Paslay, Juliana
CO
Heraper, S. (2015) Teacher Librarians and Classroom Teachers: Collaborative Partners. [youtube video] Retrieved from https://www.youtube.com/watch?v=EyYKkh0n7Vg
A quite frankly adorable video about the role of the Teacher Librarian as the heart of the school.
Showing posts with label CO. Show all posts
Showing posts with label CO. Show all posts
Sunday, July 2, 2017
Tuesday, October 25, 2016
Collecting and Documenting Evidence of Best Practice
Eric Sanderson
CA / CO
Moreillon, J. (2014, November). Collecting and documenting evidence of best practice. School Library Monthly, 31(2), 27-28, 59.
Summary. In this brief article, Moreillon addresses the need for school librarians to take an active role in collecting evidence that demonstrates meaningful learning and teaching outcomes associated with library instruction and with classroom teacher-school librarian collaboration. Using the foundational concepts of evidence-based practice as an organizational framework, Moreillon introduces school librarians to a documentation process that extends far beyond the collection and reporting of traditional school library metrics (e.g., inventory data, circulation data, visitation data). Moreillon provides both broad background information and specific application examples to help school librarians of all experience levels better understand (a) the idea of evidence-based practice and (b) the steps associated with developing and documenting best-practice interactions with students and educators.
Evaluation. Though basic, broad, and brief, I found this article to be a useful complement to the Module 2 component of INFO 250. In other words, it is not enough simply to collaborate with classroom teachers or to create and implement lessons that look good on paper or on a knowledge building center—planning, reflection, and documentation based on evidence-based practice and guided by best-practice principles are fundamental expectations in an education climate marked by accountability. I believe Moreillon’s article is an excellent practical introduction to a complex topic that will grow progressively more important in the years to come.
CA / CO
Moreillon, J. (2014, November). Collecting and documenting evidence of best practice. School Library Monthly, 31(2), 27-28, 59.
Summary. In this brief article, Moreillon addresses the need for school librarians to take an active role in collecting evidence that demonstrates meaningful learning and teaching outcomes associated with library instruction and with classroom teacher-school librarian collaboration. Using the foundational concepts of evidence-based practice as an organizational framework, Moreillon introduces school librarians to a documentation process that extends far beyond the collection and reporting of traditional school library metrics (e.g., inventory data, circulation data, visitation data). Moreillon provides both broad background information and specific application examples to help school librarians of all experience levels better understand (a) the idea of evidence-based practice and (b) the steps associated with developing and documenting best-practice interactions with students and educators.
Evaluation. Though basic, broad, and brief, I found this article to be a useful complement to the Module 2 component of INFO 250. In other words, it is not enough simply to collaborate with classroom teachers or to create and implement lessons that look good on paper or on a knowledge building center—planning, reflection, and documentation based on evidence-based practice and guided by best-practice principles are fundamental expectations in an education climate marked by accountability. I believe Moreillon’s article is an excellent practical introduction to a complex topic that will grow progressively more important in the years to come.
Monday, August 8, 2016
Designing Learning Experiences for Deeper Understanding
Miller, Olivia
CO
CO
Stripling, B. K. and Harada, V.H. (2012). Designing learning experiences for deeper understanding. School Library Monthly 29(3), 5-12
Summary
This article gives a step-by-step plan for collaborations between classroom teachers and teacher librarians according to the acronym CLEAR GOALS - each letter stands for a portion of instructional unit design. It gives a sample conversation between two instructors for initiating a collaborative teaching experience. The letters in CLEAR GOALS stand for:
- Content learning goals
- Learners
- Essential questions
- Assessment
- Resources
- Guiding framework of inquiry
- Outcomes
- Assessment
- Learning experiences
- Scaffolding
Review
I liked this piece because a lot of the CLEAR GOALS steps modeled the portions of the lesson plans we used for our Knowledge Building Center. I found this instructive, clear, and step-by-step. I would recommend this to another librarian or teacher to compare the parts of this plan with our KBCs to get a better synthesis and understanding of both. This is also an easy framework to integrate with the Think Models and Big Think Strategies from our textbook reading.
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