Okay, this has been a learning curve. I am such a 'googler' that I really hadn't ever considered using another search engine! I liked the information on '7 Habits of Highly Effective Web Searchers'. I am still a bit lost with a lot of this - boolean, specific phrases etc. I know that this is just the basics of web searching and all educators should be proficient in this area. The whole concept of 'inurl' was almost too much to cope with - I was thinking about ending my time in this course there and then. However I am confident that I will eventually get my head around it all. It doesn't help that I haven't taken my class to the IT lab for YEARS - thhis is don't by the other teacher who is in 1 day a week. Next year I am going to change that wround and will take over that area myself.
My goal for the time being is to familiarise myself with different search engines. I have made a very small step towards this by bookmarking some of them.
Wednesday, August 25, 2010
Tuesday, July 27, 2010
Topic 1 - Teaching and Learning
behaviourist
This topic is all about the teacher librarian and teaching and learning. There are some things that have been covered in this topic that, as I read/listened to them, I had a flashback to ACU roughly 20 years ago!
One question asked by James Herring in his podcast was what the learning context of your school was. I would have to say that, for the most part, HS is constructivist. Having said that, there are some teachers there that pride themselves on how technologically savvy they are - only to use IWBs as regular whiteboards would be used ie to copy down information. BLOOMS is used in many classrooms in many different ways. Some of the Stage 2/3 classes seem to favour deBono with the coloured thinking hats prominently displayed in their rooms. I have never incorporated deBono myself, but that is purely because I am familiar with BLOOMS. The main point is that all stages in our school embrace HOTS and incorporate it into their classrooms.
Currently in Year 1 we are using BLOOMS in our shared reading unit for The Paperbag Princess. This is a fantastic unit of work where the children are not only encouraged, but expected to engage in HOTS throughout the term.
The question of how TLs can help develop better teachers was fantastic. I question though how many teachers would agree????? Many seem to see the role of the TL as predominently librarian and information/resource management, rather than teacher. I know that this is an area which TLs need to address in order for the profession to continue.
I particularly liked a comment by Bronwyn Sanderman (Topic 1 Reflection) posted on the forums:
'While we have a job to help locate resources, we also have a job to educate and help others how to do it themselves'
constructivist
One question asked by James Herring in his podcast was what the learning context of your school was. I would have to say that, for the most part, HS is constructivist. Having said that, there are some teachers there that pride themselves on how technologically savvy they are - only to use IWBs as regular whiteboards would be used ie to copy down information. BLOOMS is used in many classrooms in many different ways. Some of the Stage 2/3 classes seem to favour deBono with the coloured thinking hats prominently displayed in their rooms. I have never incorporated deBono myself, but that is purely because I am familiar with BLOOMS. The main point is that all stages in our school embrace HOTS and incorporate it into their classrooms.
Currently in Year 1 we are using BLOOMS in our shared reading unit for The Paperbag Princess. This is a fantastic unit of work where the children are not only encouraged, but expected to engage in HOTS throughout the term.
The question of how TLs can help develop better teachers was fantastic. I question though how many teachers would agree????? Many seem to see the role of the TL as predominently librarian and information/resource management, rather than teacher. I know that this is an area which TLs need to address in order for the profession to continue.
I particularly liked a comment by Bronwyn Sanderman (Topic 1 Reflection) posted on the forums:
'While we have a job to help locate resources, we also have a job to educate and help others how to do it themselves'
Tuesday, July 20, 2010
Blooms
I really love the top image in this post. It demonstrates which Web 2.0 tools can be used in conjunction with Blooms and where they fit in.
I was interested to read in the intoduction of this topic that 'the web has generally enhanced the role of the TL'. I do not disagree with it and it was heartening to read this after a recent staffroom discussion. In this discussion I was talking about how I was going to be using all my long service leave in study/assignments while I try to complete this course. Another member of staff (who had been bragging about all the international destinations she was travelling to whilst on LSL!!!) wondered aloud why I was putting myself through all the stress of study when principals were looking to move their IT coordinators into TL roles. This absolutely floored me. Surely this is not where th esystem is headed??!! I am really enjoying the learning, but it is coming at a cost - less quality time with the children when assignments are due, using ALL my LSL so that I can try to keep a ballance between study and home life when assignments are due. I know that the powers that be are looking into TLs and hope that some type of mandate is handed down re TL qualifications.
Saturday, June 19, 2010
Assignment 2 results
Results are in and once again I got just over 50% of the total marks. At least I'm consistent!
What am I doing wrong? Easy - both markers said that I was describing and explaining rather than cricially analysing and synthesising. The difficulty here is that I have no idea HOW to do this!!!!!
I have been into the CSU learning skills forum and there are a few links there by Stewart McKinney which might be helpful. This is an area I need to master. I feel that I am learning so much about teacher librarians, but this is not evident in my marks. If only there was a Bachelor course - I know that I am not really 'masters' material, but there isn't a choice.
I know where my weakness is, I now just need to try to develop this. Am happy to keep passing and am not aiming for HD or D, but would like to see my marks go just a little higher so that I won't have to worry about getting scaled DOWN in the final grade and then failing.
What am I doing wrong? Easy - both markers said that I was describing and explaining rather than cricially analysing and synthesising. The difficulty here is that I have no idea HOW to do this!!!!!
I have been into the CSU learning skills forum and there are a few links there by Stewart McKinney which might be helpful. This is an area I need to master. I feel that I am learning so much about teacher librarians, but this is not evident in my marks. If only there was a Bachelor course - I know that I am not really 'masters' material, but there isn't a choice.
