Co-Teaching: How to Make it Work


I was engaged by this website from the first paragraph because I have had the exact same thoughts as a teacher! As the teacher-librarian I know I can offer support to my colleagues when they have the same feelings of being overwhelmed.

The area that I found most useful was “CO-TEACHING STRUCTURES” because I am very often utilized as a “push-in” support for literacy at the elementary level. Having the ability to refer to the clear and concise explanations has enhanced my own ability to work in other people’s classroom with OUR students.

I have this website bookmarked on my computer now because I find I refer to it often when I am not sure what my next step should be or I need reassurance that I do know what I am doing with this Co-teaching.

Manifesto for 21st Century Teacher Librarians


Pamela Graham

Kasman Valenza, J. (2010). Manifesto for 21st century teacher librarians. Teacher Librarian. Retrieved from

I enjoyed this article, or manifesto, because I found it so informative. The author gives a very extensive list of what librarians in the 21st century could or should be doing—apps to use, ways to promote reading, new technologies, “modern” ways to create space and collections, ways to promote equity, etc. A really good and extensive list! I think there is a takeaway here for even the most experienced librarians.

A Prime Co-Teaching Opportunity

Jones, T. (2016). A prime co-teaching opportunity. School Library Journal. Retrieved from

Summary: The author of this article shares her own experience as a school librarian and co-teaching in different styles, including how she went about preparing for co-taught lessons with classroom teachers. She then explains the various theoretical types of co-teaching models and which ones she found to be the most effective.

Analysis: This article is a good introduction to the different models of co-teaching while giving a advice for its practical application through personal anecdote. As I knew nothing about co-teaching beforehand, I found this to be extremely information and a good foundation for my study of co-teaching.

Cultivating Collaboration: Don’t Be So Defensive! | Jim Tamm | TEDxSantaCruz


Campbell, Kristen

Tamm, J. (2015) Cultivating collaboration: don’t be so defensive! TEDxSantaCruz. Retrieved from:

Side note: So, I have to be honest about my initial interest in this post. Another student had posted it in our first template. I saw it was a TedxTalk and it was from Santa Cruz (insert small snicker here); I wanted to check it out from pure curiosity – Go Banana Slugs. As it started out, I thought it might be a bit of a joke, since he begins by telling a story about two groups of chickens. I was waiting for the punch line, but as it turns out it was not a joke and this was a very interesting and enlightening experiment… and Jim Tamm is no slouch himself.

Summary: RESOLVING CONFLICT and BUILDING COLLABORATION : “Believe it or not chickens have a lot to teach us about collaboration.” begins Jim Tamm. He continues with his story at Purdue University, a professor studying genetics began studying two groups of chickens. There was a group of high egg producing chickens and a lower performing group, the professor of genetics looked into the difference between what Tamm now calls the “Collaborative Chickens or the green zone chickens”, these were chickens that were just genuinely nice to each other….”, Jim Tamm, is a retired Judge and an expert at building collaborative workspaces, and has become an expert in conflict resolution at collective bargaining for high stakes organizations in California. The story continues: In the chicken world the chickens that are the star performers are the chickens that lay the most eggs. It turns out that these become the star performers by suppressing the egg production of the other chickens. Star Performers do this by bullying the other chickens so they become scared and slow production of eggs. So by an experiment they tried to see if they could breed in the desirable qualities of the “green zone/collaborative chickens.” while breeding out the aggressive red-zone chickens. What was left at the end of the experiment of the “red zone chickens -externally aggressive/competitive” was not good. “I say what was left because more than half were murdered by their colleagues, pecked to death by the end of the experiment.” What was shown was that when left unmolested, the green zone chickens – the internally competitive collaborative chickens -had increased egg production by nearly 250%. Tamm continues from what they they learned in the chicken experiment. What happens when we down regulate stress from aggressive/angry/defensive behavior, collaboration and internal drive increases output and progress dramatically.

Collaborative Learning Tips & Strategies

Kumar, Amy


TeachThought.20 Collaborative Learning Tips And Strategies For Teachers.June 28, 2018. Retrieved from

Summary: This article from the team at the TeachThought online journal features a numbered list of twenty learning strategies for collaboration among teachers as well as the research supporting those efforts.

