October 15, 2011

Module 4- Learning Log 1

Posted in Learning Logs- Module 4 at 12:18 pm by lmt84

I found the information in Clara Hoover’s article, Research-Based Instructional Strategies to be a very lucid moment for me. The strategies that are mentioned are not new to most educators, but the article did a lovely job of highlighting the importance of using the strategies in the classroom as well as the media center. I feel that by exposing the students to the strategies time and time again, we are only helping them to be more successful in their studies.

Hoover states, “It is important to understand the potential each strategy has to improve student achievement and, more importantly, to collaborate with teachers in designing instruction that incorporates the strategies” (26). I think that in this profession, you could potentially be presented with countless strategies to implement into your classroom or library. These possibilities can almost be overwhelming. After reading this article, I would suggest these 9 strategies to the teachers at my school. By focusing on a few strategies and working to really strengthen their use in the classroom, I feel that you would be doing your students a greater service rather than bombarding them with a new strategy each day. Aside from limiting the strategies used in the classroom, I see that the strategies will be most successful when I collaborate with the teachers. In the sense that ‘two heads are better than one’, collaboration offers me the chance to look over units/lessons with a fresh set of eyes, therefore allowing me to see potential spots to insert strategies. Ideally, I would hope to collaborate with teachers from the start of a unit, therefore ensuring that my curriculum as well as theirs is being met, that differentiation is occurring, and that strategies to help students be successful are being integrated into the lessons. If this occurs, I am stepping into the role of Instructional Partner, Teacher, and Informational Specialist (Empowering Learners). Acting as these roles will further help to showcase that I am a valuable resource to both students and teachers.

I also saw a strong connection between this article and several readings from Module 3. It is evident to me that students need to know the expected goals, objectives, and standards every time they embark on a new project. This is where I see rubrics as being essential for students. Hoover writes, “Working with teachers to create a strong scoring rubric for these representations and telling students ahead of time/what is expected of them is something the school library media specialist can do” (28). As an English teacher I use rubrics for every major assignment I give my students. I do not see any reason why the librarian should not be a part of the rubric design, especially if he/she has been a major part of the unit or lesson at hand. I would love the chance to insert AASL standards into the teacher’s rubric. This would show the student that they are held accountable for what they do in the media center and that the process counts just as much as the final product. After all, the process is where the true learning occurs, where teacher and librarian monitor student understanding, and where students are given the chance to self-assess. If the process adheres to specific standards, then ultimately it will yield a strong final product.


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