Collaboration

"Because the implementation of learning through inquiry is complex and multi-faceted, it takes a team to teach and assess" (Kuhlthau & Maniotes, 2010). Carol Kuhlthau and Leslie Maniotes recommend teams of multiple instructors along with additional experts to assist students in the inquiry process. Collaboration among professionals truly can make the difference in student success as they conduct their inquiries. This is true of the units described here.

The kindergarten unit could certainly be conducted by one classroom teacher with his/her students. However, the impact on student learning could be enhanced through collaboration with a technology instructor or library media specialist. In particular, the activity involving the computerized simulation of push and pull forces could be carried out in a more time-effective manner with more adults available to assist students with their computers. The kindergarten students have had several opportunities to practice logging onto the school network with their usernames and passwords, but it is still a time-consuming effort for them. Many of them have even less practice typing a URL into the browser bar and navigating websites. A partnership between the classroom teacher and another instructor during this time could reduce the stress of the activity for both students and teachers. It would allow each student more individualized attention for correctly accessing the website and then discussing the student's actions, experiences, and new learning as they move through the simulation.

The fifth grade unit has even more opportunities for collaboration between the classroom teacher and library media specialist. Built into the lesson plans are mini-lessons for the media specialist to remind students about using information ethically as well as an introduction to //Comic Life//. The media specialist will also take an active role in helping the students identify relevant information sources and then conferencing with them about their plans for a final product. There is even opportunity for the media specialist to be involved in the assessment of the students' work. If the classroom teacher and media specialist go through the grading checklist together, they will both become aware of the strengths and weaknesses of the unit as well as student needs that might still need to be addressed regarding using information and citing sources appropriately. It should also be noted that this unit involves a collaboration with the students' parents. Just by showing up to the "Forces Fair" at the conclusion of the unit, they are expressing an interest in their children's learning and validating their hard work.

Kuhlthau, C. C., & Maniotes, L. K. (2010, June). Building guided inquiry teams for 21st-Century learners. //School Library Monthly.// //26(5)//, 18-21. Retrieved March 25, 2012, from http://web.ebscohost.com.proxy2.ulib.iupui.edu/ehost/detail