FACILITATING POSITIVE SHIFT IN USE OF REFERENCE RESOURCES WITH EDUCATORS;
I choose the; CONCERNS BASED ADOPTION MODEL and the University of Florida's TECHNOLOGY INTEGRATION MATRIX for teachers that takes into account ;WHERE a teacher is in their journey with resources and HOW they use can/are being within meaningful learning environments.
I decided to use this matrix along with the CBAM and in particular the Expression of Concern chart to emphasis the psychological/affective side because I felt this combination gave me the most direction in how to proceed when making a change. The 5 by 5 matrix refers to technology BUT I feel as is done in the CBAM models that the word INNOVATION or NEW PRACTICE can be used in place of technology and in this assignment I am referring in particular to reference resources whether digital or print.
The point IS OUR ROLE AS TEACHER LIBRARIANS IS TO HELP STUDENTS ACCESS AND UTILIZE THE BEST RESOURCES FOR THEIR INQUIRY/PURPOSE.
The CBAM model of expression of concern indicates the feelings and questions that a teacher would have based on their level of concern and the behavioral chart is the physical expression of where they are at. By understanding this the facilitator ( myself in this case) can be more effective in assisting them to progress.
CLICK HERE; for EXPRESSION and BEHAVIORAL INDICATORS of the CONCERNED BASED ADOPTION MODEL
Typical Expressions of Concern about an Innovation/ Table 3.
 |
| University of Florida Technology Integration Matrix |
The point IS OUR ROLE AS TEACHER LIBRARIANS IS TO HELP STUDENTS ACCESS AND UTILIZE THE BEST RESOURCES FOR THEIR INQUIRY/PURPOSE.
The CBAM model of expression of concern indicates the feelings and questions that a teacher would have based on their level of concern and the behavioral chart is the physical expression of where they are at. By understanding this the facilitator ( myself in this case) can be more effective in assisting them to progress.
CLICK HERE; for EXPRESSION and BEHAVIORAL INDICATORS of the CONCERNED BASED ADOPTION MODEL
Typical Expressions of Concern about an Innovation/ Table 3.
Stage of Concern
|
Expression of Concern
|
| 6. Refocusing | I have some ideas about something that would work even better. |
| 5. Collaboration | How can I relate what I am doing to what others are doing? |
| 4. Consequence | How is my use affecting learners? How can I refine it to have more impact? |
| 3. Management | I seem to be spending all my time getting materials ready. |
| 2. Personal | How will using it affect me? |
| 1. Informational | I would like to know more about it. |
| 0. Awareness | I am not concerned about it. |
I will outline 2 teachers and their pedagogical practice; where they are in the matrix in how they use reference resources in their own practice and with students. I will give them fictitious names to distinguish them apart.
CASE 1- Sue
Sue is a 59 year old teacher who has taught for about 30 years in a mixed aged class of grades 5 to 6 and holds on to her tried and true way of class procedures and instruction.She is comfortable and routine in her procedures.On the expression of concern chart she is on the 3rd pier at PERSONAL on EXPRESSION and PREPARATION for BEHAVIORAL INDICATORS and on the MATRIX with her integration practice of resources my estimation she is at the ENTRY LEVEL.
Students are monitored in their work with a singular common outcome in most cases with little variation.
Sue uses print resources and some technology herself but not with too much meaningful integration.Lessons are often given with a smartboard to all children or in one grade at a time where sue uses a smartmarker to emphasize teaching on the board .Concrete materials are used as examples by her and sometimes pairs use them for a short time or for remedial use.
There are laptops available and students who prefer not to hand write use them for word processing (substitution) and sue uses the internet for her individual research and students may use laptops for "research" individually when directed by Sue but no explicit teaching of reference research skills or list of reliable websites. are given. There are reference resources in the class; dictionaries; thesaurus and atlas but not used by students very much.The students primarily are listening and watching technology .Sue decides how and when the resources are used by students.Sue generally corrects assignments with little input from students.
