How Administrator/Teacher/Librarian/Technologist Teams Can Collaborate to Design and Implement Effective Standards-Based Instruction

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1 How Administrator/Teacher/Librarian/Technologist Teams Can Collaborate to Design and Implement Effective Standards-Based Instruction Saturday, November 15, :00-2:15 PM AASL 16 th National Conference, Hartford, CT Collaborate 21 is an IMLS grant-funded initiative with Valley City State University and ND LEAD as partners. The project's mission is to develop, implement and disseminate projects integrating content standards and 2 1' 1 Century Skills in K-12 classrooms under the leadership of the local school administrator and in collaboration with the school librarian. One of the school districts involved in the Collaborate 21 Project was Burlington Public Schools. Their project focused on a sixth grade interdisciplinary unit on Egypt. Today s presentation is provided by educators from Burlington Public School and the Collaborate 21 Project sponsors and directors. To view other schools projects, go the Collaborate 21 Website and select one of the schools listed on the top banner. Visit our website at: To view the prezi presentation by Burlington Public School go to: Or contact: Dr. Jim Stenehjem ndlead.org Konnie Wightman at vcsu.edu Donna James at donna.jame s@ vcsu.edu

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3 Collaborate 21 Burlington Elementary School, North Dakota Ancient Egypt Cross Curricular Unit Presented by Jean Klein, Kayla Andersen, Annie Smith I. Collaboration Process: A. PLC During the first couple weeks of school, the entire 6 th grade team came together and collaborated using the new Common Core Standards. We brainstormed different ideas that tied together 6 th grade curriculum on an Essential question. As a team, we decided to base lessons around the factors that made the Ancient Egyptian Cultures so successful, focusing on specific subject area instruction. II. Collaboration A. Math A video was shown that compared the size of an Egyptian pyramid, to baseball field and city block. Farm students took it a step farther by determining how many acres a pyramid covers. Using the cubit system for measurement, the students worked together to measure out the base of The Great Pyramid and estimated the amount of snow angels that fit inside. B. Reading/Language Arts Students collaborated in all aspects of the research process and wrote research papers about Egyptian Pyramids and Pharaohs. C. Science Focusing on the scientific process, students mummified apples and hotdogs and created an Ancient Egyptian water clock. D. Reading In guided reading groups, students read the Egypt Game by Zilpha Keatley Snyder. Comparing the fictional character s rituals to actual historical rituals.

4 E. Social Studies Compared agricultural techniques of the past to techniques still used today focusing on the shadoof. Compared past and present usage of water for transportation and irrigation. III. Creativity A. Social Studies Students created Ancient Egyptian Job posters focusing on various employments. Students also researched Ancient Egyptian Gods and Goddesses and created posters using bright color and hieroglyphic boarders. IV. Communication/Innovation A. Social Studies/Language Arts Students created Help Wanted commercials using many 21-Century skills. Students had the opportunity to write scripts, act, direct, record, and edit their commercials using Ipods and Imovie. B. Reading/Language Arts/Media Specialist To present the student s findings on Egyptian pyramids and pharaohs, the Media Specialist introduced Prezi, a 21-Century presentation tool. V. Critical Thinking A. Students Students wrote reflections evaluating their projects using their Google Site e-portfolios. B. Teachers Reflected as a team the effectiveness of this project based unit and revised areas for continued use in the school year. This project based unite has lead the staff to acknowledge cross curricular success and has created the template necessary to continue to plan implementing cross-circular units aligning with the Common Core Standards. C. Assessments: Assignments, rubrics, graphs and tests

5 Comments from School Personnel After Completing the year s activities My vision for the library media specialist has changed and is evolving. As an administrator I learned that I need to allow more collaborative planning time for all of my staff. Developed administrators awareness and support for the librarian s active role as collaborative instructional partner Provided an opportunity for librarians to exhibit their collaborative skills with teachers and other school professionals. Scaling Up (expanded for next year) Sustaining (most of the projects will continue) Administrator support is critical We is better than Me Technology enhanced the learning experience Provided enthusiasm for students and teachers Librarians can influence their principals to include them in collaboration.