I know where my weakness is, I now just need to try to develop this. Am happy to keep passing and am not aiming for HD or D, but would like to see my marks go just a little higher so that I won't have to worry about getting scaled DOWN in the final grade and then failing.
Sunday, June 13, 2010
Not much happening :)
I am pleased to say that not much has been happening of late - with regards to study that is!
There is a link to the next subject on the Interact page. I have gone in and checked out the assignments for the next unit of study and man am I freaking out! I have also googled electronic pathfinder to see if I can get a heads up an what the hell it is. I even asked our school librarian but she didn't seem overly familiar witht eh term.
On a different note, school reports are finished and almost ready to be handed into the principal. Parent/Teacher interviews are in a fortnight, so it is going to be pretty full on until they are over.
I am also trying to sing my teeth into the Web2.0 course and hopefully get that completed before the next semester starts. Will see how that goes. I am sure that there was a mention of it somewhere in the course outline, so better to get throughg it now while there is little else hasppening.
Results are out this week. Keeping my fingers crossed for a pass. Will be pretty distraught if I don't but then again maybe having to resubmit might consolidate a few things for me.
Am really sad that Brid has deferred. She was such a sounding board for me. Feeling very lonely with regards to study - having a colleague doing exactly the same course made such a difference. Oh well, another challenge :)
There is a link to the next subject on the Interact page. I have gone in and checked out the assignments for the next unit of study and man am I freaking out! I have also googled electronic pathfinder to see if I can get a heads up an what the hell it is. I even asked our school librarian but she didn't seem overly familiar witht eh term.
On a different note, school reports are finished and almost ready to be handed into the principal. Parent/Teacher interviews are in a fortnight, so it is going to be pretty full on until they are over.
I am also trying to sing my teeth into the Web2.0 course and hopefully get that completed before the next semester starts. Will see how that goes. I am sure that there was a mention of it somewhere in the course outline, so better to get throughg it now while there is little else hasppening.
Results are out this week. Keeping my fingers crossed for a pass. Will be pretty distraught if I don't but then again maybe having to resubmit might consolidate a few things for me.
Am really sad that Brid has deferred. She was such a sounding board for me. Feeling very lonely with regards to study - having a colleague doing exactly the same course made such a difference. Oh well, another challenge :)
Monday, May 24, 2010
Assignment 2 - Part C A CRITICAL SYNTHESIS OF MY REFLECTION ON HOW MY VIEW OF THE ROLE OF THE TEACHER LIBRARIAN HAS CHANGED DURING THE COURSE OF THIS
My reasons for wanting to become a teacher librarian were (shamefully) based around the fact that I love reading and literature, and thought that it would be nice to teach about books and read to children all day. Also, it seemed a much easier job than that of the classroom teacher. This view was reinforced by my principal when she asked if I was doing this course because I wanted an easier job.
No reports to write, no parent teacher interviews to conduct. In fact, little to no contact with parents at all – another big motivation to leave the classroom.
My perception of the role of the TL was based around my personal experiences. For years I have waved goodbye to by Infants classes as they went to library lessons that consisted of literature activities and library skills. I was aware that there was more to the role, such as seeking out and purchasing exciting, appropriate and up-to-date resources for all to share. No collaboration at all.
The only drawback I could see to the TL role was that just one subject area was taught. I wondered if I would end up getting bored.
I am now painfully aware of how wrong I was.
It was the start of Topic 1 when I was first introduced to the term ‘information literacy’. Prior to that, I had never even heard of it. I began to realise that the role of the TL was diverse, and it dawned on me that they teach more than one subject area. My one misgiving about the role had been dissipated. A reading by Skrzeczynski (1999) has become a favourite of mine, as is recounted in my blog (Hashim, 2010). It has almost given me a blueprint of what the TL’s day can pan out like. It also reassured me that yes; information literacy can be taught with the Infants grades.
Information skills models were also foreign to me, although I have always tried to incorporate higher thinking skills into my classroom practice. I started to realise that, when I did finally become a TL, I going to play a major role in developing an ILSC. In fact I was surprised when I read that school libraries should have more non-fiction than fiction materials (Herring, 2007). Until then I had never realised that this was just the case in our school library (Hashim, 2010).
Along with this building excitement was incredible deflation. With schools placing such an emphasis on NAPLAN testing, what impact was this going to have on the role of the TL? My first notion that other students held the same opinion was through my own forum posting on (Hashim, 2010). I was relieved to get so much feedback from other students (Van Der Wyngaard; 2010, Bowyer, 2010; Veugen, 2010; Williams, 2010).
What about collaboration? There has been none of that at our school for over six years. I now realise how frustrated our TL must be – a little like being a qualified teacher but working as a teacher’s aide.
The forums have been a fantastic learning tool for me. I have been an avid reader them. Some students (Cooney, 2010; Carr, 2010; Langdon, 2010) have amazing insights and I continually seek out their postings. As was the case when attending uni tutorials, I have been more in the background than a vocal participant.
Another big revelation has been the role of assessment in the TL’s practice. Oberg (2002) made some valid points that I would never have considered and made me start to realise how TLs can impact on student achievement. I had never actually considered assessment or evaluation as a part of the TL’s job description.
My blog has been an interesting experience. I feel that I could have used it much better. Too many assignment mumblings and not enough content related to the course. I have included some interesting articles, but am realising that I should have done more of that for reference in future subjects.
