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ERIC Number: ED417764
Record Type: Non-Journal
Publication Date: 1996
Pages: 20
Abstractor: N/A
Reference Count: N/A
Cooperative Planning & Teaching: A Collaborative Teaching Model for the 21st Century?
The topic of cooperative planning and teaching addressed in five papers include: "Cooperative Planning and Teaching: A Collaborative Teaching Model for the 21st Century?--A Point of View" (Karen Bonanno); "Cooperative Planning and Teaching: A Collaborative Model for the 21st Century?--A Point of View" (Maureen Nimon); "CPT: Drawing a Conceptual Line in the Sand" (James Henri); "The Six Habits of Highly Successful Collaborative Teacher Librarians: A New Attitude To Accomplish CPPT (Cooperative Program Planning and Teaching) in the 21st Century" (Reesa Cohen); and "High Stakes: Technology and Collaborative Teaching" (Dianne Oberg). In the first paper, the need for a strong working relationship between teachers and teacher librarians is emphasized; ingredients that belong in cooperative planning models are described. The second paper takes the position that it is the professional role of the teacher librarian to determine how the school's information services can best contribute to the educational goals of the school, and that the challenge is to bridge the organizational and conceptual gaps between classroom and resource center. The third paper argues that collaborative planning and teaching distinguishes the teacher librarian from the teacher and librarian, and that it is the means by which teacher librarians are able to play an effective part in the teaching and learning program with respect to both students and teachers. The fourth paper offers six practices as keys to achieving greater success with Cooperative Program Planning and Teaching. The final paper discusses inherent risks and increased pressures for teachers and teacher librarians of collaborative work involving technology. (AEF)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A