Collaborative Program Planning and Teaching CPPT

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Collaborative Program Planning and Teaching CPPT

• Dr. Ken Haycock
• 2006

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• PURPOSE
• FORMAT
• PARTICIPATION

I HEAR AND I FORGET I SEE AND I REMEMBER I
DO AND I UNDERSTAND
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The concept of the library as part of an
instructional system, responding to teacher and
student needs within that system, is perceived by
relatively few school librarians and only dimly
by most teachers and administrators.
JOHN GOODLAD, DIRECTOR PROJECT ON
INSTRUCTION NATIONAL EDUCATION ASSOCIATION
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SCHOOL LIBRARY RESOURCE CENTERS ARE BEAUTY
SPOTS ON THE BODY POLITIC
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THINGS CAN CHANGE
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PROGRAM PLANNING STEPS

• Objectives

• Content

• Sequence

• Methodology

• Activities

• Evaluation

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Criteria for Success

• Statement of Purpose
• Partnerships 4 Role Clarification
• Administrative Support/Behaviors
• Organizational Culture
• Guidelines/Policies
• Integration of Language Issue

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Criteria

• Flexible Scheduling
• isolated/related/integrated
• Collaborative Planning and Teaching
• model/training
• Information Continuum/Process Model
• Assessment and Evaluation
• Because student achievement
• is the bottom line

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The major objective of the school resource
center is to contribute to theincreased
effectiveness of teachers instructional
programs and student learning.
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Factors Affecting Teacher Use

• Collaborative Program Planning
• In-service by Teacher-Librarian
• Instructional Programs
• Qualifications/Personality of TL
• Administrative Policies
• Facilities and Atmosphere
• Teacher Attitudes, Background and Interest
• Cooperative Selection of Material and Size of
  Collection

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INFORMATION POWER Our Emphasis Is
Shifting
PAST
PRESENT/FUTURE

• intellectual access to information

• physical access to information

• Assisting students

• Redefinition of teaching role

• Teaching library skills

• Integration of information skills across the
  curriculum

• Assisting teachers

• Working in partnerships

• Developing and implementing curriculum

• Supporting the curriculum

• Managing technical/clerical
• library tasks

• Shared responsibility for library

Prepared by Ann Lathrop
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REMEMBER!

• The program is a partnership!
• Distinguish
• program objectives
• from your tasks

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IF YOU DONT STAND FOR SOMETHINGYOULL FALL
FOR ANYTHING.
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DO LESS BETTER!
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Workplace Know-Howsolid job performance requires
five competencies plus a three-part foundation of
skills and personal qualities

• Competencies
• Resources
• Interpersonal skills
• Information
• Systems
• Technology

• The Foundation
• Basic Skills
• Thinking Skills
• Personal Qualities

What Works Requires of Schools. The Secretarys
Commission on Achieving Necessary Skills. U.S.
Department of Labor, 1991.
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Schoolwide Goals for Student Learning (NSSE)

• Thinking and Reasoning Skills
• Learning-to-Learn Skills
• Expanding and Integrating Knowledge
• Communication Skills
• Personal and Social Responsibility
• Interpersonal Skills

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Information Literacy Standards for Student
Learning
Nine Standards

• Information Literacy
• Standard 1.
• accesses information efficiently and
  effectively.
• Standard 2.
• evaluates information critically and
  competently.
• Standard 3.
• information accurately and creatively.

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Information Literacy Standards for Student
Learning

• Independent Learning
• Standard 4.
• pursues information that relates to personal
  interests.
• Standard 5.
• appreciates literature and other creative
  expressions of information.
• Standard 6.
• strives for excellence in seeking and knowledge
  generation.

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Information Literacy Standards for Student
Learning

• Social Responsibility
• Standard 7.
• recognizes the importance of information to a
  democratic society.
• Standard 8.
• practices ethical behavior in regard to
  information and information technology.
• Standard 9.
• participates effectively in groups to pursue and
  generate information.

