Mini+Case+Study

Mini Case Study =**A.1.4 Classroom-Librarian Case Study Matrix**= Assignment: Listen to online testimonials. Analyze the benefits of classroom-library collaboration from the perspective of each educator.

Cheryl - Blue Tracy-Purple art lesson to other subject areas. (Tracy Ross) || allows the teacher to take the curriculum from a superficial level to a deeper level (Judy Pickerell) || librarian has global perspective and impacts achievement (Paula Godfrey) || Impact every student's achievement on a campus. (Paula Godfrey) || classroom to real world (Tracy Ross) || impacted instruction by expanding what is taught in the classroom - (Tracy Ross) ||  || Making the library a  welcoming place helps students "buy" into the learning process. (Marianne Nichols) || instruction (Peggy Harding) || allows teacher to do more planning; gain ides (Peggy Harding) ||  || Develops relationships with teachers through conversations about student projects.(Paula Durrant and Susan Vohtz) || answers on their own through authentic lessons. (Judy Pickerell) || Helps teacher expand on main idea, worked together to develop different aspects of the lesson which made it more successful. (Kelly, student teacher) ||  || Helps divide the work between the teacher and librarian. (Paula Durrant and Susan Vohtz) || teacher and librarian working together. (Kelly, student teacher) || Allows teacher to take "boring" district lesson and enhance it to a collaborative lesson that incorporates research skills and technolog (Paula Durrant and Susan Vohtz) ||  ||   ||
 * Matrix Works Cited list at bottom of page
 * || Students || Teachers || Admins || Librarians ||
 * 1. || expands concepts from the
 * 2. || helps make connections from
 * 3. || more individualized
 * 4. || students learn how to find the
 * 5. || Students enjoy the lesson more with both
 * 6. || By collaborating with the teacher, the librarian was able to introduce students to technology tools during the research project, which helped the teacher meet tech requirements for that grade level. (Paula Durrant and Susan Vohtz) || Helps divide the work between the teacher and librarian. (Paula Durrant and Susan Vohtz) ||  ||   ||
 * 7 || Lesson was adapted to meet the special needs of the various learners in the class. (Paula Durrant and Susan Vohtz) ||  ||   ||   ||

“Donna Durrant and Susan Vohtz, A collaborative Conversation Part I”. TeacherTube. 2009. Web. 1 Feb. 2012.
 *  Works Cited **

“Donna Durrant and Susan Vohtz, A collaborative Conversation Part II”. TeacherTube. 2009. Web. 1 Feb. 2012.

“Judy Pickerell, 3rd Grade Teacher”. Interview by Judi Morellion. TeacherTube. 2009. Web. 1 Feb. 2012.

“Marianne Nichols, 7th Grade Language Arts Teacher”. Interview by Judi Morellion. TeacherTube. 2009. Web. 1 Feb. 2012.

“Paula Godfrey, Principal”. Interview by Judi Morellion. TeacherTube. 2009. Web. 1 Feb. 2012.

“Peggy Harding, Kindergarten Teacher”. Interview by Judi Morellion. TeacherTube.2009. Web. 1 Feb. 2012.

“Tracy Ross, Elementary Art Instructor.” Interview by Judi Morellion. TeacherTube. 2009. Web. 1 Feb. 2012.