Running Head: COLLABORATION ASSIGNMENT

COLLABORATION ASSIGNMENT Kim Fasching Azusa Pacific University LMT 530, Section 12901

COLLABORATION ASSIGNMENT

Abstract The directions for this assignment were to "develop, implement and asses a unit plan in collaboration with a teacher." (Pacino, 2010) I worked with the 7th grade History teachers on a culminating project for the Medieval Japan unit. The students had to show their knowledge of the political hierarchy of Medieval Japan by creating a hanging mobile that pictured and described each political level in the correct order. This paper documents the process of collaboration between the author and the 7th grade History teachers at her school.

COLLABORATION ASSIGNMENT

COLLABORATION LESSON PLAN CA 7th grade History Standards: 7.5.3, 7.5.6 CA Library Standards (7th and 8th grade): 1.1a, 1.3a, d, g, h , 1.4a, c, 2.1a, b, 2.2a, 2.3a, b, 3.1b, d, 3.3a, 4.2a, 4.3b OBJECTIVES: Students will: A) create a visual representation of medieval Japan's political hierarchy; B) use a search engine to find appropriate pictures, cut and paste them to a one-page Word document with captions, use "print preview" to assess , and print the document. RESPONSIBILITIES: o 7th grade History teachers will cover standards information as planned by the History Department and dictated by the district Pacing Guide. o Teacher librarian (TL) will cover library standards and use of computers to achieve project objectives; will pull relevant print materials for "Reserve" cart. STUDENTS NEED: o o o o history texts, library materials, class notes plastic clothes hanger brought from home scissors, glue, markers, paper, string or yarn (provided in class) Medieval Japan Hierarchy project directions hand-out (Page 8)

COLLABORATION ASSIGNMENT RESOURCES: o o o books pulled from library shelves on "Reserve" cart for duration of project (21 found in library) Textbook, "History ALIVE! The Medieval World and Beyond" by TCI. internet websites for image selection

ASSESSMENT: o Directions are followed o o o In correct order Picture and caption on one side 3 facts on reverse

Completed on time Neatness Appropriate presentation of project in class

JOURNAL OF THE PROCESS: Monday, 29 Nov 2010 The 7th grade History teachers came to me and asked if we could do a project together. They were in the middle of their unit on Medieval Japan (Std. 7.5). What they asked from me was to show the students how to find information and pictures on the internet, cut and paste to a Word document then print the document. The students would use the information to create a project to demonstrate their knowledge of the political hierarchy of the times. I also offered to look through the catalog and pull books to be on reserve for the duration of the project. I discovered over 20 books on

COLLABORATION ASSIGNMENT our shelves that fit the criteria for the project (a testament to those before me!!). We scheduled the date of Monday, Dec. 6 for both teachers' classes to come in throughout the day. Wednesday, 1 Dec 2010 Pete and Derek came in before school to bring me the directions they were handing out to their students. We discussed what the students were looking for, group sizes, grading criteria, supplies and time frame. It was agreed that the students would only be looking for pictures online and the written information was to come from their notes, texts or the books on reserve. This was a concession to the fact that we have a limited number of computers that are extremely slow when more than 5 or 6 are used at a time! Classes would only be brought in for one class period, and any remaining work became homework. The students could use the library internet and print before or after school. This was the first use of the internet and printing by any classes because of many factors that don't need to enumerated here! Thursday, 2 Dec 2010 & Friday 3 Dec 2010 I used these days to find and pull books that contained appropriate information for the reserve cart. I also practiced on the Thin Client computers to make sure I gave the easiest instructions possible. Most of our students do not have home access to computers or the internet so this would be a new endeavor for some of them. Because much of our school has been under construction the past 2 years, there was also little access there either. I finally worked out an easy step-by-step to tell them before they started on the computers. I figured a once-over explanation would be a good start, then the teachers and myself could roam and help on a one-to-one basis. Turned out the students were also very willing to help those sitting next to them, so it really worked out well. (In hindsight, much of my plan was modified as the day progressed when the students found or knew other ways to do some of the same things I was telling them about!) Late on Friday, a 6th grade ELA teacher brought her class in and showed me a trick for adding text to a picture and being able to move

COLLABORATION ASSIGNMENT the picture more easily on the document. I found out that this came in handy on Monday when the kids were putting everything onto a 1-page Word document. Some already knew about it, others I showed and they used it on their remaining pictures. Monday, 6 Dec 2010 Pete and Derek came in 1st period. At first they were going to stagger their times but decided all at once was fine--and it was. We were so busy--IT WAS GREAT!!! I reminded the students of what we had already learned about the computers when they came with their ELA classes. After the clicked through to the card catalog, they had an address bar to type in their preferred search engine and find their pictures. Most students used Google Images, although a scant few preferred Bing or Yahoo. Students were working in pairs so each student was responsible for 2 of the 4 entries in the project. They helped each other cut and paste. Learning 5to right-click or lift-click seemed to be the biggest obstacle for them. As they learned to minimize and maximize the screen, things began to flow easily between a web page and their Word documents. It really was exciting to watch as the hesitant kids saw they couldn't really hurt anything and that they COULD use a computer!! For 3 periods, both teachers had their classes in, then 1 or 2 other periods each for a total of 9 classes that day--over 300 kids! Most of the images chosen were traditional Japanese drawings; however, some students chose more contemporary representations such as manga and video game illustrations. Tuesday, 7 Dec 2010 - Thursday, 9 Dec 2010 Students worked in their classrooms to finish building their mobiles and begin to present them to their class. As it was also Benchmark Test week, the original time frame for presentations got pushed ahead. I went in to see some of the finished products and presentations. FANTASTIC! (Pictures on last page) Assessment was on how well they directions were followed, neatness, and presentation. Students were still coming in to the library on these days to continue working on their projects. when I went to see presentations in each class, I took the teachers

COLLABORATION ASSIGNMENT some drop-ceiling hooks so they could easily display the projects. thank goodness I kept everything when I moved from the classroom to the library this year! REFLECTIONS: This was not collaboration on an entire unit, although I do feel that a culminating project for a unit was a good start! I really enjoyed working with the 7th grade History teachers. I'm looking forward to future projects with them. Right now, I am also in the middle of a collab partnership with most of the Science Dept. Science Festival time is upon us and we have been finding questions, researching hypotheses and learning to put things in our own words. It has been pretty neat to watch the 7th graders use what they learned on their History projects to help them with their Science projects. I am also enjoying the teaching aspect with the Science Festival; I didn't realize I'd miss my Science classroom this much!!