CASE 2 TOM
TOM is a 45 year old teacher of grades 4/5 who is more proficient and aware of using more innovative resources like digital encyclopedias and using the web in conventional ways and guides students through the steps one by one together in a sequence with a common or group goal picked by him.There are print versions of reference resources in the class but they are rarely used. Research is generally done individually are not used in collaboration. The smartboard is used regularly and some meaningful content is talked about while students watch and listen .Educational videos are played for all students to watch with generally lower order questions at the end. Tom generally picks out the resources and directs students though they have a choice sometimes on their topic and those whose handwriting is difficult use keyboarding on a laptap and co writer to help with spelling.
In my estimation on the matrix Tom is in the ADOPTION Level of integration of resources and 4TH PIER on the CBAM MODEL with CONSEQUENCE EXPRESSION OF CONCERN and ROUTINE BEHAVIOR INDICATOR.
MAKING A GROWTH FLOW TRANSITION ; INVOLVES:
1. Active listening to thoughtful questions
2. Competent understanding of innovative uses of reference resources
3.Relaying this knowledge to help a colleague advance in their use and application for their environment
Theories of change CBAM MODEL ;from the US Children's summit summarized the process like this:
What Do We Know from Research About Change in Teacher Practice? • Change is a process, not an event. • Change is accomplished by individuals, not institutions. • Change is a highly personal experience. • Change involves developmental growth. • Facilitating change requires focusing on individuals, innovations, and the context.
Case 1 Questioning to pose:
Questions that Sue at the PERSONAL EXPRESSION LEVEL and PREPARATION BEHAVIORAL LEVEL and ENTRY INTEGRATION LEVEL are:
How will it affect me? How will this new introduction of a change on practice affect me? How will I incorporate it into my practice? what do I need to learn?what skills do I need? Sue has decided that she does want to integrate a new innovation but just needs scaffolding assistance to bring it into practice. Sue is preparing herself emotionally and cognitively adopting new innovations. Sue is at the stage where she has decided that she wants to grow; has some information and is inquiring how to implement it in a conventional way for now.Sue is beginning to move beyond her own needs and concerns and how this new innovation can be integrated and her personal capacity to mange it.
The questions to pose to bring her to the next level to MANAGEMENT EXPRESSION and MECHANICAL BEHAVIORAL and ADOPTION INTEGRATION;
When can we get together to learn about this new resource ? What skills do you feel you are lacking? How are you feeling about this change? Can you come and observe it in practice? What adaptations do you need for your environment? how do you picture using it? Why do you choose to learn this new practice? what would you change or add? Using ACTIVE LISTENING SKILLS is key to fully being a successful mentor and being clear what your purpose and skills are that I or another mentor brings.
Case 2 Questioning to pose;
Tom has accepted and has some knowledge in use of innovative resources but wants to adapt and grow more proficient and use the tool ina more exploratory way.
Questioning that Tom at the MANAGEMENT EXPRESSION LEVEL ; MECHANICAL BEHAVIORAL LEVEL and ADOPTION INTEGRATION LEVEL are: Why am I spending most of my time and energy on the application?; what can I do to have a greater impact on my students learning? what can I eliminate or add to use this resource ? How can I explore the possibilities? What skills and information do I need to advance in applying this resource in a more meaningful way? How is the use affecting learning? Is this worth it?
The questions to pose to bring him to a higher level of CONSEQUENCE EXPRESSION LEVEL;ROUTINE BEHAVIORAL and ADAPTATION INTEGRATION are:
What is working for you?What is not working?What skills; information do you need to help you advance in your use becoming more routine? when is a good time to meet to help you? What impact have you found on your students learning? what did you change? add? keep? what adaptations can you make for special needs in your environment? How do you feel about your growing proficiency in improving your practice?How can you evaluate the impact on students learning? How can you evaluate your use of new innovations?
2. REFERENCE RESOURCES TO INTRODUCE; APPLY and INTEGRATE;
This is list of reference resources that I feel confident and proficient in to share with colleagues when making a transition: for reviews by educators check out commonsense media and school library journal at reviews/reference/world-records-atlases-galore-reference-works/.
DIGITAL REFERENCE RESOURCES:
https://www.usaid.gov/sites/default/files/documents/1865/Roberts.pdf [Accessed 2 Mar. 2018].
