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?