The ‘light bulb’ moment has only just happened. When reading Eisenberg (2001) I realised that, like the littlies being talked about in the article, I am great at ‘doing’. I actually do a lot of planning in my daily life, but when it comes to academic matters I just ‘do’. From now on I will use an information skills model when doing assignments. This will make me a better TL because I will have firsthand experience.
The role of the TL is very diverse and incredibly challenging, although in vastly different ways to the classroom teacher. I have only just scratched the surface of the role of the teacher librarian, but am getting my shovel and looking forward to digging deeper.
References
Bowyer, K. (2010, March 3rd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
Carr, S. (2010 March 20th), ‘Re: TL faze out’, Message posted to ETL401 Messages
Carr, S. (2010 April 4th), ‘Light bulb moment’, Message posted to ETL401 Module 4 sub-forum
Carr, S. (2010 May 18th), ‘Re: [Assignment 2 - Rebecca White] Now I'm really confused!!’ Message posted to ETL401 Assignment 2 sub-forum
Cooney, P (2010, March 7th), ‘Evidence-Based Research’, Message posted to ETL401 Module 2 sub-forum
Cooney, P (2010, March 14th), ‘RBL and Curriculum Development’, Message posted to ETL401 Module 3 sub-forum
Cooney, P (2010, April 17th), ‘A brief comparison of seven of the models’, Message posted to ETL401 Module 4 sub-forum
Cooney, P (2010, May 16th), ‘Re: Help’, Message posted to ETL401 Assignment 2 sub-forum
Eisenberg, M. (2001), ‘Introducing the Super3: Working with the Very Youngest’, accessed May 4th, 2010
http://www.big6.com/2001/12/31/introducing-the-super3-working-with-the-very-youngest/
Hashim, M. (2010, March 3rd), ‘RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
Hashim, M (2010, March 11th), ‘Fiction vs Non-Fiction’, message posted to http://soon2btchrlib.blogspot.com/
Hashim, M. (2010, March 23rd), ‘Skrzeczynski – a great article’, message posted to http://soon2btchrlib.blogspot.com/
Herring, J. E. (2007), ‘Teacher librarians and the school library’, in S Ferguson (Ed), Libraries in the twenty-first century: Charting new directions in information services. Wagga Wagga, N.S.W.: Centre for Information Studies, Charles Sturt University
Langdon, S. (2010 March 6th), ‘RBL - a worthwhile balancing act’, Message posted to ETL401 Module 1 sub-forum
Langdon, S. (2010 March 18th), ‘RB teaching and learning and the integration student’, Message posted to ETL401 Module 1 sub-forum
Langdon, S. (2010 March 25th), ‘RBL is worth the effort’, Message posted to ETL401 Module 3 sub-forum
Oberg, D. (2002), ‘Looking for evidence: Do school libraries improve student achievement?, School Libraries in Canada, 22(2), 10 – 14
Skrzeczynski, C. (1999), Ch 16 Breaking the barriers: sculpturing an information literate school community, pp. 241-258 In The Information literate school community: best practice, J. Henri. Centre for Information Studies, Charles Sturt University, Wagga Wagga, NSW.
Van Der Wyngaard, C. (2010 March 12th), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum
Veugen, R. (2010 March 22nd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum
Williams, K. (2010 March 3rd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
No reports to write, no parent teacher interviews to conduct. In fact, little to no contact with parents at all – another big motivation to leave the classroom.
My perception of the role of the TL was based around my personal experiences. For years I have waved goodbye to by Infants classes as they went to library lessons that consisted of literature activities and library skills. I was aware that there was more to the role, such as seeking out and purchasing exciting, appropriate and up-to-date resources for all to share. No collaboration at all.
The only drawback I could see to the TL role was that just one subject area was taught. I wondered if I would end up getting bored.
I am now painfully aware of how wrong I was.
It was the start of Topic 1 when I was first introduced to the term ‘information literacy’. Prior to that, I had never even heard of it. I began to realise that the role of the TL was diverse, and it dawned on me that they teach more than one subject area. My one misgiving about the role had been dissipated. A reading by Skrzeczynski (1999) has become a favourite of mine, as is recounted in my blog (Hashim, 2010). It has almost given me a blueprint of what the TL’s day can pan out like. It also reassured me that yes; information literacy can be taught with the Infants grades.
Information skills models were also foreign to me, although I have always tried to incorporate higher thinking skills into my classroom practice. I started to realise that, when I did finally become a TL, I going to play a major role in developing an ILSC. In fact I was surprised when I read that school libraries should have more non-fiction than fiction materials (Herring, 2007). Until then I had never realised that this was just the case in our school library (Hashim, 2010).
Along with this building excitement was incredible deflation. With schools placing such an emphasis on NAPLAN testing, what impact was this going to have on the role of the TL? My first notion that other students held the same opinion was through my own forum posting on (Hashim, 2010). I was relieved to get so much feedback from other students (Van Der Wyngaard; 2010, Bowyer, 2010; Veugen, 2010; Williams, 2010).
What about collaboration? There has been none of that at our school for over six years. I now realise how frustrated our TL must be – a little like being a qualified teacher but working as a teacher’s aide.
The forums have been a fantastic learning tool for me. I have been an avid reader them. Some students (Cooney, 2010; Carr, 2010; Langdon, 2010) have amazing insights and I continually seek out their postings. As was the case when attending uni tutorials, I have been more in the background than a vocal participant.
Another big revelation has been the role of assessment in the TL’s practice. Oberg (2002) made some valid points that I would never have considered and made me start to realise how TLs can impact on student achievement. I had never actually considered assessment or evaluation as a part of the TL’s job description.