Keller, E., Karen Jensen, T., Engelfried, S., MacGregor, A., MacGregor, A., Jonker, T., Jonker, T., Jonker, T., Bird, E. and Karen Jensen, T. (2018). World Records, Atlases Galore, & More Reference Works. [online] School Library Journal. Available at: https://www.slj.com/2018/01/reviews/reference/world-records-atlases-galore-reference-works/#_ [Accessed 2 Mar. 2018].
q=scholastic+reference+books&rlz=1C1GCEA_enCA756CA756&oq=scholastic+refrence&aqs=chrome.2.69i57j0l5.26658j0j8&sourceid=chrome&ie=UTF-8 [Accessed 2 Mar. 2018].
Kids.kiddle.co. (2018). Kiddle encyclopedia. [online] Available at: https://kids.kiddle.co/ [Accessed 2 Mar. 2018].
Coolfactsforkids.com. (2018). About Us. [online] Available at: http://www.coolfactsforkids.com/about-us/ [Accessed 2 Mar. 2018].
dag, p. (2018). Searching KnowBC -- KnowBC - the leading source of BC information. [online] Knowbc.com. Available at: http://knowbc.com/knowbc/Searching-KnowBC [Accessed 2 Mar. 2018].
Thecanadianencyclopedia.ca. (2018). The Canadian Encyclopedia. [online] Available at: https://thecanadianencyclopedia.ca/en/ [Accessed 2 Mar. 2018].
Statcan.gc.ca. (2018). Statistics by subject. [online] Available at: https://www.statcan.gc.ca/eng/subjects/index?MM=1 [Accessed 2 Mar. 2018].
(2018). [online] Available at: https://scholar.google.ca/ [Accessed 2 Mar. 2018].
CASE 2 TOM
TOM is a 45 year old teacher of grades 4/5 who is more proficient and aware of using more innovative resources like digital encyclopedias and using the web in conventional ways and guides students through the steps one by one together in a sequence with a common or group goal picked by him.There are print versions of reference resources in the class but they are rarely used. Research is generally done individually are not used in collaboration. The smartboard is used regularly and some meaningful content is talked about while students watch and listen .Educational videos are played for all students to watch with generally lower order questions at the end. Tom generally picks out the resources and directs students though they have a choice sometimes on their topic and those whose handwriting is difficult use keyboarding on a laptap and co writer to help with spelling.
In my estimation on the matrix Tom is in the ADOPTION Level of integration of resources and 4TH PIER on the CBAM MODEL with CONSEQUENCE EXPRESSION OF CONCERN and ROUTINE BEHAVIOR INDICATOR.
MAKING A GROWTH FLOW TRANSITION ; INVOLVES:
1. Active listening to thoughtful questions
2. Competent understanding of innovative uses of reference resources
3.Relaying this knowledge to help a colleague advance in their use and application for their environment
Theories of change CBAM MODEL ;from the US Children's summit summarized the process like this:
What Do We Know from Research About Change in Teacher Practice? • Change is a process, not an event. • Change is accomplished by individuals, not institutions. • Change is a highly personal experience. • Change involves developmental growth. • Facilitating change requires focusing on individuals, innovations, and the context.
Case 1 Questioning to pose:
Questions that Sue at the PERSONAL EXPRESSION LEVEL and PREPARATION BEHAVIORAL LEVEL and ENTRY INTEGRATION LEVEL are:
How will it affect me? How will this new introduction of a change on practice affect me? How will I incorporate it into my practice? what do I need to learn?what skills do I need? Sue has decided that she does want to integrate a new innovation but just needs scaffolding assistance to bring it into practice. Sue is preparing herself emotionally and cognitively adopting new innovations. Sue is at the stage where she has decided that she wants to grow; has some information and is inquiring how to implement it in a conventional way for now.Sue is beginning to move beyond her own needs and concerns and how this new innovation can be integrated and her personal capacity to mange it.
