Thoughtful Participants

This has been a semester of highs and lows for me.  When people ask me how the studies are going, I consistently say, “This semester is kicking my butt.”  At the same time, I am truly inspired.  A year ago at this time I was going through one of the worst professional situations of my life.   In fact, I resigned from a job I loved because of it.  However, that struggle is what led me to finally make a decision about the direction my life needs to go.  No more taking the easy route.   

Building on the foundation of learning theories and standards, we started investigating more ISP models.  As we got into more skills-based models like the Big6 or Yucht’s FLIP IT! model, I found myself inspired once again.  I seem to get bogged down with the more esoteric theories.  I know I am a very hands-on, concrete learner, so it was a relief to find some research methods that I could imagine using from young children, with the Super 3, to collaboration with teachers, with variations of FLIP IT!

We worked also with tying real-life ideas with standards as found in various resources.  I explored the Library of Congress teachers area, which offers vetted plans connected to primary resources available online in the Library of Congress.  It was another chance for me to truly see how standards can be linked to exciting lessons.  This, again, echoes what I am learning in KSP608.  Understanding by Design, developed by Grant Wiggins and Jay McTighe, begins with looking at standards.  Classes are coming together.

Next we explored collaboration.  We reviewed great forms from other resources used in collaboration.  There were many practical forms discovered.  However, when I interviewed three current library media educators I was surprised to find that they unanimously preferred a face-to-face meeting tailored for the teacher with whom they were working.  They liked to make each encounter personal.  I used their information, as well as inspiration from other forms to create a form I think could be used to track each contact and to ensure everyone is on the same page.  I also got explore Google Apps and create my first form.

Then, the roller coaster screamed down the drop.  I was completely overwhelmed by all the information in Chapter 7.  So many models, so many issues, so many children…I actually doubted my ability to effectively manage this.  Discussion encouraged me and helped me realize that the best strategy is to treat each student as a separate person, to try many different techniques, and to communicate with teachers and special ed.  I cannot teach every student individually, but I can modify my presentations and activities enough to engage all types of learners.

And then, the roller coaster moved back up the next hill.  I found the work on media literacy hit home for me.  I found Faith Rogow and the ideas of “habits of inquiry” and “skills of expression” inspiring.  Again, it is important work that I will be doing as a library media educator.  It’s not just about books, but about teaching our students to become thoughtful participants in the conversations of the world.

I still worry about having a job when this is done…

Add to it:

Am I a critical thinker?  If not, how can I model this behavior, let alone teach it?

Does it mean I’m not cut out to teach if I’m not inspired by theory?

Future Chief Inquiry Officer

I have always wanted a cool title....Chief Inquiry Officer, I like it.  I was inspired by Faith Rogow (faith is about inspiration, is it not?).  She taught me to look for learning opportunities in different applications such as story time.  It is important to integrate inquiry standards with students of all ages, even Kindergarteners can make connections to real-life, rather than just a report that will be forgotten.

Quote to live by:
“...information is not the same as knowledge and that facts are not understanding.”

 

Overload

This module kicked my butt.  The chapter in the book simply overwhelmed me.  I honestly started doubting my choice to try to become a teacher because I can't possibly remember all the different jargon and interventions.  Discussion helped ground me a bit.  In the end, it is about looking at each student as an individual.  I think of it as a form of customer service...how can I help this student succeed?

I learned of some great tools:

Encyclopedia Britannica online
National Geographic Kids
Kids Click
International Children's Digital Library
MN Video Vault

It's collaboration, collaboration is cool

We investigated how schools formally collaborate.  I found a form from my ISP creator, Alice Yucht.  Again, I liked it because it was simple to follow, was explicit about duties, and included timelines and student responsibilites.  I didn't like that it was a form that had to be written on as it was an Adobe file.  Even a Word file could at least be completed on the computer and printed.  I also don't think the fields allowed for enough room.  There were many great forms

WJHS Media Center / Teacher Collaboration Form (I liked that it was online):  https://docs.google.com/spreadsheet/viewform?formkey=dG1LYmNsVkFmUVNoZ296eTgxcEhfa2c6MQ

Iowa City Planner - liked the layout.

There are so many ways to start the conversation.  A form would make sure that everyone is on the same page.


As I was reading collaborative articles, it seems important that there be buy-in from the top down.  If not, it can only be implemented slowly, with enthusiasm.  Results will be key!

We also discussed how to motivate students, and it seems it is another form of collaboration - this time with the student.  Make the project interesting for them and they will come.  This is accomplished through student choice, using cool presentation mediums, having the project directly impact their lives, or, all of the above.

Not just resources...standards

So many ideas from all the presentations.  The important point for me, a teacher-in-training, is the tie to standards.  I makes the work not just fun, but have impact.  In my KSP608 class we are learning about Understanding by Design and the base of all plans is always standards.  We look at standards, decipher the important questions, determine how we will assess that the skills have been mastered...only then do we plan the lesson.  This exercise aligns with that.

Added some sites to my teacher tools:
Minnesota Learning Loop - http://www.informns.k12.mn.us/MN_Learning_Loop.html
Research Project Calculator - https://rpc.elm4you.org/

This module really allowed me to see all the different ways resources can be used. 

There's More Than One Way to Skin a Cat

We started looking at other ISP models.  The Big6 was a big hit.  It seems to work because it is simple, it is skills-based (something to DO), and it is easy to remember.  Condense it to the Super 3 and it's even easier (PLAN, DO, REVIEW).  Even this visual learner can remember three steps!  BTW, they must have heard our complaints about their site as it has been redesigned.  While it looks better, I'm not sure it's more useable.  This is the link I will use most:

http://nb.wsd.wednet.edu/big6/big6_resources.htm

There are so many other models as well KWL, Handy 5*R, I-Search....I looked into Yucht's FLIP IT! model and found it very easy to remember and adapt. 

http://www.aliceinfo.org/flipit

All the models seem to direct one through basically the same process.  Try one out, see what fits!