By Cynthia A. Lassonde
Teacher Collaboration for pro Learning includes the fundamental info, instruments, and examples lecturers and college leaders have to create, deal with, and maintain profitable collaborative teams. Designed to be a hands-on source, this useful advisor indicates you the way to:
- recommend for collaborative instructor studying
- improve and maintain collaborative examine teams
- set up and behavior effective study initiatives
- tackle problems with ethics, management, and team dynamics
- overview and maintain collaborative studying actions
in keeping with information from a huge survey, Teacher Collaboration for pro Learning positive aspects huge case examples from version examine groups taking part inside of colleges, throughout districts, in partnership with universities, and as on-line networks. The publication additionally deals a wealth of reproducible templates in addition to mirrored image questions and routines valuable instruments for organizing research groups.Content:
Chapter 1 bettering instructor specialist studying (pages 1–12):
Chapter 2 beginning academic advancements (pages 13–25):
Chapter three knowing the Inquiry technique (pages 27–37):
Chapter four Getting began (pages 39–64):
Chapter five Staying efficient (pages 65–74):
Chapter 6 moral issues: enhancing crew Dynamics (pages 75–87):
Chapter 7 management techniques for Collaborative help teams (pages 89–95):
Chapter eight School?Based and Partnership groups (pages 97–118):
Chapter nine Networking and on-line Collaborations (pages 119–127):
Chapter 10 A Districtwide version: The Fairfax County Public colleges instructor Researcher community (pages 129–144): Gail V. Ritchie
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Additional info for Teacher Collaboration for Professional Learning: Facilitating Study, Research, and Inquiry Communities
Example text
Sally: (quiet and confused) Create meaning? What’s to create? The author does that. Rock: (hesitating as he shows confusion with Sally’s comment) . . That would be great. Then we can tailor our instruction to meet the needs of the students efficiently and effectively. I’m not sure I know how to take a closer look, though. Brook: Let’s talk to John and Hollie. They did a teacher inquiry project last year. They wanted to know if their spelling instruction was effective. They implemented new instructional strategies based on the results of their inquiry.
Instead of discarding my idea, I discussed it with two teachers from other districts with whom I had collaborated on prior occasions. Both were excited to test the concept in their classrooms and were anxious to start creating lyricbased lessons with me. As we anticipated, student interest and class participation increased dramatically upon implementing these lessons. Students were able to identify the various types of figurative language found in the songs, as well as look beyond the literal meaning of the lyrics and comprehend the figurative meanings the songs convey.
COLLABORATION AT WORK Teachers in middle grades across two school districts came together to investigate how the use of students’ interests in musical lyrics might improve their skill at understanding and interpreting poetry. Melissa and her colleagues worked together in this teacher research collaboration to find engaging approaches to improve students’ learning. Model 2: Cross-School Collaboration on Poetry Contributed by Melissa Wadsworth-Miller When I began my teacher research project, I had one goal in mind: I needed to convince my administrators and colleagues that there were more engaging and effective ways to improve student achievement on the state English language arts assessments than doing practice tests and similar assignments.
