instructional literacy and the library educator: reflective habits for effective practice (handout,...

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Instructional Literacy and the Library Educator Char Booth 2011 1 : Instructional Literacy a | Reflective practice is the act of understanding and shaping your skills and abilities throughout the teaching and training process. Metacognition is the internal element of reflection, while collaboration is its external element. b | Educational theory provides evidence-based insight into teaching and learning. It consists of learning theory (how people synthesize information and create meaning from instruction), instructional theory (teaching methods in on-site and e-learning contexts), and curriculum theory (content knowledge specific to subjects and audiences). c | Teaching technologies are the tools and media that facilitate learning in face to face, online, and blended instruction, as well as methods for evaluating and selecting them effectively. d | Instructional design is a learner-focused method for integrating reflection, theory, and technology into your teaching and training approach. 2 : Qualities of Effective Instructors > List three adjectives that describe the best and worst educators you recall from your time as a learner. Best Instructor = _______ _ __ ___ _ ____ __ ___ _ ____________ Worst Instructor = _____ _ ___ ______ _ ___ ___ ____________ > These are the qualities you yourself most likely try to replicate and avoid (hopefully in that order). 3 : Reflective Strategies Metacognition includes activities as simple as observing learners in the moment, doing three-question reflections after teaching interactions (what went well? what bombed? what should I follow up on?), concept/curriculum mapping (mindomo.com), and building teaching portfolios . Gleaning is capturing and documenting aspects of your teaching and learning environment that are significant or inspirational, from discussion capture or recording to taking photos of events or styles and materials that inspire you. Attribution is key to gleaning: give credit where credit is due. Collaboration takes many forms, such as mentorship, peer observation, co-teaching, skillshares, professional development resources, recognizing the accomplishments of colleagues, and bonding and team-building activities. All of these build communities of practice .

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Page 1: Instructional Literacy and the Library Educator: Reflective Habits for Effective Practice (Handout, 2011 WebJunction keynote)

I n s t r u c t i o n a l L i t e r a c y a n d t h e L i b r a r y E d u c a t o r C h a r B o o t h 2 0 1 1 1 : I n s t r u c t i o n a l L i t e r a c y

a | R e f l e c t i v e p r a c t i c e i s t h e a c t o f u n d e r s ta n d in g a n d s h a p in g y o u r s k i l l s a n d a b i l i t i e s

t h r o u g h o u t t h e t e a c h in g a n d t r a i n i n g p r o c e s s . M e ta c o g n i t i o n i s t h e i n t e r n a l e l e m e n t o f

r e f l e c t i o n , w h i l e c o l l a b o r a t i o n i s i t s e x te r n a l e l e m e n t .

b | E d u c a t i o n a l t h e o r y p r o v i d e s e v i d e n c e - b a s e d i n s i g h t i n t o t e a c h in g a n d l e a r n i n g . I t

c o n s i s t s o f l e a r n i n g t h e o r y ( h o w p e o p le s y n th e s i z e i n f o r m a t i o n a n d c r e a te m e a n in g f r o m

i n s t r u c t i o n ) , i n s t r u c t i o n a l t h e o r y ( t e a c h in g m e th o d s i n o n - s i t e a n d e - l e a r n i n g c o n te x t s ) , a n d

c u r r i c u l u m t h e o r y ( c o n te n t k n o w le d g e s p e c i f i c t o s u b je c t s a n d a u d ie n c e s ) .

c | T e a c h in g t e c h n o lo g ie s a r e t h e t o o l s a n d m e d ia t h a t f a c i l i t a t e l e a r n i n g i n f a c e t o f a c e ,

o n l i n e , a n d b l e n d e d i n s t r u c t i o n , a s w e l l a s m e th o d s f o r e v a lu a t i n g a n d s e le c t i n g

t h e m e f f e c t i v e l y .

d | I n s t r u c t io n a l d e s ig n i s a l e a r n e r - f o c u s e d m e th o d f o r i n t e g r a t i n g r e f l e c t i o n , t h e o r y , a n d

t e c h n o lo g y i n t o y o u r t e a c h in g a n d t r a i n i n g a p p r o a c h .

2 : Q u a l i t i e s o f E f f e c t i v e I n s t r u c t o r s

> L i s t t h r e e a d j e c t i v e s t h a t d e s c r i b e t h e b e s t a n d w o r s t e d u c a t o r s y o u r e c a l l f r o m y o u r t i m e a s a l e a r n e r . B e s t I n s t r u c t o r = _______ _ __ ___ _ ____ __ ___ _ _ _ _ _ _ _ _ _ _ _ _ _ W o r s t In s t r u c t o r = _____ _ ___ ______ _ ___ ___ _ _ _ _ _ _ _ _ _ _ _ _ > T h e s e a r e t h e q u a l i t i e s y o u y o u r s e l f m o s t l i k e l y t r y t o r e p l i c a t e a n d a v o i d ( h o p e f u l l y i n t h a t o r d e r ) .

3 : R e f l e c t i v e S t r a t e g i e s

M e t a c o g n i t io n i n c l u d e s a c t i v i t i e s a s s im p le a s o b s e r v i n g l e a r n e r s i n t h e m o m e n t , d o i n g

t h r e e - q u e s t i o n r e f l e c t i o n s a f t e r t e a c h in g i n t e r a c t i o n s ( w h a t w e n t w e l l ? w h a t b o m b e d ? w h a t

s h o u ld I f o l l o w u p o n ? ) , c o n c e p t / c u r r i c u l u m m a p p in g ( m in d o m o .c o m ) , a n d b u i l d i n g t e a c h in g

p o r t f o l i o s .

