Reflection 2.2
2.2 Effective and knowledgeable teacher
Candidates work with classroom teachers to co-plan, co-teach, and co-access information skills instruction. The library media specialist as teacher of information skills makes use of a variety of instructional strategies and assessment tools. Candidates analyze the role of student interest and motivation in instructional design. Student learning experiences are created, implemented and evaluated in partnership with teachers and other educators.
During ISTC 667 (Instructional Design) our assignment was to use the Pebble in the Pond research method and design a lesson plan using the collaborative partnership between the librarian and a 2nd grade classroom teacher. As a media specialist, it is important to work in partnership with teachers and integrate the instruction of information literacy within the content curriculum where possible. Information Literacy is the ability to identify what information is needed and to share how to find that information with others. These 2nd grade students needed to locate three resources in the library to use for their animal reports. The assignment was very effective in stimulating students’ interests because they were able to choose their animal and were excited exploring its characteristics.
Because of the hands-on nature of the activity, all students were actively engaged during the lesson. Students were eager to discover the different information options (databases, magazines, books), view the variety of animals, and find facts their chosen one. The use of technology kept students much more motivated and involved. This was a first step for our 2nd graders in gaining the life-long learning skills of research and reporting on information gained through technology, text, picture, and video sources. By working together, the librarian and the teacher were able to create a more comprehensive educational experience for the student.
In ISTC 651 (Library Administration) we were introduced to the Big 6 research method, as well as the Super 3, which is better suited to younger students. We summarized with a Plan, Do, Review chart (Super 3) in order to set up this assignment. Also in ISTC 689 (Multimedia in the Classroom), we created a google sites project which step by step led kindergarteners through a basic search of 6 South African animals. During this class, our school was studying the country of South Africa, and kindergarteners spent a number of weeks in the library learning about the animals that live there. I made a specific webquest on how to obtain information on 6 animals using the ADDIE research model. We then made a podcast using one fact about each animal studied.
Collaborating with classroom teachers is a important skill that will engage and increase student learning. At Willards Elementary it is also essential to collaborate with the school community in their yearly study of a particular country and to create lessons that will supplement the understanding of its culture, folklore, dance, music, and traditions. For the last three years, WES has culminated its country’s study by having a parade around our town, celebrating the many arts, dances, stories, and symbols learned. All students participate and families line up along the parade route to cheer us on. I have included pictures with an example of a dance we did when we studied India (Jai Ho).
2.2 Effective and knowledgeable teacher
Candidates work with classroom teachers to co-plan, co-teach, and co-access information skills instruction. The library media specialist as teacher of information skills makes use of a variety of instructional strategies and assessment tools. Candidates analyze the role of student interest and motivation in instructional design. Student learning experiences are created, implemented and evaluated in partnership with teachers and other educators.
During ISTC 667 (Instructional Design) our assignment was to use the Pebble in the Pond research method and design a lesson plan using the collaborative partnership between the librarian and a 2nd grade classroom teacher. As a media specialist, it is important to work in partnership with teachers and integrate the instruction of information literacy within the content curriculum where possible. Information Literacy is the ability to identify what information is needed and to share how to find that information with others. These 2nd grade students needed to locate three resources in the library to use for their animal reports. The assignment was very effective in stimulating students’ interests because they were able to choose their animal and were excited exploring its characteristics.
Because of the hands-on nature of the activity, all students were actively engaged during the lesson. Students were eager to discover the different information options (databases, magazines, books), view the variety of animals, and find facts their chosen one. The use of technology kept students much more motivated and involved. This was a first step for our 2nd graders in gaining the life-long learning skills of research and reporting on information gained through technology, text, picture, and video sources. By working together, the librarian and the teacher were able to create a more comprehensive educational experience for the student.
In ISTC 651 (Library Administration) we were introduced to the Big 6 research method, as well as the Super 3, which is better suited to younger students. We summarized with a Plan, Do, Review chart (Super 3) in order to set up this assignment. Also in ISTC 689 (Multimedia in the Classroom), we created a google sites project which step by step led kindergarteners through a basic search of 6 South African animals. During this class, our school was studying the country of South Africa, and kindergarteners spent a number of weeks in the library learning about the animals that live there. I made a specific webquest on how to obtain information on 6 animals using the ADDIE research model. We then made a podcast using one fact about each animal studied.
Collaborating with classroom teachers is a important skill that will engage and increase student learning. At Willards Elementary it is also essential to collaborate with the school community in their yearly study of a particular country and to create lessons that will supplement the understanding of its culture, folklore, dance, music, and traditions. For the last three years, WES has culminated its country’s study by having a parade around our town, celebrating the many arts, dances, stories, and symbols learned. All students participate and families line up along the parade route to cheer us on. I have included pictures with an example of a dance we did when we studied India (Jai Ho).