both teachers share planning and delivery equally in class
"good for harder objectives"
"we want to be viewed as equals in the classroom"
"look at the end goal and the best way to get there"
Station Teaching
teachers divide students and content. Same teacher teaches material to the next group
"keeps engagement level very high"
Parallel Teaching
The same lesson and teaching, just divided into two different group, smaller groups.
easier to get one on one time and do assessment
Alternate Teaching
One teaches small group for a specific purpose and another teaches the larger group
One Teach, One Assist
One teacher teaches and another monitors the class for progress and provides assistance
Allows for data collection which leads to more effective grouping
Kimmel, Sue C. "Collaboration as School Reform: Are There Patterns in the Chaos of Planning with Teachers?" School Library Research 15 (2012).<http://www.ala.org/aasl/slr/volume15/kimmel>.
“While this study supported the contention that planning is not a linear process, the study did uncover persistent patterns in the type of activities that made up planning” (12)
Moreillon, Judi. "Position Yourself At The Center: Coteaching Reading Comprehension Strategies." Teacher Librarian 35.5 (2008): 27-34.
“If we are to position ourselves at the center of our schools' literacy programs, then we must become leaders in reading instruction”
“Improving students' reading achievement and improving teachers' reading instruction are critical concerns of all school principals”
“And we know that if our goal is to teach students to be effective users of ideas and information then we must ensure that they are first and foremost capable readers”
“If we want our library programs to function as the hub of learning in our schools, then helping classroom teachers teach reading comprehension strategies and helping principals reach school goals for reading achievement must be at the center of our work”
“Coteaching can also help us recover our own sense of discovery and joy in learning and find support for taking risks”
“The opportunity to learn alongside a colleague fosters a win-win situation; it's good for students, and it's good for educators”
“When we coteach reading comprehension strategies, we are responding to the priorities of principals and classroom teachers and building relationships that support collaborative teaching”
“There is no better way to position your library program and your work at the center of your school's academic mission.”
"school librarians model and collaboratively teach reading comprehension strategies: assess and use background knowledge, pose and answer questions that are appropriate to the task, make predictions and inferences, determine main ideas, and monitor reading comprehension as well as the learning process".
"In addition, 21st-century learners must become adept at determining authority and accuracy of information, and analyzing and evaluating that information to synthesize new knowledge from multiple resources. School librarians model and collaboratively teach these skills and strategies."
"School librarians co-design, co-implement, and co-evaluate interdisciplinary lessons and units of instruction that result in increased student learning."
The following components of school library programs position school librarians in leadership roles in developing reading comprehension strategies and in promoting free independent reading:
provide "open, non-restricted access to a varied high quality collection of reading materials in multiple formats that reflect academic needs and personal interests."
"practice responsive collection development and support print-rich environments that reflect the curriculum and the diverse learning needs of the school community"
do "organizing and promoting literacy projects and events that engage learners and motivate them to become lifelong readers.
"select materials, promote the curricular and independent use of resources, including traditional and alternative materials, and plan learning experiences that offer"..."learners an interdisciplinary approach to literacy learning."
"collaborative instruction is evidence-based...
School librarians partner with classroom teachers, specialists and other literacy colleagues to make decisions about reading initiatives and reading comprehension instruction"
"inquiry process they assess and use reading comprehension strategies. The skills identified in the Standards for the 21st-Century Learner align with the reading process."
"Availability of library resources and professional staff at point of need develops intellectual behaviors that transfer to future academic pursuits and lifelong academic and public library use."
"school librarians provide and participate in continual professional development in reading "
Kimmel, Sue C. "Collaboration as School Reform: Are There Patterns in the Chaos of Planning with Teachers?" School Library Research 15 (2012).<http://www.ala.org/aasl/slr/volume15/kimmel>.
Moreillon, Judi. "Position Yourself At The Center: Coteaching Reading Comprehension Strategies." Teacher Librarian 35.5 (2008): 27-34.
Moreillon, Judi, and Liz Sikes. //Web 2.0 Thinking Tools//. 25 Jul. 2011. PPT.“If we are to position ourselves at the center of our schools' literacy programs, then we must become leaders in reading instruction”
“Improving students' reading achievement and improving teachers' reading instruction are critical concerns of all school principals”
“And we know that if our goal is to teach students to be effective users of ideas and information then we must ensure that they are first and foremost capable readers”
“If we want our library programs to function as the hub of learning in our schools, then helping classroom teachers teach reading comprehension strategies and helping principals reach school goals for reading achievement must be at the center of our work”
“Coteaching can also help us recover our own sense of discovery and joy in learning and find support for taking risks”
“The opportunity to learn alongside a colleague fosters a win-win situation; it's good for students, and it's good for educators”
“When we coteach reading comprehension strategies, we are responding to the priorities of principals and classroom teachers and building relationships that support collaborative teaching”
“There is no better way to position your library program and your work at the center of your school's academic mission.”
- Storyboarding
- places events or main points in a linear sequence
- allows a team to arrange the order as they change items
- Give students choices of tools to meet learning objectives
American Association of School Librarians. The School Librarian's Role in Reading Position Statement. Feb. 2009."school librarians model and collaboratively teach reading comprehension strategies: assess and use background knowledge, pose and answer questions that are appropriate to the task, make predictions and inferences, determine main ideas, and monitor reading comprehension as well as the learning process".
"In addition, 21st-century learners must become adept at determining authority and accuracy of information, and analyzing and evaluating that information to synthesize new knowledge from multiple resources. School librarians model and collaboratively teach these skills and strategies."
"School librarians co-design, co-implement, and co-evaluate interdisciplinary lessons and units of instruction that result in increased student learning."
The following components of school library programs position school librarians in leadership roles in developing reading comprehension strategies and in promoting free independent reading:
provide "open, non-restricted access to a varied high quality collection of reading materials in multiple formats that reflect academic needs and personal interests."
"practice responsive collection development and support print-rich environments that reflect the curriculum and the diverse learning needs of the school community"
do "organizing and promoting literacy projects and events that engage learners and motivate them to become lifelong readers.
"select materials, promote the curricular and independent use of resources, including traditional and alternative materials, and plan learning experiences that offer"..."learners an interdisciplinary approach to literacy learning."
"collaborative instruction is evidence-based...
School librarians partner with classroom teachers, specialists and other literacy colleagues to make decisions about reading initiatives and reading comprehension instruction"
"inquiry process they assess and use reading comprehension strategies. The skills identified in the Standards for the 21st-Century Learner align with the reading process."
"Availability of library resources and professional staff at point of need develops intellectual behaviors that transfer to future academic pursuits and lifelong academic and public library use."
"school librarians provide and participate in continual professional development in reading "