My blog has been an interesting experience. I feel that I could have used it much better. Too many assignment mumblings and not enough content related to the course. I have included some interesting articles, but am realising that I should have done more of that for reference in future subjects.
The ‘light bulb’ moment has only just happened. When reading Eisenberg (2001) I realised that, like the littlies being talked about in the article, I am great at ‘doing’. I actually do a lot of planning in my daily life, but when it comes to academic matters I just ‘do’. From now on I will use an information skills model when doing assignments. This will make me a better TL because I will have firsthand experience.
The role of the TL is very diverse and incredibly challenging, although in vastly different ways to the classroom teacher. I have only just scratched the surface of the role of the teacher librarian, but am getting my shovel and looking forward to digging deeper.
References
Bowyer, K. (2010, March 3rd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
Carr, S. (2010 March 20th), ‘Re: TL faze out’, Message posted to ETL401 Messages
Carr, S. (2010 April 4th), ‘Light bulb moment’, Message posted to ETL401 Module 4 sub-forum
Carr, S. (2010 May 18th), ‘Re: [Assignment 2 - Rebecca White] Now I'm really confused!!’ Message posted to ETL401 Assignment 2 sub-forum
Cooney, P (2010, March 7th), ‘Evidence-Based Research’, Message posted to ETL401 Module 2 sub-forum
Cooney, P (2010, March 14th), ‘RBL and Curriculum Development’, Message posted to ETL401 Module 3 sub-forum
Cooney, P (2010, April 17th), ‘A brief comparison of seven of the models’, Message posted to ETL401 Module 4 sub-forum
Cooney, P (2010, May 16th), ‘Re: Help’, Message posted to ETL401 Assignment 2 sub-forum
Eisenberg, M. (2001), ‘Introducing the Super3: Working with the Very Youngest’, accessed May 4th, 2010
http://www.big6.com/2001/12/31/introducing-the-super3-working-with-the-very-youngest/
Hashim, M. (2010, March 3rd), ‘RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
Hashim, M (2010, March 11th), ‘Fiction vs Non-Fiction’, message posted to http://soon2btchrlib.blogspot.com/
Hashim, M. (2010, March 23rd), ‘Skrzeczynski – a great article’, message posted to http://soon2btchrlib.blogspot.com/
Herring, J. E. (2007), ‘Teacher librarians and the school library’, in S Ferguson (Ed), Libraries in the twenty-first century: Charting new directions in information services. Wagga Wagga, N.S.W.: Centre for Information Studies, Charles Sturt University
Langdon, S. (2010 March 6th), ‘RBL - a worthwhile balancing act’, Message posted to ETL401 Module 1 sub-forum
Langdon, S. (2010 March 18th), ‘RB teaching and learning and the integration student’, Message posted to ETL401 Module 1 sub-forum
Langdon, S. (2010 March 25th), ‘RBL is worth the effort’, Message posted to ETL401 Module 3 sub-forum
Oberg, D. (2002), ‘Looking for evidence: Do school libraries improve student achievement?, School Libraries in Canada, 22(2), 10 – 14
Skrzeczynski, C. (1999), Ch 16 Breaking the barriers: sculpturing an information literate school community, pp. 241-258 In The Information literate school community: best practice, J. Henri. Centre for Information Studies, Charles Sturt University, Wagga Wagga, NSW.
Van Der Wyngaard, C. (2010 March 12th), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum
Veugen, R. (2010 March 22nd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum
Williams, K. (2010 March 3rd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
Tuesday, May 18, 2010
Absolutely outraged!
I found this article while trying to locate information for Assignment 2. I am SOOO annoyed at the response by K Johns at the bottom.
http://hubinfo.wordpress.com/background/few-statistics/teacher-librarian-numbers-in-decline/
I have just found this as I concluded Part C of Assignment 2, so will not be referencing it in my blog. Good the see that some readers posted their thoughts with regards to her lack of knowledge of teacher librarians.
Shame, K Johns. Shame.
http://hubinfo.wordpress.com/background/few-statistics/teacher-librarian-numbers-in-decline/
I have just found this as I concluded Part C of Assignment 2, so will not be referencing it in my blog. Good the see that some readers posted their thoughts with regards to her lack of knowledge of teacher librarians.
Shame, K Johns. Shame.
Friday, May 14, 2010
Some interesting articles have been placed in my pigeon hole courtesy of our fantastic T/L
The first one includes an open letter to Julia Gillard from Marj Kirkland (National President The Children’s Book Council of Australia)
The main points that I liked were:
o The Lonsdale Report (2003) advocates that school library programmes should be run by a trained teacher librarian in order to make significant difference to student learning outcomes – must read this report further!!!!
o OECD shows Australian literacy levels are declining. This underpins an individual’s ability to succeed. The best way to improve literacy is to immerse children in reading (Krashen 2008) – must read this too!!
o Teacher librarians are dedicated to finding the right reading for each student and run specialised reading programmes to encourage reading
I particularly liked this last point. When I originally started the course it was because I had such a love of reading and literacy. Very little mention has been made throughout the course of reading, with the bulk of the emphasis being on RBL and information literacy. I was pleased to see that reading was actually still a part of the T/L’s role.
Phew!