The questions to pose to bring her to the next level to MANAGEMENT EXPRESSION and MECHANICAL BEHAVIORAL and ADOPTION INTEGRATION;
When can we get together to learn about this new resource ? What skills do you feel you are lacking? How are you feeling about this change? Can you come and observe it in practice? What adaptations do you need for your environment? how do you picture using it? Why do you choose to learn this new practice? what would you change or add? Using ACTIVE LISTENING SKILLS is key to fully being a successful mentor and being clear what your purpose and skills are that I or another mentor brings.
Case 2 Questioning to pose;
Tom has accepted and has some knowledge in use of innovative resources but wants to adapt and grow more proficient and use the tool ina more exploratory way.
Questioning that Tom at the MANAGEMENT EXPRESSION LEVEL ; MECHANICAL BEHAVIORAL LEVEL and ADOPTION INTEGRATION LEVEL are: Why am I spending most of my time and energy on the application?; what can I do to have a greater impact on my students learning? what can I eliminate or add to use this resource ? How can I explore the possibilities? What skills and information do I need to advance in applying this resource in a more meaningful way? How is the use affecting learning? Is this worth it?
The questions to pose to bring him to a higher level of CONSEQUENCE EXPRESSION LEVEL;ROUTINE BEHAVIORAL and ADAPTATION INTEGRATION are:
What is working for you?What is not working?What skills; information do you need to help you advance in your use becoming more routine? when is a good time to meet to help you? What impact have you found on your students learning? what did you change? add? keep? what adaptations can you make for special needs in your environment? How do you feel about your growing proficiency in improving your practice?How can you evaluate the impact on students learning? How can you evaluate your use of new innovations?
2. REFERENCE RESOURCES TO INTRODUCE; APPLY and INTEGRATE;
This is list of reference resources that I feel confident and proficient in to share with colleagues when making a transition: for reviews by educators check out commonsense media and school library journal at reviews/reference/world-records-atlases-galore-reference-works/.
DIGITAL REFERENCE RESOURCES:
- kpedia- 700,000 plus articles;Kiddle search engine(child based)kiddle includes kimages and videos
- coolfactsforkids.com-website put together by a mom and 8 year old daughter; limited content easy to read
- knowbc.com includes online encyclopedia of BC and of raincoast place names and more-free for all schools in BC) knowbc/Searching this page explains the many search options
- canadianencyclopedia.ca-everything Canadian at a readable level with links; searchable
- statcan.gc.ca;Canadian statistics ; searchable alphabetically by subject and by key resource such as data tables; articles; maps etc
- scholar.google Google Scholar-bibliographic database; serachable by relevence/date; free abstracts; full text costs money; scholarly literature in many disciplines.high school level and up
- dkfindout.com-great for young readers(up to grade 6) with the colour picure/text subject and subheadings to click on. Picture links to further learning.Includes videos and a quiz and DK supplementary books that can be purchased on subjects.
- bcerac.ca-most schools in BC are a member(mine is not so I do not have first hand use) co-operative that evaluates,licensing and acquisition of print and digital resources. Resource training offered; helpful in bringing staff to a higher level of resource use. EBSCOhost database and World book e-encyclopedia age leveled series etc;
- Smithsonian learninglab-I discovered this on my Twitter feed and explored it. American based; not comprehensive as a reference source but brings in many formats; video images;audio and is a global sharing platform. Unique in its artists collections; can search by subject /collection
- Scholastic education technology resources; this a set of paid subscription resources including the reference resource of Grolier online of 8 databases for grades 4 to 12
- OER shared resources; open education; educators share lessons; videos; games. simulations etc. I found the Geo Gebra provider useful for geometry/factions and searching under interactive display.This link is an example. Can search by subject/grade.
