and organize input from both the teacher and the librarian helps insure > that: > --information literacy skills will be introduced, reinforced, or reviewed, > as necessary, > --ample and appropriate resources are available, > --instructional responsibilities for both teacher and librarian are clearly > defined , > --critical thinking strategies are an integral part of the learning > activities, > --students will have a clear understanding of what is expected of them, and > --specific timeframes will be established and scheduled as needed. > II. Strategies/Ideas: > A. Approach one teacher about doing something new. (Pick someone you have > good relationship with) and then do a bang up job. Make sure you tell the > others about it. Whet their interest. > > B. Plan something, go to the grade level meeting, and tell them you're ready > start. Ask them for input, but make clear that you're ready to go. > > C. Invite teachers into the media center for snacks and a preview of new > books, > > D. I am having luck with a binder I made which is divided into the BigSix > steps and has plastic pockets holding examples of various graphic organizers > (lots of different note-taking ones for example), bibliographic forms, > assessment lists, etc. These can be photocopied right from the plastic > pocket or edited (all are on my computer as files)after the teacher and I > look at them. So I say: 'Which form of note-taking would you like your > students to do?" and show examples, rather than "Will your students take > notes?" (I also have samples of other teacher's projects) > > E. I found that it takes awhile for teachers to warm up to the idea of > collaborative work. I have made myself very useful by looking sometimes > beyond the school library for an answer, offered to help relieve a teacher > in the class room, gone on overnight trips. Once the teacher sees that you > are seriously interested in what they are doing I have found that they are > more receptive to working collaboratively with me. > > F. My tip would be to take good written notes when you meet with teachers > to plan. Be sure to include dates, times, and who will be doing what. Then > type up a clear copy of your notes and distribute to everyone involved. > (There's nothing more discouraging than having someone - even you - forget > to do a piece of a project. When everything is in writing and available to > all, the project is much more likely to run smoothly.) > > G. You might find the books by M. Ellen Jay helpful. All of her lessons are > things she has done collaboratively with classroom teachers > > H. First, you must have ideas to shape to the teacher's plan for the class. > Second you have to come across as a support rather than the "brains" of deal > or else you become a threat and all is lost. > > I. Convince your principal the importance of having the classroom teachers > collaborating with the LMS and integrating the library media program into > the classroom activities. Then the principal evaluates the classroom > teachers on these two points the total program flies. There is something in > it for the teacher personally; i.e., a good report card. > > J. Stress it is always "our" library; never "my" library. > > K. I have found it helpful to have a form which I fill out as I talk to the > teacher. It includes dates of the project, objectives (for teacher and > student), whether it is a major project or quickie, resources we might use, > whether books will be put on reserve or not; I then search for appropriate > websites (and ask the teacher if some are what each of us will do as part of > the collaboration. I then make a copy for the teacher so we each know what > was decided. I staple a copy of the assignment to this form and use them > both to prepare. > > > I. Why Collaborate > A. To enhance student achievement > 1. by teaching information skills at the point of student need > 2. by making research fun > 3. by making materials available that are current, accurate and on an > appropriate reading level > B. To insure that the library program is curriculum related > C. To provide better use of student/class time in the library > D. To insure that materials needed for assignments are available > E. To enhance, enrich, & promote the curriculum > F. To increase teacher & librarian effectiveness (the teacher knows > the students, the librarian knows the resources) > G. To improve the librarian's knowledge of the curriculum and thus > improve > collection development > H. To give students tangible evidence of communication and cooperation. > I have found it helpful to have a form which I fill out as I talk to the > teacher. It includes dates of the project, objectives (for teacher and > student), whether it is a major project or quickie, resources we might > use, whether books will be put on reserve or not; I then search for > appropriate websites (and ask the teacher if some are known), and finally, > what each of us will do as part of the collaboration. I then make a copy > for the teacher so we each know what was decided. I staple a copy of the > assignment to this form and use them both to prepare. > Getting teachers to work with you can be frustrating. I know I use a > Cooperative Planning Sheet (borrowed from another media specialist) that > requires teachers to fill out the following items: > > 1. Check off library skills they wish me to teach > 2. A space for writing in any books they wish me to read > 3. A space for writing down the topics that are getting covered in class so > I can locate materials to go along with it > > I ask teachers to fill out one of these sheets any time they want to bring a > class for a lesson or for a storytime. It was a little difficult to get > them used to it, but now they use it a lot more often. Hope this helps! =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= All postings to LM_NET are protected under copyright law. To quit LM_NET (or set-reset NOMAIL or DIGEST, etc.) send email to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST 4) SET LM_NET MAIL * Please allow for confirmation from Listserv. 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