Classic Motown music is a universally recognized and iconic sound that represents a significant time in music history. The Motown sound is synonymous with the groundbreaking rock-n-roll, harmonic singing of such groups as The Four Tops, The Supremes, The Commodores, The Miracles, and The Temptations. Classic Motown crosses age groups, race, gender, culture, and socioeconomic barriers. How does Motown music connect to collaboration between the library media specialist and the classroom teacher? And, how can the library media specialist apply the basic fundamentals in Motown music to successful collaboration strategies?

Collaboration Can Intimidate

Collaboration between a library media specialist and a classroom teacher remains a relatively new concept to many classroom teachers. Components of co-planning, co-teaching, and co-evaluating leave many teachers nervous about the process and activities. Too often, they have not heard of collaboration or have not experienced working with a library media specialist during their professional training. No one wants to look silly or unskilled in front of students or fellow professionals.

The analogy of the Motown Method is an excellent way to explain collaboration to those classroom teachers who may be reluctant and fearful about the process. Basically with the Motown Method of collaboration, somebody always gets to be Diana Ross and others get to be the Supremes. While the Miracles harmonized, Smokey Robinson stepped up to take the lead vocals. Gladys Knight may be the lead vocalist, but she would be nothing without the harmony and teamwork of the Pips. All voices were needed to create the chemistry that made the songs so memorable to the listener. These examples help teachers easily see how important collaboration was to the success of the Motown sound. Smiles appear on nervous faces and heads begin to nod in understanding. The Motown Method is an entertaining vehicle for getting teachers to try something unfamiliar like collaboration with the library media specialist.

Taking Turns

With the Motown Method, Diana Ross (the library media specialist) may take the lead for the instructional segment with the other collaborating teacher or teachers in the role of the Supremes. Collaboration requires all educators just like Diana Ross and the Supremes to participate; otherwise it lacks the synergy necessary to make it effective, memorable, and entertaining for the students. Teamwork in the Motown Method also means taking turns. In collaboration, the lead change whenever appropriate—whoever is better at a task or the expert for that instructional strategy takes the lead. For example, the teacher who is great at organizing would take the lead when planning the unit's timeline. If another teacher has a talent for thinking outside the box, then that teacher would take the lead when teaching brainstorming or key words. In this approach, everyone gets a turn at being Diana Ross or Smokey Robinson.

Co-Plan

The Motown sounds were always harmonious and didn't just happen by chance. These sounds were the result of co-planning and recognizing individual strengths among the individuals in each group. This same fundamental applies to library media specialists and classroom teachers when they co-plan to develop curriculum based on collaboration. Co-planning harmonizes when the strengths of each member of the group are complemented.

Usually, the strength of the library media specialist is his or her knowledge and experience with print and nonprint resources—how to use them and how to provide the most effective instruction for students. The library media specialist understands the information needs and abilities of the school population and keeps up to date on a range of educational best practices, education research, student interests, popular trends, and new and creative ways for students to share knowledge through final products.

The classroom teacher is more adept at understanding the individual student, classroom climate, state standards, and content area standards. The classroom teacher knows best practices for research goals in the content area and knows the students' attention span and whether something would intrigue them.

Communication is crucial during all phases of collaboration but especially during pre-planning. It is the responsibility of the library media specialist to keep the group organized and prepared—assuming the role of Diana or Smokey. This often involves initiating most of the email communications and responding quickly if emailed. The library media specialist, who is not responsible for doing all the work, may still be the one reminding others of what they need to have prepared for the next planning session, lesson, or week. The library media specialist is usually the one to plan meeting dates and can adapt to the classroom teacher's schedule.

Co-Teach

Using the Motown Method, co-teaching means that all educators participate in every instructional session. There is a lead teacher and a back-up teacher (it can switch, however, between the classroom teacher and the library media specialist). Somebody gets to be the lead singer (Diana Ross) and somebody gets to be the back-up singer (a Supreme). When the lead teacher is instructing, the back-up teacher is working the room, helping individuals and small groups stay focused. The back-up teacher is also watching the room for students who may not understand some part of the lesson. If the instruction used by the lead teacher does not seem to be working, the back-up teacher can speak up with a new perspective for going about the same thing a different way. The teachers play of each other and the students throughout instruction, thus facilitating learning and modeling teamwork. There may also be special times when the instructional team decides that both need to take the lead. In this scenario, one educator is working with one group of students while another educator is simultaneously working with another student group.

During co-planning, the location for instruction is specified (e.g., classroom or library media center) as well as who will take the lead instructional role for each lesson. The library media specialist and teacher should be thoughtful and consider teaching talents and skills.

Co-Evaluate

Just as the ground-breaking sounds of Motown music were constantly assessed and evaluated for new ideas, so do collaborative projects in the media center need constant assessment and evaluation. The research unit and each lesson and mini-lesson call for assessment and evaluation of both the process and the final product. This involves another team effort from the library media specialist, classroom teachers, and students.

Assessment should be shared and communicated in an on-going manner. This can be done in a few moments of verbal communication with students at the end of the lesson during transition time. Other methods include reflection or exit slips written by students, quick emails as ideas arise, or jotting down ideas on sticky notes during the lesson. It is important to write these observations and assessments down as soon as possible so that there will be notes on what to change when planning future collaborative projects.

The library media specialist and teacher need to find out from students what they thought worked or didn't work both instructionally and collaboratively. This can be done through class discussion, written reflection, online survey, or small group or individual interviews. What do they think worked well? What was their favorite lesson? Which lesson helped the most? What lesson needs improvement, and what can be done to make it better? What skill did they learn and think they'll use the most? What sources were helpful/not helpful? What was most difficult about the project? What was the best thing that the classroom teacher did? What was the best thing the library media specialist did? What was a favorite experience? What did the educators do well? What can they do better?

Finally, educators must ponder the possibilities. There should be honest and open discussions with constructive criticism about what worked and what didn't work. The following questions should be answered: Will this unit be taught again? What worked well? Which resources were most helpful when assisting students? What did students have difficulty doing properly, even After instruction? Did repeat instruction help? What was done very well this time, as a team and as an individual? Was there enough time to plan? Was there enough collaborative planning time? How well did the collaborative partners work together (e.g., classroom teacher, library media specialist)? What did educators learn about themselves when planning collaboratively? Will there be collaboration in the future?

Conclusion

Teaching today is a challenge. It is tough to design and build instruction every day. It is tough to find the balance between standardized tests, state standards, and best practices. It is tough to help students who think they are information literate understand that they are not. One of the best ways for educators to meet these tough challenges is to collaborate or work together as a team. The Motown Method can be used to quickly help fellow educators grasp the meaning of collaborative teaching. The library media specialist and classroom teacher can be one of the greatest teams by becoming the educational rock group equivalent of Diana Ross and The Supremes, Lionel Richie and The Commodores, Gladys Knight and The Pips, Smokey Robinson and The Miracles, or Martha Reeves and The Vandellas.