Reflection 2.1
2.1 Knowledge of learners and learning
Candidates design library media instruction that assesses learner interests, needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, abilities and needs. Information skills instruction is based on student interests and learning needs and is linked to student achievement.
Standard 2.1 evaluates the interests and needs of students along with the best instructional methods that will determine how each learner will acquire knowledge. In ISTC 702 (Educational Leadership) we were asked to evaluate three lesson plans and find at least two ways that we would differentiate instruction as media specialists to meet the needs of all students. The use of technology software can increase understanding for all learners, for example; google earth, Pixie, presentation software (movie maker, power point, photostory), flip cameras, speech enhancement of many databases, kidspiration, and educational videos. Another way to enrich learning is through the use of the arts; music, drama, visual art, and dance (movement). Willards Elementary is an arts integrated school that believes children learn in various ways and if we can add another dimension to learning it will aid all students in understanding. In ISTC 502 (Research) my final project encompassed primary research that found a positive effect and increased cognitive abilities through arts integrated exposure. For instance, a greater understanding was produced when kindergartners not only learned their alphabet letters, but made letter shapes with their bodies. Using drama, art, or movement when retelling a story aids in the comprehension of that story. Arts immersion instruction blends content from the four main art forms with the core academic subjects of math, science, social studies, and language arts. This mixing ideally occurs when there is a good fit of content and skills between an art form and a standard subject.
Willards Elementary School studies a different country each year and facts and information about that country are interwoven throughout the curriculum. I have written a number of grants in order to seek funding for our arts and reading programs. Some have been filled, sadly some were not. As an example, when we studied China, the Wicomico Arts Council fulfilled our request to fund a giant kite arch as we also made curriculum connections with 2nd grade readings from Chinatown and Pandas. Students chose a fact about China and designed a kite (kites were invented in China) with that illustration. We tied almost 100 kites together and created a huge arch in our windy field. It was an amazing site to see!
One of our focuses is to use nonfiction text to introduce aspects of a country’s customs, geography, art, culture, and traditions. We use these informational books to introduce crafts, literature, dance, music, language, games, and food from the chosen country as part of this interdisciplinary approach to education. For example, one of our many discoveries about China was the ancient tradition of a tea ceremony. So our library actually hosted a tea party to illustrate this event. When studying Italy, we saw the many flower boxes on homes, so 2nd graders made paper flowers, paper boxes, and we hung these outside the library on its windows, giving our hallway an Italian street feel. We read about rainforests in Brazil and filled our halls with vines, flowers, and animals. For India, students read our many texts in the library, some were photographed, and we hung their pictures outside the library on a giant elephant silhouette.
2.1 Knowledge of learners and learning
Candidates design library media instruction that assesses learner interests, needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, abilities and needs. Information skills instruction is based on student interests and learning needs and is linked to student achievement.
Standard 2.1 evaluates the interests and needs of students along with the best instructional methods that will determine how each learner will acquire knowledge. In ISTC 702 (Educational Leadership) we were asked to evaluate three lesson plans and find at least two ways that we would differentiate instruction as media specialists to meet the needs of all students. The use of technology software can increase understanding for all learners, for example; google earth, Pixie, presentation software (movie maker, power point, photostory), flip cameras, speech enhancement of many databases, kidspiration, and educational videos. Another way to enrich learning is through the use of the arts; music, drama, visual art, and dance (movement). Willards Elementary is an arts integrated school that believes children learn in various ways and if we can add another dimension to learning it will aid all students in understanding. In ISTC 502 (Research) my final project encompassed primary research that found a positive effect and increased cognitive abilities through arts integrated exposure. For instance, a greater understanding was produced when kindergartners not only learned their alphabet letters, but made letter shapes with their bodies. Using drama, art, or movement when retelling a story aids in the comprehension of that story. Arts immersion instruction blends content from the four main art forms with the core academic subjects of math, science, social studies, and language arts. This mixing ideally occurs when there is a good fit of content and skills between an art form and a standard subject.
Willards Elementary School studies a different country each year and facts and information about that country are interwoven throughout the curriculum. I have written a number of grants in order to seek funding for our arts and reading programs. Some have been filled, sadly some were not. As an example, when we studied China, the Wicomico Arts Council fulfilled our request to fund a giant kite arch as we also made curriculum connections with 2nd grade readings from Chinatown and Pandas. Students chose a fact about China and designed a kite (kites were invented in China) with that illustration. We tied almost 100 kites together and created a huge arch in our windy field. It was an amazing site to see!
One of our focuses is to use nonfiction text to introduce aspects of a country’s customs, geography, art, culture, and traditions. We use these informational books to introduce crafts, literature, dance, music, language, games, and food from the chosen country as part of this interdisciplinary approach to education. For example, one of our many discoveries about China was the ancient tradition of a tea ceremony. So our library actually hosted a tea party to illustrate this event. When studying Italy, we saw the many flower boxes on homes, so 2nd graders made paper flowers, paper boxes, and we hung these outside the library on its windows, giving our hallway an Italian street feel. We read about rainforests in Brazil and filled our halls with vines, flowers, and animals. For India, students read our many texts in the library, some were photographed, and we hung their pictures outside the library on a giant elephant silhouette.