By Cynthia A. Lassonde
Teacher Collaboration for pro Learning includes the basic details, instruments, and examples academics and college leaders have to create, deal with, and maintain winning collaborative teams. Designed to be a hands-on source, this sensible consultant indicates you ways to:
- suggest for collaborative instructor studying
- advance and maintain collaborative study teams
- manage and behavior efficient examine tasks
- tackle problems with ethics, management, and crew dynamics
- assessment and maintain collaborative studying actions
in response to info from an incredible survey, Teacher Collaboration for pro Learning gains huge case examples from version study groups participating inside faculties, throughout districts, in partnership with universities, and as on-line networks. The booklet additionally deals a wealth of reproducible templates in addition to mirrored image questions and routines worthy instruments for organizing learn groups.Content:
Chapter 1 bettering instructor specialist studying (pages 1–12):
Chapter 2 starting up academic advancements (pages 13–25):
Chapter three knowing the Inquiry approach (pages 27–37):
Chapter four Getting all started (pages 39–64):
Chapter five Staying effective (pages 65–74):
Chapter 6 moral concerns: bettering crew Dynamics (pages 75–87):
Chapter 7 management suggestions 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
Concerned that targeted diverse groups were falling behind in elementary mathematics, educators wanted to look at how the integration of the arts—literature, music, and role play or movement—could provide background experiences with mathematics concepts. Model 4: Study of the Arts in Mathematics Contributed by L. Kelly Escueta Ayers Sometimes the discoveries we make in teacher research surprise us, later causing change to occur in areas we did not initially consider. This was the case at one elementary school that embarked upon a two-year teacher research study.
To our meetings, we each bring two items for discussion: a piece of writing written by a student that week and a one-page piece of writing written by the researcher about the student’s work. In this one-page piece, we write about why we chose to bring this student’s sample. The writing we bring is diverse, and so are our analyses. Three of the many reasons for choosing an example are: it shows advancements by a particular student (one of our members is conducting a case study of one child), it shows the inﬂuence(s) of mentor texts (this is a particular focus of the pre-K teacher researcher), or it shows the inﬂuence of self-evaluation (a particular interest of mine).
This cross-curricular research has impacted the teachers at Kings Park and across the county. Educators from Virginia and other states have contacted Jen to get information about this outstanding teaching experience. POSITIVE OUTCOMES DEMONSTRATED BY THIS MODEL The combined expertise of each teacher in this collaborative study allowed them to further each other’s knowledge of content. While Jen learned about third-grade social studies content and how to teach writing, for example, Michelle learned how to help students write songs that included content knowledge.
Teacher Collaboration for Professional Learning: Facilitating Study, Research, and Inquiry Communities by Cynthia A. Lassonde