- findingdulcinea.com-check out review on commonsensemedia;coined "the librarian of the internet) web subject searches; bibliography of top web sites based on search; has "sweetsearch" option for sites evaluated for reliability
 |
| professor Noggin card fact games(set of 38) |
PRINT REFERENCE RESOURCES;
- Encyclopedia of British Columbia; harbour publishing;2000 year; 4000 entries;100's of photos, tables,charts,maps,200 plus contributors
- Scholastic reference list ( I have used scholastic resources alot and found them accurate and readable and they give back to schools with sales) reference resources include;
- scholastic.biographies-5 series set; artists,inventors,leaders,explorers,greats (5 in each)
- scholastic.almanac-for-kids-2016-relevant facts and stats
- scholastic-canada-childrens-atlas-of-the-world-revised-edition(2015) readable;easy to understand;lots of pictures
- scholastic-childrens-atlas-of-canada-revised-edition;includes topographial nad political map;helpful pictures to determine natural resources; gazeteer at back; includes Indigenous group names which is often overlooked
- scholastic series canada-close-up- 21 in set includes all provinces and territories plus weather and animal topics
- scholastic-childrens-thesaurus-revised-edition;500 alphabetical entries;2.500 synonyms suited for young readers; includes example sentence and tip boxes; it had a very positive review for the School library journal
- dk children encyclopedia (2009)New-Childrens-Encyclopedia-DK
- Professor Noggin set of 38 fact card games; subjects;science;geography;history;nature and more. She even takes suggestions of topics!.professornoggin.com( can be used for research and a fun assessment)
This video was useful because it explains the movement from bottom up from ME to IT to US; and reminds facilitators that this can be a long process of change. Taking as long as 5 years to get to the refocusing stage.
UTUBE;FERDI SERIM
CASE 1
To facilitate how to utilize this new resources for Sue I also considered the integration matrix(above) to mentor Sue from entry stage to adoption stage allows students more control of their learning with new innovative resources rather then sue monitoring it step by step and using collaboration more so then individual only interaction. Cross curricular uses are explored and making connections to outside of school.Sue is expanding to bring technology beyond primarily her personal use such as her direction of the smart board for lessons; using websites for printing off questions.Instead of primarily Google search engine for research; I would introduce her to others such as Kindle and Bing which includes searches for videos and pictures.
I would encourage Sue to teach how to use new innovative resources in more meaningful ways; for example
in Science and Social ;Sue can use a Points of Inquiry model inquiry approach- with connect and wonder;investigate;construct;express and reflect instead of question/answer format and instead of using only print sources or just Google searches; by giving students friendly websites such as dkfind out.com./knowbc.com for BC topics instead of textbook reading and answering questions Sue can encourage collaborative learning with a partner within a framework to facilitate learning. Sue is learning to foster connect/wonder by giving students more choice within a topic and letting them make inquiries-What do I want to learn?To encourage self learning/assessment I would introduce her to quick rubric where she can create her own rubrics at quickrubric.com. This self assessment helps students in a formative assessment check their understanding with the criteria..
This step is about giving up some control and allowing students to take the lead within structure and teaching how to learn; ie gradually now with awareness sharing explicitly other reference search engines and not relay on Google only . Digital reference resources I would introduce her to with Canadian content canadianencyclopedia.com ; knowbc.com ;ekiddle ; dictionary.com and bcerac digital database that includes Worldbook subject and age leveled encyclopedia series(early learning to grade 9 )These reference resources will give students access to information that they can more readily read and understand. Sue will need time to learn to navigate them so she can teach her students. For example; What are the search options? how to term searches properly? (and/or; .edu or combining words with parentheses)
I would also at this step mentor Sue on how to use and choose print reference resources to make them more accessible and used by students. I would encourage Sue to incorporate uses of print reference sources cross curricular like the Schloastic atlas which show many forms of information/facts through pictures ,charts etc and using a thesaurus for similes in creative writing.
For example the Scholastic Canadian atlas shows the natural resources pictorially and is a reference resource helpful for research. I would introduce the Professor Noggins cards that can be used in a fun way to learn facts and as a review for students to assess what they have learned and record it and make up their own fact cards to play with a peer.
Case 2
For Tom the shift was to facilitate his progression from a management/mechanical concerns to understanding the innovative practices consequences and its affect on students. For Tom this is a progress from spending considerable time incorporating new practices to more thoughtfully making educated choices and evaluating what is working or not.
