Instruction
Demonstrate an understanding of the role of Teacher Librarian as Instructor.
Working in a school library setting means one must understand content or what is being taught to students, the standards or why content is being taught, and instruction or how students are learning the standards through the content instruction. Teacher Librarians must be able to teach students how to access the information needed to meet the content standards. We are responsible for instruction of multiple library elements; how to find books, how to research, and access digital databases. We also need to utilize the standard measures of assessment to know our students and their particular needs as our schools service diverse populations of students from all over the world. Included are some examples of instruction on databases for high school in English and marine biology as well as writing research questions for 6th grade though Depth and Complexity prompts. All lesson are standards based including Common Core State Standards and/or Next Generation Science Standards. Student were taught how to use the online catalog for locating books at their Lexile levels to support the overall program of the school which utilize assessments to measure reading growth. Examples include the following:
Demonstrate a capacity to design instruction to meet standards.
Description of Evidence: This is a lesson on databases which the high school students used to conduct research.
Connection to Standards: Common Core Standards used:
Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
* Academic terms and relevant definitions will be provided as support for ELD Students. ELD Standards incorporated: A. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics 2. Interacting with others in written English in various communicative forms (print, communicative technology and multimedia) . . . 4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)
Blue-Ocean-Background-PowerPoint-Templates.pptxDescription of Evidence: This is a powerpoint presentation for the Marine Biology Animal Project to introduce students to utilizing tools on the databases, but also to provide them resources for their research topics. The students were given a tour of databases and the tools to cite sources was reviewed.
Connection to Standards: Common Core Standards used:
Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
NGSS Performance Expectation: HS-LS2-8 – Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce. [Emphasis is on (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behavior could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming].
ORIENTATION
Use multiple measures of assessment.
Description of Evidence: The Growth Plan visit was done on a lesson that I used formative assessment to determine the reading levels of students to make recommendations library book written at their independent level. We used the data from school wide reading inventory assessments to show the students how to utilize scores on the catalog to find selections.
Connection to Standards: Reader's Advisory connects to the California Model School Library Standards for high school: STANDARD 4 Students integrate information literacy skills into all areas of learning. The student will independently pursue information to become a lifelong learner.
Description of Evidence: Teachers administer the Star Reading Inventory 3 times a year. We examined the data of students and determined their reading levels. This data relates to the students progress in reading and tracks where the student lands on each assessment.
Connection to Standards: The connection is the same, but connects more closely to the following: Read widely and use various media for information, personal interest, and lifelong learning: a. Independently read two million words annually, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. b. Demonstrate competence and self-motivation in reading, listening, and viewing information. c. Develop strategies to focus on personal learning. d. Demonstrate personal responsibility for lifelong learning. e. Select information on a topic of interest.
EVALUATION
Use multiple instructional techniques for diverse student populations.
RESEARCH QUESTIONS
Description of evidence: This introductory activity on writing a research question intended for 6th grade. Students were introduced to Depth & Complexity icons prior to visiting though a direct lesson I taught them in their classroom the week prior. We utilize these eleven icons as tools that act as lenses for formulating various types of questions. When using Depth & Complexity, students will be prompted to look at topics in new ways and from various perspectives allowing us to take students deeper into grade-level material rather than moving them onto a new topic. Essentially, students can look at the same topic but from multiple perspectives. Students were asked to generate their own questions on their own topic of interest. Questions were submitted to the teacher through a Schoology assignment. The assignment did not go beyond generating questions.
Depth & Complexity instruction is considered differentiation ; when we differentiate as teachers, we are either asking the students to produce different products, OR teachers can differentiate their content (what we are teaching) or the process (how we are teaching.) In this assignment, what is differentiated are the student topic of choice, and their questions. Depth and Complexity is a scaffold for Gifted and GATE students. However, in my years of experience teaching, I have found Depth and Complexity to be a fundamental support for our language learners. This is especially true when formulating questions in general. Our class had many students who needed fundamental practice in generating questions.
Reflection: Opportunities to gather student research questions via a Google Document would have allowed for better collaboration with the students and teacher.
Connection to Standard: AASL Standards Framework I. Inquire & A.Think: Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning