Learning Log: Module 4 Collaboration and Participatory Culture

As a T-L you have been asked by the grade 2/3 team (2 teachers) to work collaboratively on a unit.  They want to study rocks and minerals. One teacher wants to focus on the writing process more and the other teacher is striving to integrate technology more.  Both want to embrace the notion of an inquiry project.

I like the collaborative planning guide from the Ontario School Library Association. It has great basic information that can easily be summarized onto one sheet for quick reference when setting plans up with teachers. It also doesn’t need a lot of time to fill out, in fact, I could easily gather the information through a quick conversation such as the one I am asking for in the above email and fill it in quickly for reference later.

My Quick Asks to Start

1.    Topic of study - what subject/topic are we looking into?

2.    Timeline - what is the anticipated duration of this unit? When do they want to have our collaboration and co-teaching times?

3.    Expectations (end goal) - what do we want the students to be able to do/understand/know more about?

4.    Student grouping size - will students be working individually, in partners, or groups?

5.    Anticipated resource types - will students be working primarily with print, digital devices, databases, videos?

6.    Specific student needs - any students with IEPs or specific needs?

 

Armed with these answers, I would then be able to go on my own to look at the resources available in our school. Some things I would do in preparation for our next more in-depth planning conversation may include:

·      Gathering some books (fiction and non-fiction) - since one of the teachers wants more focus on the writing process, we could look at short stories or other types of writing.

·      Begin Building a Collection in Destiny of resources for easy access (books, videos, websites, database finds)

·      Book device times - one of the teachers wants more of a tech focus so I will ensure the devices are ready and available when needed

·      Check my timetable - be ready with dates/times that will work for the teachers when we book our time together

·      Look at Curriculum Guide - brush up on the info for gr. 2/3

·      Check-in with Student Services or EAs - if there are any specific student needs in the class often times asking ahead to give planning time is essential

·      Look at resources in the greater community - fieldtrip opportunities, virtual fieldtrips, expert visits

 

My school currently has monthly grade group meets but it is mainly admin-driven. My staff has had some conversation this past year asking for some of that time to be for collaboration; I am hopeful that we can achieve that goal. At the moment, my next planning time with these two teachers will likely be before or after school unless I am able to juggle some slots to match-up with their music prep and meet that way.

My suggestions offer the teachers some help to get a few things off their plate in terms of set-up and creating a forum for discussion (Padlet). One of the teachers is not as tech savvy so this is a great opportunity to put in a low-key, easy to use app into play and build from it. Finally, having Aston’s book as a jumping off point also provides a commonality for both classes to interact with and draw from in order to expand discussion beyond their core classroom.

 

I truly hope that these first steps will lead the way to an exciting and fun inquiry project. In fact, I am pretty interested to set-up a hands-on rock collection display in the library myself, with fun, quirky and informative museum cards.

Works Cited

Aston, D., & Long, S. (2012). A rock is lively. San Francisco: Chronicle Books.

 

Ontario School Library Association (OSLA). Collaborative Planning Guide. Retrieved 18 July 2020, from http://www.accessola.com/osla/toolkit/How/CollaborativePlanningGuide.html