Edutech Wiki - Inquiry Based Learning
Points to consider
Carefully designed tasks can develop the transformation of information into knowledge.
Seen as cycle or spiral - 5 steps formulation of questions
Ask - investigate- create a solution - discuss - reflect.
This approach encourages passive learners to become active learners.
I think there is a real danger that students sometimes get stuck or lost in one particular step.
After reading the Collins article about the secondary students and their inquiry based learning activity, the teachers identified the challenges they faced with their IBL. These consisted of motivation, accessibility of investigation technique, background knowledge and knowledge of techniques to sufficiently investigate in a meaningful way. There is also a certain amount of student self regulation required. Students require scaffolding and frameworks to guide them when embarking upon Inquiry Based Learning.
Many of these articles seem to focus on secondary students? I would like to see more k to 6 examples. How applicable are some of these technologies in a k - 6 environment or how do they need to be varied or adapted?
Tuesday 30 August 2011
Project Based Learning
Boss and Krausss Article
Project Based learning "involves students investigating open ended questions and applying knowledge to produce authentic products." Boss and Krauss(2007).
This article explains how Project Based Learning has evolved and is relevant to living and learning in the 'digital world'. Kinory desribes his journey with changes and adaptations over the years to transform student learning through integration of new technologies. I see my own teaching and learning journey reflected in the article. I relate to the comments he makes in the article about modelling risk taking for students. The one thing I frequently do is take risks with my classes when using technology. I sometimes barely stay one step ahead and also fail at times. I think this is an important part of the process of learning and embracing change as long as we evaluate the outcomes. In my observation students are highly motivated and engaged when using technology for authentic tasks or projects.
Students are prepared to participate in a world and workforce which involve change and these important skills of being a participant who can collaborate critically and creatively are extremely important.
Considerations for Teaching:
Rethink expectations
Allow students more control in the teaching and learning
Consider physical arrangement of environment
Be ready to re evaluate
be ready to explain reasoning for PBL approach
I can see that PBL is relevant and would work, but in a k -6 library environment which provides RFF in Library time, it seems more difficult to achieve. It could only be achieved with planning, collaboration and cooperation from class teachers and perhaps IT teachers.
Project Based learning "involves students investigating open ended questions and applying knowledge to produce authentic products." Boss and Krauss(2007).
This article explains how Project Based Learning has evolved and is relevant to living and learning in the 'digital world'. Kinory desribes his journey with changes and adaptations over the years to transform student learning through integration of new technologies. I see my own teaching and learning journey reflected in the article. I relate to the comments he makes in the article about modelling risk taking for students. The one thing I frequently do is take risks with my classes when using technology. I sometimes barely stay one step ahead and also fail at times. I think this is an important part of the process of learning and embracing change as long as we evaluate the outcomes. In my observation students are highly motivated and engaged when using technology for authentic tasks or projects.
Students are prepared to participate in a world and workforce which involve change and these important skills of being a participant who can collaborate critically and creatively are extremely important.
Considerations for Teaching:
Rethink expectations
Allow students more control in the teaching and learning
Consider physical arrangement of environment
Be ready to re evaluate
be ready to explain reasoning for PBL approach
I can see that PBL is relevant and would work, but in a k -6 library environment which provides RFF in Library time, it seems more difficult to achieve. It could only be achieved with planning, collaboration and cooperation from class teachers and perhaps IT teachers.
Monday 22 August 2011
Assignment 1 and Referencing
I'm sure I'm not alone when I say, "That was gruelling!" I feel as flat as a punctured tyre. I have to keep plodding onwards however as I am already behind. I spent every spare minute on the assignment and sent it off without feeling very confident at all. I found referencing so much more time consuming than it probably should have been. I successfully installed End Note and tried to use it. I'm not sure if it has been a help or a hinderence. I had to go back and refind all of my articles again and use the cite function to save them correctly. My concern is that the DOI numbers are not shown, nor is a website address. So I'm not sure if it is even correct. Confusion!
I have certainly learnt a lot from doing the assignment. I will be more thorough with keeping track of citations and references. I think a webinar on using End Note might be beneficial to everyone.
Good luck everyone!
I have certainly learnt a lot from doing the assignment. I will be more thorough with keeping track of citations and references. I think a webinar on using End Note might be beneficial to everyone.
Good luck everyone!
Sunday 14 August 2011
Evidence Based Practice
It is clear after reading many articles that trained TL’s undoubtedly make a difference in student achievement.
Di Wilson suggests in Todd’s article ‘Irrefutable Evidence’, that in order for T’Ls to gain support we need to show administrators, teachers and parents what impact we are having on student learning. This needs to be done systematically and in collaboration with other educators.
We need to be gathering different kinds of evidence including student and staff appraisals, student samples of work, lesson plans, surveys, test scores, rubrics and library statistical data. We should also be looking at sharing and accumulating locally generated evidence and data between schools and districts.
