Pub. 4 2014-2015 Issue 2

17 • Learning Strategies • Social Skills Teacher collaboration can take a variety of forms. Shared planning time, at each grade level, across all subjects is one such form used at Itineris. Teachers meet weekly with a specific agenda to maintain a consistent focus as they plan alignment of lessons across specific grade levels. Each planning team for the separate grades emphasizes skills most important for that grade level. One most important aspect of the planning time is spent on individual student needs. Robert McKay writes of his experience in Connect plan- ning teams, “The ability to discuss student concerns is invaluable. It provides a more personal relationships with your students, as well as the students of other teachers. We are able to plan and execute consistent strategies for those who are struggling. We plan activities that strengthen the skills necessary for student success in high school and college.” The theme of the Sophomore Connect program is “Why you need to become a lifelong learner/master student and how to become one.” The emphasis to support this theme is reading, note taking techniques, test taking strategies, character building, time management, and goal setting. During the Junior Connect program the emphasis is placed on stress management, team building, preparation for the ACT, and includes a ten-hour service project. Emphasis for Senior Connect program is placed on preparation for college and beyond through activities that include research- ing, choosing and applying for college, locating and applying for scholarships, job shadowing, preparation for the ACT, and completing 20 hours of service. Still, across the United States teacher collaboration is rare as substantial bar- riers get in the way of what could be increased competence and confidence in student behaviors. Teachers often affiliate with others in the same content areas, at least in secondary schools, yet have limited opportunity for mean- ingful collaboration with teachers in other areas of study within the school. Charter schools offer a unique oppor- tunity for teacher collaboration because of their relative small size. The process “Many factors contribute to your college success. One of the most important, though, is your commitment to the academic demands of your course work. Becoming an active, strategic, and independent learner will help you achieve that success. Determining your learning style, how you learn best, will help you learn to select the appropriate study strategies to use for each of the study tasks you will need to complete. Getting motivated to work hard and learn is critical to your college success. Attending college involves making many transitions and taking on new responsibilities.” of working together expands as the level of integration evolves. All students can benefit from classroom instruc- tion that builds self-observation and self-evaluation strategies, which enable students to self-regulate their behaviors and become effective learners. While there are numerous articles and books about teacher collabora- tive planning to get students ready for college, one guidebook recommendation is “Orientation to College Learning, Fifth Edition,” written by Dianna L. Van Blerkom. She begins with “Quick Start” strategy pages to help you master over 50 critical strategies for succeeding in college, time management, taking good notes, reading textbooks for maximum retention, preparing for tests, and doing well on exams. Whether just beginning, building, or evaluating your current activities utiliz- ing collaboration, Van Blerkom’s book is well-researched, organized, accessible and an invaluable tool for teacher plan- ning. In her summary, Van Blerkom states, “Many factors contribute to your college success. One of the most important, though, is your commitment to the academic demands of your course work. Becoming an active, strategic, and independent learner will help you achieve that success. Determining your learning style, how you learn best, will help you learn to select the appropriate study strategies to use for each of the study tasks you will need to complete. Getting motivated to work hard and learn is critical to your college success. Attending college involves making many transitions and taking on new responsibilities.” Each section of her book includes definitions of each of the 50 strategies, step-by-step instructions and ideas for teacher collaboration, and well-defined activities and examples for planning student assignments. In conclusion, establishing collabora- tive opportunities is an investment of time well worth the outcomes for both teachers and students. Itineris recognizes the value of this collaborative effort as the foundation of building a true learn- ing community with student success and self-reliance as the intended outcome. Proverbially, give students learning strategies and they will fish for answers in deeper waters of thought. Works Cited: “Edutopia.” Edutopia. Web. 01 Apr. 2015. <http://www.edutopia.org/ >. National College Access Network (2014). “Strategies to Build Non-Cognitive Skills: A Pocket Guide”. Public Profit. Van Blerkom, Dianna L. (2007) Orientation to College Learning, Fifth Edition. Thomson Wadsworth: University of Pittsburgh at Johnstown. Ferrington, C.A., Roderick, M., Allensworth, E., et al (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.