Analysis: While the website itself is rife with ads, set aside those distractions and you will find a great article on collaborative teaching and the science behind why it works. According to the authors, research “suggests that students who worked collaboratively on math computational problems earned significantly higher scores than those who worked alone.” While teacher librarians are often convincing teachers to co-teach alongside them, it is this kind of data that may help our case.

Spiraling the curriculum to get sticky learning/ Kristin Phillips Ted Talk

Hooper, Heather


Phillips, K. (2016). Spiraling the curriculum to get sticky learning. [Video File]. Retrieved from

Summary: This video calls attention to the way we learn and why some things “stick” while others don’t. Speaker discusses spaced learning approach as opposed to blocked learning. She also discusses the interleaving method.

Evaluation: The video is filled with humor and makes you look hard at why we continue to teach in old outdated models that have been proven time and time again to be ineffective. By using the interleaving method your brain works harder and thinks stick. After watching this video I am planning on not only using this method in my own future teaching opportunities but also my own future learning.

Building Teamwork and Early Perseverance in Early Elementary Students with Breakout

Harris, Janet

Schwartz, K., Retrieved 1-24-19  from:                 teamwork-and-perseverance-in-early-elementary-students-with-breakouts



A  breakout was designed for a teacher who wanted her students to work together as a team. The breakout worked well to assist with this task by encouraging students to work collaboratively in a group to resolve a problem using communication skills.

According to the article, “the goal of a Breakout is for groups of students to work together to solve a series of puzzles. Each correct puzzle yields a part of the final code, which opens a locked box. If groups can complete all the puzzles and get the correct code in one hour, they successfully “breakout.” Sessions for younger students were done by rotating modules to work puzzles to earn a clue to figure out a problem.

Building upon the skills the students have can assist with confidence building. They assist to make students self-directed learners. This allows teachers to use the reset model. Review, evaluate resources seek a peer, enact the plan, try again.




Piloting the Learning Commons

Jay, Jessica


Murray, E. (2015). Piloting the learning commons: Coteaching and collaboration between a classroom teacher and a teacher librarian. 43(1), 18-24.


This article focused on the collaboration efforts of a 3rd grade classroom teacher and a teacher librarian.  The media center was changed into a learning common area with the classroom teacher and the teacher librarian collaborating together to teach students.  This article detailed a successful coteaching plan between a teacher librarian and a general educator. This study proved to be academically advantageous to students, as well.  


The results of this study were inspiring to me as a future teacher librarian.  To have a space that isn’t set aside just once a week for ‘library class’, but instead is transformed into a common, easily accessible learning area, is very exciting.  The students benefit, as well as the teachers. I’d love to try this model when I am officially a teacher librarian!

Influences of an inquiry-based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving

Lucy Lu


Gwo-Jen Hwang, & Chih-Hung Chen. (2017). Influences of an inquiry-based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology48(4), 950–971.

Researchers have long been studying the effectiveness of using games to help students learn. This experiment builds upon Inquiry-based ubiquitous gaming environment by creating a mobile game using Visual Studio C# and Android to depicts a real-world elementary school campus. The game has three mechanisms: “real-world gaming mechanism,” “help-seeking and discussion mechanism” and “cloud technology-based learning portfolio management mechanism.” During the learning activity, a set of
gaming tasks is presented to guide students to explore the influence of environmental pollution.

This study shows that Game Learning improves motivation and engagement in learning. However, the study points out while active observation and participation increase, critical thinking and problem solving abilities were only marginally tested. Future, long term study is need to establish correlation.

Blending technology and classroom learning

Dabb, Taylor


Woolley-Wilson, J. (2012). Blending technology and classroom learning. TedxTalks. Retrieved from

This Ted Talk introduces blended learning in the classroom and the potential benefits of it. The speaker tells the story of an experienced teacher who finds herself with less resources and more students. To solve this problem, the teacher turns to certain softwares that are able to help teach the students what they need right when they need it. This type of learning is ideal because no prior knowledge is required and learning is individualized.

I found this video interesting because it actually showed one of the softwares that teachers can use during blended learning. The speaker also stressed that blended learning does not replace teaching, but it enhances great teaching.