Tom has incorporated innovative practices such as using online encyclopedias such as canadianencyclopedia; dkfindout; ekiddle; etc in a procedural conventional way in which students are given questions to answer so its used more as a substitution resource. I would encourage Tom to introduce the inquiry process using the 5 star inquiry approach explained above plus give students more direction on how to learn so they can be more independent and not relay on him to direct their learning.Students can be given more leeway into their choice of research topics and by providing navigational procedures more allows students more motivation to direct their own learning and promote higher order thinking skills. findingDulcinea.com is a useful bibliography of top web sites based on subject and can provide interactive games and research of topics. This site requires him to do prep work to determine appropriate websites for his students.
One way to facilitate the learning process is through using graphic-organizers students in partners can begin to make their own connections/wonder as is the first step in the 5 point inquiry model. graphic organizers help organize information in a meaningful way and graphic organizers come in many forms and can be printed off online or simply drawn; students will begin to choose go's that makes sense to them on their own. They include concept circles; bubble maps cycles, hierarchies, pyramids; relationships, and cognitive process such as KWL and Effects and Causes. To facilitate a shift I would encourage how and why in using reference resources both print(thesaurus; almanac etc)and digital.For example; teaching students to access thesaurus for creative writing; explaining how to use an atlas for populations; global topics; flag images; capital cities and topography etc.
To begin to evaluate reference resources I would point him to a few sites such as .commonsensemedia reference-and-research- and School Library Journal are good sources and this criteria from berkeley.edu/evaluating-resources. I would also show him evaluative criteria for reference materials as set out in Riedlings text(Reference Skills for the School Librarian Tools and Tips; 3rd edition) as a basis for his critical judgement and observation so he can make the best choices for his environment. The main ones being;
I would mentor a movement toward formative assessment with students giving feedback on their own and classmates learning through using rubrics; and constructive comments. .Buncee is a good platform to display information/understanding through digital slides and they can be shared with other students with the teacher having control of comments. Pictures/stickers are selected in Buncee so they don't have to leave the page. I would encourage Tom towards formative assessments by encouraging more choices as to how students show their work.( Buncee presentation; interview; story writing; model etc.)
By taking the time to assess how these new innovations are being integrated will allow Tom to focus more on being effective for his students and less on his concerns and management.
When a shift is made it creates a ripple effect and benefits all in a school. I found the chart by Po-sen huang explains what this looks like in how teachers behave within a school undergoing a shift:
CBAM EXAMPLES OF
USE
 |
| The Points of Inquiry model |
This step is about giving up some control and allowing students to take the lead within structure and teaching how to learn; ie gradually now with awareness sharing explicitly other reference search engines and not relay on Google only . Digital reference resources I would introduce her to with Canadian content canadianencyclopedia.com ; knowbc.com ;ekiddle ; dictionary.com and bcerac digital database that includes Worldbook subject and age leveled encyclopedia series(early learning to grade 9 )These reference resources will give students access to information that they can more readily read and understand. Sue will need time to learn to navigate them so she can teach her students. For example; What are the search options? how to term searches properly? (and/or; .edu or combining words with parentheses)
I would also at this step mentor Sue on how to use and choose print reference resources to make them more accessible and used by students. I would encourage Sue to incorporate uses of print reference sources cross curricular like the Schloastic atlas which show many forms of information/facts through pictures ,charts etc and using a thesaurus for similes in creative writing.
For example the Scholastic Canadian atlas shows the natural resources pictorially and is a reference resource helpful for research. I would introduce the Professor Noggins cards that can be used in a fun way to learn facts and as a review for students to assess what they have learned and record it and make up their own fact cards to play with a peer.
Case 2
For Tom the shift was to facilitate his progression from a management/mechanical concerns to understanding the innovative practices consequences and its affect on students. For Tom this is a progress from spending considerable time incorporating new practices to more thoughtfully making educated choices and evaluating what is working or not.
Tom has incorporated innovative practices such as using online encyclopedias such as canadianencyclopedia; dkfindout; ekiddle; etc in a procedural conventional way in which students are given questions to answer so its used more as a substitution resource. I would encourage Tom to introduce the inquiry process using the 5 star inquiry approach explained above plus give students more direction on how to learn so they can be more independent and not relay on him to direct their learning.Students can be given more leeway into their choice of research topics and by providing navigational procedures more allows students more motivation to direct their own learning and promote higher order thinking skills. findingDulcinea.com is a useful bibliography of top web sites based on subject and can provide interactive games and research of topics. This site requires him to do prep work to determine appropriate websites for his students.