The other was from Australian Standing Orders (April 2010). SOme interesting points here were:
The first one includes an open letter to Julia Gillard from Marj Kirkland (National President The Children’s Book Council of Australia)
The main points that I liked were:
o The Lonsdale Report (2003) advocates that school library programmes should be run by a trained teacher librarian in order to make significant difference to student learning outcomes – must read this report further!!!!
o OECD shows Australian literacy levels are declining. This underpins an individual’s ability to succeed. The best way to improve literacy is to immerse children in reading (Krashen 2008) – must read this too!!
o Teacher librarians are dedicated to finding the right reading for each student and run specialised reading programmes to encourage reading
I particularly liked this last point. When I originally started the course it was because I had such a love of reading and literacy. Very little mention has been made throughout the course of reading, with the bulk of the emphasis being on RBL and information literacy. I was pleased to see that reading was actually still a part of the T/L’s role.
Phew!
The other was from Australian Standing Orders (April 2010). SOme interesting points here were:
- There is no mandate in Australia to employ T/Ls in schools
- Brisbane Catholic Education Office is now offering scholarships for current teachers to retrain as librarians - living and working in the wrong city aren't I??
- The position of T/L needs to be placed outside of school staffing allocations so that principals are not forced to choose between a T/L and smaller class sizes
Here's hoping that the profession of T/L is not on the way out as seems to be the case - have actually read/heard a few things since starting this course. Would hate to start a new direction in my career only to see it stall. Especially given the impact it is having on me - feeling like I have less time with the children and temper is more frayed and incredibly frustrated by this.
Thursday, May 13, 2010
Assignment 2 - not finished yet
Still struggling with Assignment 2. Am reaslly worried that I am going to repeat Assignment 1 mistake and not answer the question properly. I can literally rattle off by heart the various marking criteria on the rubric. Is it bad that I am more familiar with that rubric than the actual assignment question? Had an assignment day with Brid yesterday. Two heads are definitely better than one :)
Was really stressed last night about the whole thing - and unfortunately my children bore teh brunt of my stress. Must remember to take a deep breath and remember that it isn't their fault that I am finding this so hard. Roll on May 24th when faily life will resume to some sort of even keel.
Actually, that isn't the case - I then have to start writing reports and preparing for Parent/Teacher interviews. Bugger!
Was really stressed last night about the whole thing - and unfortunately my children bore teh brunt of my stress. Must remember to take a deep breath and remember that it isn't their fault that I am finding this so hard. Roll on May 24th when faily life will resume to some sort of even keel.
Actually, that isn't the case - I then have to start writing reports and preparing for Parent/Teacher interviews. Bugger!
Saturday, May 8, 2010
Assignment 1 results in
Well it finally arrived. I passed - by half a mark :) I cannot tell you how pleased I have been. It has been some time since study and I really didn't expect much. I completely missed the mark with Part 1 - write copious amounts about information literacy, but didn't relate it to an information literate school community. Doh!
Now I am worried about Assignment 2 - the 'major assignment'. I have to be right on the mark or I risk failing this unit. Must get my head around everything. It is going to be a huge struggle.
Now I am worried about Assignment 2 - the 'major assignment'. I have to be right on the mark or I risk failing this unit. Must get my head around everything. It is going to be a huge struggle.
Tuesday, May 4, 2010
Waiting for Assignment 1 results!!
Still waiting!!! Am going nuts. Have not been this keyed up about getting assignment/exam results since the HSC. I've even been to check in the leterboxes of the neighbours - two have mail and some of the others don't. (having said that I am only seeing if there is any mail sticking out and not actually opening up to check) I even asked the next door neighbour if her mail was from today or yesterday. She wasn't sure.
Maybe I have one more sleep to go - if it doesn't come today I will be coming back during lunchtime tomorrow to check cause there is ballet and soccer after school. Cannot possibly last until 6pm TOMORROW night!
Come on postie - where are you????
Maybe I have one more sleep to go - if it doesn't come today I will be coming back during lunchtime tomorrow to check cause there is ballet and soccer after school. Cannot possibly last until 6pm TOMORROW night!
Come on postie - where are you????
Tuesday, April 27, 2010
Assignment 2 - struggling
Really struggling with assignment 2. Had a nightmare about the mark for assignment 1 which I think was my subconscious telling me to get myself a bit more organised with assignment 2. Have selected my 3 standards from ALIA/ASLA. This was pretty easy. I planned to highlight all the ones that really jumped out at me as the ones that were really about student learning outcomes, and then cull from the ones highlighted. It turned out that I only highlighted 3!! Am still deciding if this is a good or bad thing. All are realted on some level to student outcomes, but to me 1.1, 1.2 and 2.2 jumped out.
1.1 - knowledge of principles of lifelong learning - what more canI say about this? Tchrs and TLs should be teaching chn how to be learners, and this carries through for their lifetime. An obvious choice
1.2 - learning and teaching across curriculum areas - involves knowledge about pedagogy, developmental backgrounds, resourcing. Another standout choice
2.2 - collaboratively planning and resourcing programmes relating to IL and literature outcomes - the esssence of the TL role appears to be collaboration. Collaboration leads to well developed stimulating ans meaningfull tasks. Once again, chooling this outcome was a no-brainer.
NOW I wonder whether these outcomes will still remain the standout ones as I work through Part 2 of the assignment a bit more.
All I have to do now is choose the 3 information skills models. There are some I really like but there is no much literature on them. Do I stick with these ones or go with the other ones that have more literature to read up about them. I am guessing I will have to go with the latter. Fingers crossed that I choose wisely :)
1.1 - knowledge of principles of lifelong learning - what more canI say about this? Tchrs and TLs should be teaching chn how to be learners, and this carries through for their lifetime. An obvious choice
1.2 - learning and teaching across curriculum areas - involves knowledge about pedagogy, developmental backgrounds, resourcing. Another standout choice
2.2 - collaboratively planning and resourcing programmes relating to IL and literature outcomes - the esssence of the TL role appears to be collaboration. Collaboration leads to well developed stimulating ans meaningfull tasks. Once again, chooling this outcome was a no-brainer.