Todd believes evidence based practice is driven by the following questions.
‘Why do school libraries matter today? and How do we spread the word about the impact of school libraries on student achievement and demonstrate their educational social and cultural value?
Kramer and Diekman discuss the simple equation of ‘Evidence = Assessment= Advocacy.’ TL’s need to be consistently delivering the message that they have a positive affect on student learning. The teacher librarian needs to collaborate and strategically plan with educators to assist in achieving specific outcomes. They state that ‘assessment is an ongoing examination of learning and shared responsibility with other teachers’
Assessment of whether or not the objectives or outcomes have been achieved is important. If these achievements are evident, then teachers can become the TL’s most supportive advocate.
I believe that TL’s also need more opportunity to collaborate with each other. Combining and sharing expertise, skills and experience should surely be effective in achieving good evidence based practice. Meeting with other TL’s two or three times a year doesn’t seem adequate. I also feel many TL’s including myself do not have a deep knowledge and understanding of evidence based practice. This was also found to be evident in the research carried out by Hay and Todd in ‘School libraries 21st C” (2009). They stated that ‘many teachers didn’t have sustained, evidence based arguments when discussing the future of school libraries and that a ‘sustained evidence based practice program take place, with an emphasis on school wide approaches to charting and identifying significant syllabus outcomes, and the skills and understandings required of digital citizenship, as a result of school library initiatives and interventions.’
Di Wilson suggests in Todd’s article ‘Irrefutable Evidence’, that in order for T’Ls to gain support we need to show administrators, teachers and parents what impact we are having on student learning. This needs to be done systematically and in collaboration with other educators.
We need to be gathering different kinds of evidence including student and staff appraisals, student samples of work, lesson plans, surveys, test scores, rubrics and library statistical data. We should also be looking at sharing and accumulating locally generated evidence and data between schools and districts.
Todd believes evidence based practice is driven by the following questions.
‘Why do school libraries matter today? and How do we spread the word about the impact of school libraries on student achievement and demonstrate their educational social and cultural value?
Kramer and Diekman discuss the simple equation of ‘Evidence = Assessment= Advocacy.’ TL’s need to be consistently delivering the message that they have a positive affect on student learning. The teacher librarian needs to collaborate and strategically plan with educators to assist in achieving specific outcomes. They state that ‘assessment is an ongoing examination of learning and shared responsibility with other teachers’
Assessment of whether or not the objectives or outcomes have been achieved is important. If these achievements are evident, then teachers can become the TL’s most supportive advocate.
I believe that TL’s also need more opportunity to collaborate with each other. Combining and sharing expertise, skills and experience should surely be effective in achieving good evidence based practice. Meeting with other TL’s two or three times a year doesn’t seem adequate. I also feel many TL’s including myself do not have a deep knowledge and understanding of evidence based practice. This was also found to be evident in the research carried out by Hay and Todd in ‘School libraries 21st C” (2009). They stated that ‘many teachers didn’t have sustained, evidence based arguments when discussing the future of school libraries and that a ‘sustained evidence based practice program take place, with an emphasis on school wide approaches to charting and identifying significant syllabus outcomes, and the skills and understandings required of digital citizenship, as a result of school library initiatives and interventions.’
What's my Role?
I am doing a bit of catch up with this Blog. I am finding my notes and ideas that have been jotted down all over my house. I can't believe how much thinking about the topics I have been doing. I decided I needed to give my mind a break over the weekend and spend quality time with my family.
I have found that my study so far has made me far more aware of TL's roles. Ihave found myself paying more attention to people's impressions and the comments they make. I have been telling friends and people I know about my venture into study. Many of them are puzzled as to why I would need to do further study. Some of the comments reinforce the stereotypical view of librarians as stated in Melissa Purcells article that TL's merely check out books. I have had more than one comment that I am really only a babysitter or providing release to seemingly more important class teachers. A class teacher even jokingly asked if you could get a Masters on the Dewey System. No wonder TL's feel undervalued at times. I think libraries have changed over time but people's perceptions generally haven't.
I must admit though for some years now I have wondered why you would need to complete further study also. I suppose I have been concerned that if the TL is in danger, that there may not ultimately be a position and that this course may well be a waste of time and money. As there is no increase in pay at the end, we are really doing it for love.
Because I have only been working part time as an extra TL /ICT teacher, I have really only been focusing on the teaching role of the TL. I have always collaborated much more when team Teaching in my ICT role. I am beginning to develop more of an understanding of the complexity and diversity of roles and the skills required of a TL.