One way to facilitate the learning process is through using graphic-organizers students in partners can begin to make their own connections/wonder as is the first step in the 5 point inquiry model. graphic organizers help organize information in a meaningful way and graphic organizers come in many forms and can be printed off online or simply drawn; students will begin to choose go's that makes sense to them on their own. They include concept circles; bubble maps cycles, hierarchies, pyramids; relationships, and cognitive process such as KWL and Effects and Causes. To facilitate a shift I would encourage how and why in using reference resources both print(thesaurus; almanac etc)and digital.For example; teaching students to access thesaurus for creative writing; explaining how to use an atlas for populations; global topics; flag images; capital cities and topography etc.
To begin to evaluate reference resources I would point him to a few sites such as .commonsensemedia reference-and-research- and School Library Journal are good sources and this criteria from berkeley.edu/evaluating-resources. I would also show him evaluative criteria for reference materials as set out in Riedlings text(Reference Skills for the School Librarian Tools and Tips; 3rd edition) as a basis for his critical judgement and observation so he can make the best choices for his environment. The main ones being;
- accuracy
- format
- objectivity
- curricular connections
- cost
I would mentor a movement toward formative assessment with students giving feedback on their own and classmates learning through using rubrics; and constructive comments. .Buncee is a good platform to display information/understanding through digital slides and they can be shared with other students with the teacher having control of comments. Pictures/stickers are selected in Buncee so they don't have to leave the page. I would encourage Tom towards formative assessments by encouraging more choices as to how students show their work.( Buncee presentation; interview; story writing; model etc.)
By taking the time to assess how these new innovations are being integrated will allow Tom to focus more on being effective for his students and less on his concerns and management.
When a shift is made it creates a ripple effect and benefits all in a school. I found the chart by Po-sen huang explains what this looks like in how teachers behave within a school undergoing a shift:
CBAM EXAMPLES OF
USE
As well leading-transitions from Canadian School Libraries is a useful action planning worksheet that could be used individually as well as school based goals for transitions. Their continuum is helpful in the progression of establishing change;
Nationalacademies.org. (2018). The Concerns-Based Adoption Model (CBAM): A Model forChange in Individuals. [online] Available at: http://www.nationalacademies.org/rise/backg4a.htm [Accessed 2 Mar. 2018].- Exploring
- Emerging
- Evolving
- Established
- Leading into the future
This assignment was helpful in putting a framework around where I am and other educators around me in our use of best practices and being open to change and seeing when I would be of assistance to a colleague in beginning a shift for the better!
RESOURCES;
Fcit.usf.edu. (2018). Matrix | TIM. [online] Available at: https://fcit.usf.edu/matrix/matrix/ [Accessed 2 Mar. 2018].
RESOURCES;
Fcit.usf.edu. (2018). Matrix | TIM. [online] Available at: https://fcit.usf.edu/matrix/matrix/ [Accessed 2 Mar. 2018].
https://www.usaid.gov/sites/default/files/documents/1865/Roberts.pdf [Accessed 2 Mar. 2018].
Keller, E., Karen Jensen, T., Engelfried, S., MacGregor, A., MacGregor, A., Jonker, T., Jonker, T., Jonker, T., Bird, E. and Karen Jensen, T. (2018). World Records, Atlases Galore, & More Reference Works. [online] School Library Journal. Available at: https://www.slj.com/2018/01/reviews/reference/world-records-atlases-galore-reference-works/#_ [Accessed 2 Mar. 2018].
q=scholastic+reference+books&rlz=1C1GCEA_enCA756CA756&oq=scholastic+refrence&aqs=chrome.2.69i57j0l5.26658j0j8&sourceid=chrome&ie=UTF-8 [Accessed 2 Mar. 2018].
