To Collaborate or not to Collaborate Chapter 3 Kara Badder and Jennifer Snyder

That is the question! The answer can be found by addressing the following questions... Why? How?

Research is Hard Work Not traditionally part of teacher practice Adds a layer to an already demanding job Teacher-leader research practices disrupt the status quo Inquiry incites change

Collaboration provides Energy and Support Stepping stones to previous work Networking

Teacher Talk Colleagues Administrators Parents

Inquiry Talk Define Examine Refine Critique All of this occurs with “like-minded” people

Safety in numbers in teacher inquiry provides

Strength in numbers

Resistance may occur Colleagues Administrators Personal v. Professional Conflicts Findings may become difficult to ignore

Collaborative Possibilities Possibilities Shared Inquiry: 2 or more pair to define and conduct a single experiment Parallel Inquiry: Parallel but individual research where support in collection of data and discussion of analysis can be found Intersecting Inquiry: 2 or more completely different topics OR the same topic with two different wonderings Inquiry Support: Support person to help formulate questions, design projects and analyze data

The purpose of collaboratio n is to keep you from feeling overwhelmed and isolated. It is intentional “teacher-talk.”

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