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Research and Study Skills Clusters

• Resource Center Orientation
• Research Strategies
• Locating Information General Sources
• Locating Information Subject Sources
• Acquiring and Analyzing Information
• Organizing and Recording Information
• Communicating and Presenting Information

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Principles of Teaching and Learning for Skill
Development

• The skill should be taught functionally, in the
  context of a topic of study, rather than a
  separate exercise.
• The learner must understand the meaning and the
  purpose of the skill, and have the motivation for
  developing it.
• The learner should be carefully supervised in his
  first attempts to apply the skill, so that he
  will form correct habits from the beginning.
• The learner needs repeated opportunities to
  practice the skill, with immediate evaluation so
  that he knows where he has succeeded or failed in
  his performance.
• The learner needs individual help, through
  diagnostic measures and follow-up exercises,
  since not all members of any group learn at
  exactly the same rate or retain equal amounts of
  what they have learned.

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Principles of Teaching and Learning for Skill
Development

• Skill instruction should be presented at
  increasing levels of difficulty, moving from the
  simple to the more complex the resulting growth
  in skills should be cumulative as the learner
  moves through school, with each level of
  instruction building on and reinforcing what has
  been taught previously.
• Students should be helped, at each stage, to
  generalize the skills, by applying them in varied
  situations in this way, maximum transfer of
  learning can be achieved.
• The program of instruction should be sufficiently
  flexible to allow skills to be taught as they are
  needed by the learner many skills should be
  developed concurrently.

• prepared by Eunice Johns and Dorothy McLure
  Fraser. Skill Development in the Social Studies,
  edited by Helen McCracken Carpenter (33rd
  yearbook, National Council for the Social Studies

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Collaborative Program Planning
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Program Planning
Objectives Content Sequence Methodology Activities
Evaluation
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Planning
Emphasis on day-to-day operations almost always
pushes planning to the background. Putting out
todays fire takes priority over
planning. Conclusion Fire fighting
interferes with fire prevention
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Planning Guideand Record of Unit of Study

• Initiate contact and schedule planning time
• Establish subject and topic, grade and ability
  levels
• Review previous skills and activities
• Establish general goal
• Establish specific objectives
• content/concepts to be emphasized
• skills and information processing to use
• physical and intellectual access
• Select and locate resources

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Planning Guideand Record of Unit of Study

• Determine teaching strategies and activities
• scheduling time and sequence
• minimum expectations to assure success for all
• who / where / when / how unit is to be introduced
• location of students and activities
• responsibilities of teaching partners
• preparation and teaching of each component
• Determine how student competence is to be
  measured
• Record and retain unit
• strengths
• weaknesses

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Collaboration

• Pre-requisites
• Partnerships
• Resources
• Collaborative culture
• Enablers
• Time
• Trust
• Communication

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TL Planning Responsibilities

• Initiate
• Formal over Informal
• First Meeting is Second
• Record Decisions
• Make Next Appointment

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Assessment

• Purposes
• improve student growth
• improve instruction
• recognize accomplishment
• modify or improve the program
• Strategies
• checklists journal
• rubrics portfolio
• conference

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Evaluation of the Teacher-Librarian
In order to evaluate the teacher-librarian
effectively, the principal must observe the
teacher-librarian in each of the following
situations

• in program planning with teachers
• in instructional situations
• in operation of the resource center

How are these reflected in objectives for the
program? How are these reflected in program
priorities?
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A LACK OF PLANNING ON YOUR PARTDOES NOT
CONSTITUTE AN EMERGENCYON MINE!
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The Management of Time
BASIC PRINCIPLES James McCoy

• Selectivity
• Refinement
• Delegation

THERE IS NO POINT IN DOING SOMETHING WELL IF IT
DOESNT NEED TO BE DONE AT ALL!
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My biggest problem is what to doabout all the
thingsI cant do anything about
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Dr. Ken Haycock

• No time to ask your question?
• Concerned about privacy?
• Feel free to contact me at any time
• voice 604.925.0266
• ken_at_kenhaycock.com