I have recently presented a professional learning session to the wonderful Teacher-Librarians of the Sydney Region. During this session I was able to share the strategies and resources I employ to create a quality teaching environment.
I follow a three step approach when developing library lessons and experience:
REFLECT, PLAN, ASSESS
Reflect
Ask yourself these three questions:
Plan
Follow the teaching cycle to Prepare, Plan, Program and Assess programs and lessons. This cycle ensures you consider what the following before teaching:
Assess
Construct worksheets, activities and experiences that engage students. The purpose of assessment is to determine that students have taken the content on board, responses should be accurate and succinct. Vary the range of response formats such as drawing, written, digital, or oral to engage and activate all students.
The following strategies are useful:
Multiple Intelligence
http://www.georgefox.edu/education/resources/mentoring/Resources%20for%20Teachers/Multiple_Intelligence_Guide.pdf
Blooms Taxonomy
http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf (Action verbs)
Super 6 Comprehension Strategies
http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf
In short my top five tips to achieve a quality teaching/learning environment are:
· Create a Narrative to engage students
· Acknowledge effort- written , creative, reading, thinking (see pbl banks library pdf file below)
· Connect lessons using a central focus or theme
· Vary responses- written, draw, verbal, digital
· Guide students during independent reading times by directing students to three of four locations, or topic related books from which to read from. Use this time to broaden student reading experiences. (see reading wheel doc below)
I follow a three step approach when developing library lessons and experience:
REFLECT, PLAN, ASSESS
Reflect
Ask yourself these three questions:
- What do we (teachers) ask of our students?
- What actually happens?
- How do we observe or record evidence of student achievement?
Plan
Follow the teaching cycle to Prepare, Plan, Program and Assess programs and lessons. This cycle ensures you consider what the following before teaching:
- Where are my students now?
- What do I want my students to learn?
- How will I get my students there?
- How do I know when my students get there?
Assess
Construct worksheets, activities and experiences that engage students. The purpose of assessment is to determine that students have taken the content on board, responses should be accurate and succinct. Vary the range of response formats such as drawing, written, digital, or oral to engage and activate all students.
The following strategies are useful:
Multiple Intelligence
http://www.georgefox.edu/education/resources/mentoring/Resources%20for%20Teachers/Multiple_Intelligence_Guide.pdf
Blooms Taxonomy
http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf (Action verbs)
Super 6 Comprehension Strategies
http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf
In short my top five tips to achieve a quality teaching/learning environment are:
· Create a Narrative to engage students
· Acknowledge effort- written , creative, reading, thinking (see pbl banks library pdf file below)
· Connect lessons using a central focus or theme
· Vary responses- written, draw, verbal, digital
· Guide students during independent reading times by directing students to three of four locations, or topic related books from which to read from. Use this time to broaden student reading experiences. (see reading wheel doc below)
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