I have found that my study so far has made me far more aware of TL's roles. Ihave found myself paying more attention to people's impressions and the comments they make. I have been telling friends and people I know about my venture into study. Many of them are puzzled as to why I would need to do further study. Some of the comments reinforce the stereotypical view of librarians as stated in Melissa Purcells article that TL's merely check out books. I have had more than one comment that I am really only a babysitter or providing release to seemingly more important class teachers. A class teacher even jokingly asked if you could get a Masters on the Dewey System. No wonder TL's feel undervalued at times. I think libraries have changed over time but people's perceptions generally haven't.
I must admit though for some years now I have wondered why you would need to complete further study also. I suppose I have been concerned that if the TL is in danger, that there may not ultimately be a position and that this course may well be a waste of time and money. As there is no increase in pay at the end, we are really doing it for love.
Because I have only been working part time as an extra TL /ICT teacher, I have really only been focusing on the teaching role of the TL. I have always collaborated much more when team Teaching in my ICT role. I am beginning to develop more of an understanding of the complexity and diversity of roles and the skills required of a TL.
Tuesday 2 August 2011
Collaboration and Principal Support
I have been reading with great interest the findings and recommendations published in the ‘School libraries 21C’ discussion report by Dr Ross Todd and Lyn Hay. This report was commissioned by the School libraries and information Literacy Unit of Education and Training in June 2009. I have been interested in reading the findings and what the recommendations for future libraries are.
The report found that ‘most respondents were teacher librarians’ and expressed a concern that there was an ‘absence of substantive input from people outside of the profession.’ The invitation to teachers and schools to participate was quite extensive by the sounds of it. I don’t recall reading or hearing about it whilst teaching at the time. There was no information passed on to staff from our TL or Principal as Far as I know. Perhaps it had more to do with the fact that I only work part time (hopefully) than the general view that libraries are there mainly to provide resources and RFF to teaching staff. Oberg(2006) states that in some worst case scenarios ‘principals believe that teacher librarians are not leaders or proactive educators but service providers who merely respond to teacher or student requests.’
One of the recommendations was ‘communicating effectively with the school executive and having a supportive principal and staff.’ What if the reality is altogether different? If the support isn’t there it is very difficult to effect change.
A new initiative has been implemented at my school this year. The teaching staff are given half a day together once a term to plan and programme . This is fantastic but the library teaching staff provide the RFF(Release) time for this (sometimes 2 classes at once). At the time I didn’t understand why it was such a big issue and upsetting to my TL colleague, but after reading widely on the situation I now see the broader picture. This is really an instance where the TL can be involved in the collaborative process and offer curriculum expertise. My colleague expressed her disappointment to the executive staff and principal, but no change to this situation has occurred as yet. I suppose it may take time to affect change like this. Oberg(2006)quotes Hartzel(2002)as saying, ‘the only way to change principal perceptions is to assault them directly, repeatedly and from a multiplicity of directions. Reshaping takes time and effort.’
This sounds quite dramatic and difficult for a person with my personality however.
After all the discussion and reading so far I am facing my biggest fears. I am not assertive or extroverted, nor do I possess strong leadership skills. Am I heading in the wrong direction ? Am I going to fail as a TL? I am beginning to wonder.
The report found that ‘most respondents were teacher librarians’ and expressed a concern that there was an ‘absence of substantive input from people outside of the profession.’ The invitation to teachers and schools to participate was quite extensive by the sounds of it. I don’t recall reading or hearing about it whilst teaching at the time. There was no information passed on to staff from our TL or Principal as Far as I know. Perhaps it had more to do with the fact that I only work part time (hopefully) than the general view that libraries are there mainly to provide resources and RFF to teaching staff. Oberg(2006) states that in some worst case scenarios ‘principals believe that teacher librarians are not leaders or proactive educators but service providers who merely respond to teacher or student requests.’
One of the recommendations was ‘communicating effectively with the school executive and having a supportive principal and staff.’ What if the reality is altogether different? If the support isn’t there it is very difficult to effect change.
A new initiative has been implemented at my school this year. The teaching staff are given half a day together once a term to plan and programme . This is fantastic but the library teaching staff provide the RFF(Release) time for this (sometimes 2 classes at once). At the time I didn’t understand why it was such a big issue and upsetting to my TL colleague, but after reading widely on the situation I now see the broader picture. This is really an instance where the TL can be involved in the collaborative process and offer curriculum expertise. My colleague expressed her disappointment to the executive staff and principal, but no change to this situation has occurred as yet. I suppose it may take time to affect change like this. Oberg(2006)quotes Hartzel(2002)as saying, ‘the only way to change principal perceptions is to assault them directly, repeatedly and from a multiplicity of directions. Reshaping takes time and effort.’
This sounds quite dramatic and difficult for a person with my personality however.
After all the discussion and reading so far I am facing my biggest fears. I am not assertive or extroverted, nor do I possess strong leadership skills. Am I heading in the wrong direction ? Am I going to fail as a TL? I am beginning to wonder.
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