I have demonstrated proficiency in working with teachers and other members of the school community to develop engaging lessons using instructional strategies that address students' various approaches to learning as well as their interests, abilities, and needs by working collaboratively with Shelley McDade for a 4th grade science curriculum based on a unit of study about natural processes.

Curry_CUP.docx.pdf

ISCI 742 Collaborative Unit Plan (CUP)

Description

During ISCI 742, I collaborated with Shelley McDade, a fourth and fifth grade science teacher, to create this unit plan focused on the impact of natural Earth processes on humans. This unit aligned with the 4th grade South Carolina Science Standards (2021) and the American Association of School Librarians (AASL) standards. The Collaboration Unit Plan (CUP) concentrated on developing an understanding of the Earth's natural processes (based on the South Carolina state assessment boundary of earthquakes, floods, hurricanes, tornadoes, and coastal erosion) and creating solutions to help alleviate the impact on Earth. Students were tasked with creating a presentation that focused on one of the processes and providing a solution to a company, Earth Solution. This was a 5-day unit that included collaborative teaching by both the school library (myself) and Mrs. McDade using the Big 6 research model.

Analysis

Even though I have taught for 17 years, I have limited experience with teaching science. Recognizing this gap, I opted to collaborate with our science teacher, Mrs. McDade. This collaboration provided an excellent opportunity to strengthen my skills in an area where I lacked expertise. Mrs. McDade was such a great resource for her background knowledge and detailed understanding of the standards. Together, we created an engaging and effective unit that we co-taught over the 5 day period. As the librarian, I was responsible for lessons that reviewed the Big 6 and citations. Furthermore, I curated a digital pathfinder using Wakelet, incorporating resources to support students in their inquiry and research. The overall success of our unit was evident in the students’ enthusiasm for the work they accomplished. Mrs. McDade and I reflected on our experience, noting areas for improvement in the future. These areas included the timing of lessons, identifying additional resources beyond the curated ones, and expanding the assignment for a broader audience. We also explored the possibility of inviting community members that are in the field to observe and give feedback to our students.

Reflection

This unit provided me with a solid foundation and learning opportunities for future collaborations with teachers. I believe collaboration is valuable within libraries to meet the needs and goals of our school communities. As librarians, collaboration might take us out of our comfort zone with different subjects or topics, however, this assignment showed me the importance of relying on the classroom teacher as the content expert, just as they rely on me to bring the inquiry and curation skills. This is what truly makes collaboration a success for our students.

In the future, my goal is to start small with collaboration efforts and continue to grow. Just as Mrs. McDade did with this unit, we already have bigger and better ideas for the future. First instinct may be to aim big, however, beginning with a smaller collaborative lesson and building upon positive experiences may prove more successful and sustainable. Another area of concern is the additional time and workload that might deter teachers from collaborating. I believe that starting with a willing participant to create a successful project can set the stage for a positive ripple effect with other teachers.