Truthfully, I was a bit skeptical of "data-driven collaboration." I wasn't sure what it was, but envisioned circulation stats or attendance as the data to which they were referring. So, I was very impressed with the chapter once I realized the data they meant. I liked how Buzzeo stats that if we are going to be true collaborative/teaching partners, we too must carry the responsibility for our students gaps in learning! Put up or shut up..
I loved this chapter...I felt that the role of the LMS, for the first time, was really outlined in regards to impacting student achievement. But...where/how do we find out what the gaps/deficiencies are for our students??? At the end of the year does Fil compile a list: First graders- deficient in inferencing; second graders- deficient in identifying main ideas. Do you get this feedback at the elementary levels? Marcia? Knowing this would be an ideal way to initiate collaborative projects. As a class room teacher I would welcome the opportunity to share the burden of addressing these deficits. I think this is something we should explore. Perhaps bring it up at our next dept. meeting with Rob?
Once again the model projects were very good...and "do-able!"
Did anyone else have an epiphany with this chapter??? Looking forward to every one's thoughts on data-driven collaboration.
Tuesday, February 16, 2010
Chapter 3: The Instructional Partnership Continuum
Once again, I like how Buzzeo continues to stress the important role of cooperation and coordination as essential elements in the delivery of library services and instruction. She recognizes the importance, and does not undermine these lower levels of the taxonomy. And, as always she keeps student learning at the root of all we do.
I appreciated her discussion of and definition of collaboration and the role of comprehensive joint planning between teacher and LMS. I also thought her examples were good, and realistic. Often times in these books the examples are so far reaching they discourage rather than inspire. All of the examples described her, I felt, were attainable. I especially liked the freshmen orientation project on page 33-34. This has potential for us at the HS, as this book is part of the curriculum. Was anyone else able to see themselves using the examples?
The quote on page 32, "Whether the LMS or the teacher initiates it, collaboration is deeply valuable to the essential collegiality that contributes to effective schools." I thought this was a very insightful and wise comment, especially effective and meaningful in buildings were perhaps morale is low. Collaboration can be a very powerful tool on many levels.
And, as Ellen mention in regards to a previous chapter, the concept of a continuum is fitting.
I must confess, I found the section on "Collaboration at Higher Levels" on page 35 somewhat confusing. Can anyone shed light on the three models for LMS assessments? What do you think? However, I did like the comment at the end of this section, "The more fully engaged you are in collaboration with the majority of your teachers, the more likely you are to be serving the school's leaning goals and thereby improving student learning and achievement."
The section on "Support for Collaboration" was very good. Others responded to this in earlier chapters...and I need to hear it again and again. Our support staff should handle circulation of materials and routine student assistance. I often get so wrapped up in the minutia that time for collaboration and planning becomes scarce.
We have also talked about, at dept. meetings and through this blog, the importance of building administrators setting the expectation that all members of the teaching staff will work collaboratively with us. Glad Rob is reading the book too. Anxious to hear what everyone thought.
I appreciated her discussion of and definition of collaboration and the role of comprehensive joint planning between teacher and LMS. I also thought her examples were good, and realistic. Often times in these books the examples are so far reaching they discourage rather than inspire. All of the examples described her, I felt, were attainable. I especially liked the freshmen orientation project on page 33-34. This has potential for us at the HS, as this book is part of the curriculum. Was anyone else able to see themselves using the examples?
The quote on page 32, "Whether the LMS or the teacher initiates it, collaboration is deeply valuable to the essential collegiality that contributes to effective schools." I thought this was a very insightful and wise comment, especially effective and meaningful in buildings were perhaps morale is low. Collaboration can be a very powerful tool on many levels.
And, as Ellen mention in regards to a previous chapter, the concept of a continuum is fitting.
I must confess, I found the section on "Collaboration at Higher Levels" on page 35 somewhat confusing. Can anyone shed light on the three models for LMS assessments? What do you think? However, I did like the comment at the end of this section, "The more fully engaged you are in collaboration with the majority of your teachers, the more likely you are to be serving the school's leaning goals and thereby improving student learning and achievement."
The section on "Support for Collaboration" was very good. Others responded to this in earlier chapters...and I need to hear it again and again. Our support staff should handle circulation of materials and routine student assistance. I often get so wrapped up in the minutia that time for collaboration and planning becomes scarce.
We have also talked about, at dept. meetings and through this blog, the importance of building administrators setting the expectation that all members of the teaching staff will work collaboratively with us. Glad Rob is reading the book too. Anxious to hear what everyone thought.
Subscribe to:
Comments (Atom)