Collaboration

Sixth Grade History Teacher

I saw this collaboration arising because of the teacher needing additional help both in the computer lab and in selecting a proper castle tour. Or, even the use of multiple tours. Lamb (2011) notes that often these relationships can be strained from just a simple different in planning styles. Creating a positive atmosphere will relieve any tension this could bring. This support could include “thanking peers for their work, encouraging each other, and sharing ideas.” While working with the middle school history teacher, the media specialist needs to remember they are there for the computer portion of the lesson. As this age group of students can become easily distracted, there needs to be a clear transition to where it is the teacher leading, and when it is the media specialist. Trying to pay attention to two leaders at the same time would be problematic. While the media specialist needs to familiar enough with the lesson to lead it themselves, a proper division of effort will keep the teacher relaxed and able to help struggling students.

Eleventh Grade History Teacher

With the high school history teacher, the media specialist is there for proper research strategies. I saw this collaboration arising from the media specialist approaching the teacher, and sharing how the medieval lesson could be enhanced through inquiry. After the teacher introduces the basic lesson and project expectations, the remainder of the class time will be with the media specialist in charge. A potential pitfall with this setup will be for the teacher to sit in a corner and give leadership of the class over. That time could be spent with students doing early/preliminary conferences on project ideas. The teacher can be ‘out of the way’ but still involved. Intervention would be important to collaborate on. As stated by Kuhlthau and Maniotes (2010), “For example, when students get frustrated in the exploring stage, they need to be encouraged to take time to read and reflect, as well as guided in making sense of information and strategies for working through the learning process.” This can be done by both, and there should be agreement on how much of the ‘answer’ they are allowed to give the students.

Fellow Media Specialist

While not standing up front giving the lesson, a second media specialist would need to know the lesson plan and the end goal. That way, they can mingle among the students and help guide their efforts. Also to note, the lead media specialist should be modeling proper behavior and respect to the teacher, as the assistant will be picking up on the relationship attitude.

Kuhlthau, C. and Maniotes, L. (2010). Building guided inquiry teams for 21st-Century learners, //School Library Monthly 26//(5), p.18

Lamb, A. (2011). //Collaboration for inquiry.// Last accessed on Nov 3, 2011 at []