Kids.kiddle.co. (2018). Kiddle encyclopedia. [online] Available at: https://kids.kiddle.co/ [Accessed 2 Mar. 2018].
Coolfactsforkids.com. (2018). About Us. [online] Available at: http://www.coolfactsforkids.com/about-us/ [Accessed 2 Mar. 2018].
dag, p. (2018). Searching KnowBC -- KnowBC - the leading source of BC information. [online] Knowbc.com. Available at: http://knowbc.com/knowbc/Searching-KnowBC [Accessed 2 Mar. 2018].
Thecanadianencyclopedia.ca. (2018). The Canadian Encyclopedia. [online] Available at: https://thecanadianencyclopedia.ca/en/ [Accessed 2 Mar. 2018].
Statcan.gc.ca. (2018). Statistics by subject. [online] Available at: https://www.statcan.gc.ca/eng/subjects/index?MM=1 [Accessed 2 Mar. 2018].
(2018). [online] Available at: https://scholar.google.ca/ [Accessed 2 Mar. 2018].
DK Find Out!. (2018). DK Find Out! | Fun Facts for Kids on Animals, Earth, History and more!. [online] Available at: https://www.dkfindout.com/us/ [Accessed 2 Mar. 2018].
Bcdc.bcerac.ca. (2018). Access – Introduction – BCDC. [online] Available at: https://bcdc.bcerac.ca/access/ [Accessed 2 Mar. 2018].
Smithsonian Learning Lab. (2018). Portraits, Visual and Written. [online] Available at: https://learninglab.si.edu/collections/portraits-visual-and-written/7fyflopkyjuocyjh#r [Accessed 2 Mar. 2018].
OER Commons. (2018). 100 People: A World Portrait. [online] Available at: http://www.oercommons.org/courses/100-people-a-world-portrait/view [Accessed 2 Mar. 2018].
Harbour Publishing. (2018). Harbour Publishing: The Encyclopedia of British Columbia. [online] Available at: http://www.harbourpublishing.com/title/EBC [Accessed 2 Mar. 2018].
Scholastic.ca. (2018). Scholastic Canada | Open a World of Possible.. [online] Available at: http://www.scholastic.ca/books/search.php?category=reference [Accessed 2 Mar. 2018].
Scholastic.ca. (2018). Scholastic Canada | Canada Close Up: Alberta. [online] Available at: http://www.scholastic.ca/books/view/canada-close-up-alberta [Accessed 2 Mar. 2018].
https://www.amazon.ca/New-Childrens-Encyclopedia-DK/dp/1405336587 [Accessed 2 Mar. 2018].
: http://bctf.ca/bctla/pub/documents/points%20of%20inquiry/pointsofinquiry.pdf [Accessed 2 Mar. 2018].
Clever Prototypes, L. (2018). Welcome to Quick Rubric – Free, Fast, and Easy to Use! :). [online] Quick Rubric. Available at: http://www.quickrubric.com/ [Accessed 2 Mar. 2018]
.Commonsensemedia.org. (2018). Reference and Research Apps and Websites. [online] Available at: https://www.commonsensemedia.org/lists/reference-and-research-apps-and-websites#tweens [Accessed 3 Mar. 2018].
Guides.lib.berkeley.edu. (2018). Library Guides: Evaluating resources: Home. [online] Available at: http://guides.lib.berkeley.edu/evaluating-resources [Accessed 3 Mar. 2018].
Edu.buncee.com. (2018). Buncee | What is Buncee. [online] Available at: https://www.edu.buncee.com/what-is-buncee [Accessed 3 Mar. 2018].
Sites.google.com. (2018). Levels of Use - Concerns-Based Adoption Model. [online] Available at: https://sites.google.com/site/ch7cbam/home/levels-of-use [Accessed 3 Mar. 2018].
Llsop.canadianschoollibraries.ca. (2018). Appendix 2: Leading Transitions – Leading Learning. [online] Available at: http://llsop.canadianschoollibraries.ca/appendix-2-leading-transitions/ [Accessed 3 Mar. 2018].
Smithsonian Learning Lab. (2018). Portraits, Visual and Written. [online] