Dear Viviane,
I'm responding to you and the whole group because I have exactly what you
need and I am happy to share it. I agree that it makes such great sense to
have a standardized template, and I begin every collaboration planning
session by opening the document on my computer and beginning to fill it in
as we plan. I am the recording secretary at our planning meetings and I
do, as you note, supply the finished product to all players as well.
This template is used in both of my Linworth collaboration books for all of
the fully developed units in them. I hope you will give the secondary
volume a look.
Best,
Toni
Header: Includes Unit Title, Library Media Specialist Name and Title,
Teacher Name(s) and Title
Grade Level: Grade(s) that has/have participated in this unit.
Unit Overview: Description of the unit of study, focusing on goals, student
learning, and student activity. Make this snappy, the kind of thing that
will inspire others to adopt/adapt your unit. Limit it to 100 words.
Time Frame: From start to finish, the unit takes this time to complete.
Content Area Standards: Exclusive of Information Skills Standards, content
area(s) and standards targeted for each, drawn from state guidelines
(unless you teach exclusively to local or national guidelines). It is best
to cut and paste these right from the website where your state has posted
them. Be sure to give me the URL for this site and keep the formatting and
numbering exactly as they are on the site.
Information Power Information Literacy Standards and Indicators: Drawn from
IP Literacy Standards document in Information Power: Building Partnerships
for Learning. (AASL 1998). AASL will not give me permission to reprint the
standards and indicators, so we must be content to use their numbers (e.g.
1.1, 3.2, etc)
Cooperative Teaching Plan: Major teaching responsibilities of the Library
Media Specialist and teaching partner(s) for this unit.
Library Media Specialist Will:
Teacher(s) Will:
Be sure to include ALL duties of each member of the team, even when they
overlap or are duplicated.
Resources: A list of outstanding resources for use in the unit and a
summary of other helpful sources. Please include full bibliographic
references.
Print:
Electronic:
Audiovisuals:
Equipment:
Product or Culminating Activity: A description of the student activity,
product, or work that makes clear student learning. Describe it in full.
Assessment Overview: A description of the student activity, product, or
work that is assessed during the unit, with notation of who assesses it and
how is it assessed. Assessment tool(s) (rubric, checklist, or other) are
included.
Adaptations and Extensions: Suggestions of other activities that might
extend from this unit (such as speakers or additional products) and how the
unit might be adapted to meet the needs of students who are exceptional
learners, whether challenged or gifted, as well as those with varied
learning styles.
Attachments: Handouts, graphic organizers, and rubrics.
Toni Buzzeo, MA, MLIS <mailto:tonibuzzeo@tonibuzzeo.com>
Maine Library Media Specialist of the Year Emerita
Maine Association of School Libraries Board Member
Buxton, ME 04093
http://www.tonibuzzeo.com
===================================================================
Collaborating to Meet Standards: Teacher/Librarian Partnerships for K-6
(Linworth 2002)
Collaborating to Meet Standards: Teacher/Librarian Partnerships for 7-12
(Linworth 2002)
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