NOW I wonder whether these outcomes will still remain the standout ones as I work through Part 2 of the assignment a bit more.
All I have to do now is choose the 3 information skills models. There are some I really like but there is no much literature on them. Do I stick with these ones or go with the other ones that have more literature to read up about them. I am guessing I will have to go with the latter. Fingers crossed that I choose wisely :)
Monday, April 12, 2010
Assignment 1 complete. Phew!
Finally assignment 1 is done and dusted. Not sure of how well it will be marked, but am looking forward to constructive feedback. Now time to be a mum for a little while before hitting the books again.
Thursday, April 1, 2010
So overwhelmed
I have been reading fairly consistently, but am still struggling to get through all that needs to be read. Holidays are here and more time for reading (?)- although I am dealing with my daughter singing her Hannah Montana songs on her new microphone and amp (birthday pressie a week ago - possibly not the cleverest purchase I have made) and my son needing entertaining/cuddles - so possibly it is going to be harder than ever to get through everything.
Am really struggling with Assignment 1. How much of a definition on ILSC should I include? Am I describing or critically analysing the TL role? Am I making sure possible solutions to obstacles are supported by literature. But the BIGGEST challenge I am finding is with the referencing.
Anyhow, much has come from my readings. Firstly, I am wondering if it is just me, but most descriptions if ILSC seem to be more relevant to a high school than a primary school. Perphaps there are many elements that cross over, but the first few years of schooling and the final years would (and should) be apporached very differently by TLs.
I am bogged down in just how much variety there is in the TL role. I had thought there was a greater emhpasis on literacy before starting, but have realised that this isn't actually so. The role is more about teaching processes and skills. I wonder how many schools are utilising their TLs to the max. We certainly aren't at HS. I admit that I did see library lessons as RFF - and yes I am hanging my head in shame now. How am I going to overcome this when I actually start working in a TL role?
Am going to finish my airy-fairy mumblings here as I really want to get back to Assignment 1. Panic is starting to set in. Back in the old days ie when studying to be a teacher, I ALWAYS used to leave assignments to the last minute and thrived under pressure. This is not the case now - working four days a week and having two darling little children certainly changes things!
Wish me luck :)
Am really struggling with Assignment 1. How much of a definition on ILSC should I include? Am I describing or critically analysing the TL role? Am I making sure possible solutions to obstacles are supported by literature. But the BIGGEST challenge I am finding is with the referencing.
Anyhow, much has come from my readings. Firstly, I am wondering if it is just me, but most descriptions if ILSC seem to be more relevant to a high school than a primary school. Perphaps there are many elements that cross over, but the first few years of schooling and the final years would (and should) be apporached very differently by TLs.
I am bogged down in just how much variety there is in the TL role. I had thought there was a greater emhpasis on literacy before starting, but have realised that this isn't actually so. The role is more about teaching processes and skills. I wonder how many schools are utilising their TLs to the max. We certainly aren't at HS. I admit that I did see library lessons as RFF - and yes I am hanging my head in shame now. How am I going to overcome this when I actually start working in a TL role?
Am going to finish my airy-fairy mumblings here as I really want to get back to Assignment 1. Panic is starting to set in. Back in the old days ie when studying to be a teacher, I ALWAYS used to leave assignments to the last minute and thrived under pressure. This is not the case now - working four days a week and having two darling little children certainly changes things!
Wish me luck :)
Poor misguided me - a year ago :)
Was daydreaming during our staff meeting, as can often be the case. Then I noticed the T/L sitting at one of the tables. It made me smile and cringe at the same time to think about my views a year ago - I'd foolishly thought that when I became a T/L I wouldn't need to attend staff meetings unless they were related to literacy!!! To me that was a big plus of the T/L role. Not sure where I got that idea from. Our T/L is generally a part of all meetings, although I can recall instances where I enviously watched her going about her business fulfilling her 'resourcing' duties while the rest of us had to sit through more and more meetings about the school-wide pedagogy.
How ill-informed I was!
How ill-informed I was!
Wednesday, March 24, 2010
School Library Association QLD - reading
http://www.slaq.org.au/advocacy/school_library_management/rbl.htm
Have found this article very beneficial. Should I have to do a professional reading when I am a TL I think that I will draw from this. In fact I think this may be a great thing to study up on when (if?) I have an onterview for a TL position.
Things I love about this article:
It gives a great idea of the role of the TL but it is v. succinct
It outlines the benefits to everyone:-
teachers - work load is lightened as TL assists in planning and preparation as well as assessment
principals - development of lifelong learners, optimum use of strengths of tchrs and TLs
parents - awareness of their chn as developing skills to be lifelong learners
students - more interesting and stimulating lessons, more individual attention and more catering for learning styles
I also like the research strategy outlined - very simple but seemingly effective
Once again I am wondering if the TL is going to become a thing of the past. The article makes great reading and sheds a lot of light on TL role for me. BUT I can imagine a great number of classroom tchrs who would say that they are capable of planning/implementing RBL in their own classrooms without the need for TL cooperation other than organising resources. I can literally name a dozen off the top of my head who I currently work with. When I do work as a TL I can see now that a lot of time has to go into self-promotion. This is something I am not terribly good at. I can see that I am going to have to learn to sing my own praises, because let's face it no-one else will do it for the TL.
