I’m excited to be blogging again for 52GID. Last year I posted about some of my adventures with Guided Inquiry Design and I’m happy to say that teachers from my school and district have also joined in to write about their experiences. Overall, it’s been a lot of fun over the past several years creating GID curriculum, co-teaching, uncovering new ways of using the process and learning with colleagues and students.
Our town is in central Massachusetts, we have 1140 students and I am grateful to be the teacher librarian at the high school. This year is my 8th year in Westborough. I am proud of all that we continue to accomplished with GID. As a teacher librarian, I rely on trust within my relationships with teachers in order to bring new ideas to the table. GID is quick to point out what’s working well in the classroom and where there is room for growth. I am happy to say that the majority of the content teachers I work with are knee deep in the growth mindset of education. And although it’s sometimes messy and uncomfortable, there is always time to reflect on what we may want to do better as well as how we can integrate our teaching styles, our teaching philosophy and our personalities.
Here are a few things that I am mindful of with GID collaborations:
- Meet teachers where they are: Trying new things while we are in the midst of another wildly busy school year is scary, overwhelming and time consuming. I listen to what the content teacher is saying – their projected outcomes, their hopes for their students and their worries about making a mistake. GID can look different from class to class, and that’s okay. I reassure, model, jump in where necessary and remain positive.
- Leave my agenda at the door: Collaborating with content teachers isn’t about me or what I may want to accomplish, but instead it’s about that individual teacher and their classroom of students. I don’t pretend to know their students better than them. I am not an expert – we are growing together – and we do. Every time.
- Keep it real: Teaching is challenging and all consuming. We can get caught up in how much we want our students to learn, what assessment must look like and how everything should be. Even in high school, kids need to know that we care about what they are interested in.
Over this week, I hope to share some examples of what I’ve learned from GID collaborations with high school teachers and students.
Anita Cellucci, Teacher Librarian
Westborough High School
Follow me on Twitter – @anitacellucci @librarywhs