G le a n in g i s c a p tu r i n g a n d d o c u m e n t i n g a s p e c t s o f y o u r t e a c h in g a n d l e a r n i n g e n v i r o n m e n t

t h a t a r e s i g n i f i c a n t o r i n s p i r a t i o n a l , f r o m d i s c u s s i o n c a p tu r e o r r e c o r d i n g t o t a k i n g p h o to s o f

e v e n t s o r s t y l e s a n d m a te r i a l s t h a t i n s p i r e y o u . A t t r i b u t i o n i s k e y t o g l e a n in g : g i v e c r e d i t

w h e r e c r e d i t i s d u e .

C o l l a b o r a t i o n t a k e s m a n y f o r m s , s u c h a s m e n to r s h ip , p e e r o b s e r v a t i o n , c o - t e a c h in g ,

s k i l l s h a r e s , p r o fe s s i o n a l d e v e lo p m e n t r e s o u r c e s , r e c o g n i z i n g t h e a c c o m p l i s h m e n ts o f

c o l l e a g u e s , a n d b o n d in g a n d t e a m - b u i l d i n g a c t i v i t i e s . A l l o f t h e s e b u i l d c o m m u n i t i e s o f

p r a c t i c e .

Page 2: Instructional Literacy and the Library Educator: Reflective Habits for Effective Practice (Handout, 2011 WebJunction keynote)

4 : The USER Method Char Booth , 2011

1 | U n d e r s t a n d . B e c o m e f a m i l i a r w i t h t h e l e a r n i n g s c e n a r i o .

a | S ta r t b y i d e n t i f y in g a p r o b le m t h a t i n s t r u c t i o n c a n s o l v e b y a s s e s s in g n e e d s . I n t h i s s t e p , y o u a s k , “ W h a t i s t h e c h a l l e n g e l e a r n e r s f a c e , a n d h o w c a n I h e l p t h e m m e e t i t ? ”

b | T h i s i s f o l l o w e d b y a n a ly z in g t h e s c e n a r io , w h ic h i n v o l v e s c o n s id e r i n g t h e

c o n d i t i o n s a n d c o n s t r a i n t s o f e a c h e le m e n t o f i n s t r u c t i o n – l e a r n e r , c o n te n t , c o n te x t , a n d e d u c a to r .

2 | S t r u c t u r e . D e f i n e w h a t y o u w a n t l e a r n e r s t o b e a b le t o a c c o m p l i s h a s a r e s u l t o f t h e i n t e r a c t i o n , a n d t h e s t r a t e g i e s y o u w i l l u s e t o p r e s e n t a c t i v e a n d l e a r n e r - f o c u s e d c o n te n t .

c | B e g in b y c r e a t in g t a r g e t s – g o a l s , o b j e c t i v e s , a n d o u t c o m e s – t h a t h e l p y o u

s t r e a m l i n e y o u r i n s t r u c t i o n a l m e s s a g e s a n d e v a lu a te i f l e a r n i n g h a s o c c u r r e d . d | B r a i n s to r m m e th o d s t o a ) i n v o lv e l e a r n e r s u s i n g d i f f e r e n t i a t e d d e l i v e r y

t e c h n iq u e s , t e c h n o lo g i e s , a n d a c t i v i t i e s , a n d b ) e x t e n d t h e i n t e r a c t i o n t h r o u g h s c a f f o l d i n g a n d s u p p o r t .

3 | E n g a g e . C r e a t e y o u r i n s t r u c t i o n a l o b j e c t s a n d d e l i v e r t h e l e a r n i n g e x p e r i e n c e : e | D e v e l o p t h e m a t e r i a l s y o u w i l l u s e t o i n s t r u c t . T h i s b e g in s w i t h c r e a t i n g

p r o to t y p e s , g a th e r i n g f e e d b a c k , t h e n r e v i s i n g a n d f i n a l i z i n g y o u r l e a r n i n g o b je c t s . f |D e l i v e r in s t r u c t io n b y c a p tu r i n g l e a r n e r a t t e n t i o n , p r e s e n t i n g s t r e a m l i n e d

i n s t r u c t i o n a l m e s s a g e s , a n d c o m m u n i c a t i n g y o u r t e a c h e r i d e n t i t y . 4 | R e f l e c t . C o n s id e r w h e t h e r l e a r n i n g t a r g e t s h a v e b e e n m e t a n d h o w y o u m ig h t im p r o v e y o u r i n s t r u c t i o n a l p r o d u c t . g | A s s e s s y o u r im p a c t b y d e te r m in i n g i f p a r t i c i p a n t s h a v e m e t t h e d e s i r e d

l e a r n i n g t a r g e t s . h | B a s e d o n t h i s a s s e s s m e n t , c o n s id e r w a y s t o r e v is e a n d r e u s e y o u r c o n te n t i n

t h e f u t u r e .

Page 3: Instructional Literacy and the Library Educator: Reflective Habits for Effective Practice (Handout, 2011 WebJunction keynote)

5 : USER Ins t ruc t ion P lann ing Templa te

1 - Understand a Ident i fy problem

b Analyze Scenario Learners - ______________________________________________

Context - _______________________________________________

Content - _______________________________________________

Educator - ______________________________________________

2 - Structure c Def ine Targets Goal - __________________________________________________

Object ive - ______________________________________________

Outcome - ______________________________________________

d Create Content

3 - Engage e Del iver Message

f Involve & Extend Invo lve - ________________________________________________

Extend - ________________________________________________

4 - Reflect g Assess Impact

h Revise & Reuse Revise - ________________________________________________

Reuse - ________________________________________________

E x c e r p t e d f r o m R e f l e c t i v e T e a c h i n g E f f e c t i v e L e a r n i n g b y C h a r B o o t h , A L A E d i t i o n s , 2 0 1 1 | c h a r b o o t h @ g m a i l