Ramblings now need to comne to an end. Wonder if this post will make sense to me down the track?!?!?!?!?!
Have found this article very beneficial. Should I have to do a professional reading when I am a TL I think that I will draw from this. In fact I think this may be a great thing to study up on when (if?) I have an onterview for a TL position.
Things I love about this article:
It gives a great idea of the role of the TL but it is v. succinct
It outlines the benefits to everyone:-
teachers - work load is lightened as TL assists in planning and preparation as well as assessment
principals - development of lifelong learners, optimum use of strengths of tchrs and TLs
parents - awareness of their chn as developing skills to be lifelong learners
students - more interesting and stimulating lessons, more individual attention and more catering for learning styles
I also like the research strategy outlined - very simple but seemingly effective
Once again I am wondering if the TL is going to become a thing of the past. The article makes great reading and sheds a lot of light on TL role for me. BUT I can imagine a great number of classroom tchrs who would say that they are capable of planning/implementing RBL in their own classrooms without the need for TL cooperation other than organising resources. I can literally name a dozen off the top of my head who I currently work with. When I do work as a TL I can see now that a lot of time has to go into self-promotion. This is something I am not terribly good at. I can see that I am going to have to learn to sing my own praises, because let's face it no-one else will do it for the TL.
Ramblings now need to comne to an end. Wonder if this post will make sense to me down the track?!?!?!?!?!
Tuesday, March 23, 2010
Skrzeczynski - great article
Read the article by Skrzeczynski as part of our readings. LOVED IT :)
It was essentially a case study of OLR - a school in Kenmore, Queensland. I would love to go to this school and actually spend a week there seeing everything in action.
The article was a real 'how to' for teacher librarians -
how to organise the physical space of the library
how to timetable the classes
how to teach information literacy ie giving an information skills model that they find successful
It gives details about the scope and sequence of computeers throughout the school and how computer use is maximised.
A grat resource for the future
It was essentially a case study of OLR - a school in Kenmore, Queensland. I would love to go to this school and actually spend a week there seeing everything in action.
The article was a real 'how to' for teacher librarians -
how to organise the physical space of the library
how to timetable the classes
how to teach information literacy ie giving an information skills model that they find successful
It gives details about the scope and sequence of computeers throughout the school and how computer use is maximised.
A grat resource for the future
Monday, March 15, 2010
de Bono article
http://www.smh.com.au/national/schools-must-teach-thinking-20100313-q53b.html
Read the article about de Bono in SMH. Some was really relevant to my thoughts at this time.
No idea how to attach the article to my blog which is a shame casue it really is interesting.
He discusses how the 'education revolution' at it is being touted, is really just the same old thing. I love the part where he says that in England they teach their children all about the Battle of Hastings and the War of the Roses but not about how to get a mortgage or go to the corner shop.
Am so in agreement with him. I am really concerned about NAPLAN and the effect it is going to have on education. Parents are competitive enough nowadays without having to add in formal nationwide testing from a really young age. Do parents really thing that scoring high in Year 3 or 5 is going to set their child up for life? How many times have you heard of the school dux who has gone on to have an 'ordinary' job? Was at a party recently when this was being discussed. One lady there was telling me about a family she knew that had a bright daughter, and her parents decided quite early on that she was going to be a lawyer. Sure enough she went on and did her law degree, and excelled at her studies. On the day of her graduation, after the family celebration, she handed her degree to her parents apparently saying "Here's the law degree you wanted. Now I'm off to do what I want". She went back to uni and studied nursing. She has now finished that and is loving her career as a nurse.
My point is that there is going to be even more pressure on children from such an early age. Education will essentially become about teaching to the test (as it already is in many schools). How is this going to benefit childrenin the long run? Teaching life skills, problem solving etc is what needs to be taught, but is really neglected. These skills can't be tested in Year 3 and as such are not valued by parents.
As a parent I don't care how my two precious little people go in formal testing. I am with de Bono on developing life skills. This is what will ultimately make them a happy and successful person. NB by successful I mean that doing well in their chosen career, whatever that mighe be.
As a future TL I am afraid that the role will become redundant because it is already not valued by principals and will become even less so. TLs will end up teaching library skills in an information age that is more reliant on technology than books.
Read the article about de Bono in SMH. Some was really relevant to my thoughts at this time.
No idea how to attach the article to my blog which is a shame casue it really is interesting.
He discusses how the 'education revolution' at it is being touted, is really just the same old thing. I love the part where he says that in England they teach their children all about the Battle of Hastings and the War of the Roses but not about how to get a mortgage or go to the corner shop.
Am so in agreement with him. I am really concerned about NAPLAN and the effect it is going to have on education. Parents are competitive enough nowadays without having to add in formal nationwide testing from a really young age. Do parents really thing that scoring high in Year 3 or 5 is going to set their child up for life? How many times have you heard of the school dux who has gone on to have an 'ordinary' job? Was at a party recently when this was being discussed. One lady there was telling me about a family she knew that had a bright daughter, and her parents decided quite early on that she was going to be a lawyer. Sure enough she went on and did her law degree, and excelled at her studies. On the day of her graduation, after the family celebration, she handed her degree to her parents apparently saying "Here's the law degree you wanted. Now I'm off to do what I want". She went back to uni and studied nursing. She has now finished that and is loving her career as a nurse.
My point is that there is going to be even more pressure on children from such an early age. Education will essentially become about teaching to the test (as it already is in many schools). How is this going to benefit childrenin the long run? Teaching life skills, problem solving etc is what needs to be taught, but is really neglected. These skills can't be tested in Year 3 and as such are not valued by parents.
As a parent I don't care how my two precious little people go in formal testing. I am with de Bono on developing life skills. This is what will ultimately make them a happy and successful person. NB by successful I mean that doing well in their chosen career, whatever that mighe be.
As a future TL I am afraid that the role will become redundant because it is already not valued by principals and will become even less so. TLs will end up teaching library skills in an information age that is more reliant on technology than books.
Friday, March 12, 2010
Have I learned nothing!!!!!!
I am absolutely disgsted with myself. Today was library day and in the infants classes it really is like RFF - the TL takes the class for library skills and storytelling. Today the TL had to leave because her daughter was sick. For a fleeting moment I was annoyed because I had all my Literacy Groups for next week that I needed to organise - when was I going to get it done now??? Then I thought about all the reading I have been doing and realised that this attitude it what is killing off the TLs. Their library time is not release time and should not be considered so.
In my defense, there is no cooperative planning/teaching at our school, so library really is like release time
In my defense, there is no cooperative planning/teaching at our school, so library really is like release time
Thursday, March 11, 2010
Fiction vs Non-fiction
Having read an article by Herring (Teacher Librarians and the school library) I was astounded to realise that there should be more non-fiction than fiction books in a school library! I went into the library the next day and sure enough, that's what it is like. I had never realised before. It makes sense though. My perception of the school library being a place to encourage chn to be readers surely is being blown up - little bit by little bit.
Tuesday, March 2, 2010
RBL
I have spent the morning slogging away with the readings for Topic 1. I have put it off til today - my day off teaching and what is, to me, my first official day of study.
Thoughts at the moment?!
RBL sounds great. Is it really going to work though? Too much emphasis is placed on results drives tests such as NAPLAN. Even school reports have children graded from A - E from Year 1 onwards. (Which in my opinion is shameful - let's brand 6 year olds as incompetent from from the word go!!)
Also, I am looking at this very much so from the point of view of an infants teacher. RBL might be hugely successful with older children, but I think has lots of limitations in the younger years.
As I was reading Haycock, I started to get really excited about what was going on in my own classroom, particularly with regards to Literacy Groups and thinking that perhaps it is possible in 'the early years'. Reading through the behaviours exhibited by facilitators I started reflecting:
1. Teachers retain the responsibility for learning for ensuring learning occurs by structuring the learning environment
Tick. I do this
2. Teachers are actively involved in guiding student learning
Another tick and this time a pat on the back. Another thing done during Literacy Groups
3. Teachers are actively involved in tracking and assessing student learning
Once again, I can tick that box
Then I read the next page and realised that what I was actually doing was 'putting a bunch of students and a bunch of resources together'. While there is differentiation of tasks to allow for different abilities, I was not actually designing tasks that encourage problem solving or decision-making. I have activities that range from open-ended to very closed tasks that have a right or wrong answer. Is this okay? I think for my little Year 1 children it is.
Maybe this is an area I need to address in the classroom. However, I need to be mindful of the fact that I am teaching Year 1 children, and Literacy Groups is a time for implicit teaching. It seems to me that sometimes actual teaching goes out the window in favour of student-directed learning. In order to provide students with RBL, don't we need to teach them how to do this. And doesn't there need to be lots of actual 'teaching' particularly in the younger years when the children are learing essential skills eg how to read, in order to be able to participate in RBL.
Right or wrong this is where my current thinking lies. When I move to a Primary class my opinion will surely change. If it doesn't then I will need to take a good hard look at what I am doing.
Thoughts at the moment?!
RBL sounds great. Is it really going to work though? Too much emphasis is placed on results drives tests such as NAPLAN. Even school reports have children graded from A - E from Year 1 onwards. (Which in my opinion is shameful - let's brand 6 year olds as incompetent from from the word go!!)
Also, I am looking at this very much so from the point of view of an infants teacher. RBL might be hugely successful with older children, but I think has lots of limitations in the younger years.
As I was reading Haycock, I started to get really excited about what was going on in my own classroom, particularly with regards to Literacy Groups and thinking that perhaps it is possible in 'the early years'. Reading through the behaviours exhibited by facilitators I started reflecting:
1. Teachers retain the responsibility for learning for ensuring learning occurs by structuring the learning environment
Tick. I do this
2. Teachers are actively involved in guiding student learning
Another tick and this time a pat on the back. Another thing done during Literacy Groups
3. Teachers are actively involved in tracking and assessing student learning
Once again, I can tick that box
Then I read the next page and realised that what I was actually doing was 'putting a bunch of students and a bunch of resources together'. While there is differentiation of tasks to allow for different abilities, I was not actually designing tasks that encourage problem solving or decision-making. I have activities that range from open-ended to very closed tasks that have a right or wrong answer. Is this okay? I think for my little Year 1 children it is.
Maybe this is an area I need to address in the classroom. However, I need to be mindful of the fact that I am teaching Year 1 children, and Literacy Groups is a time for implicit teaching. It seems to me that sometimes actual teaching goes out the window in favour of student-directed learning. In order to provide students with RBL, don't we need to teach them how to do this. And doesn't there need to be lots of actual 'teaching' particularly in the younger years when the children are learing essential skills eg how to read, in order to be able to participate in RBL.
Right or wrong this is where my current thinking lies. When I move to a Primary class my opinion will surely change. If it doesn't then I will need to take a good hard look at what I am doing.
Friday, February 19, 2010
My First Blog!!!
WooHoo!! I have just created a blog. Not totally sure what I am doing, but am giving it a red hot go.
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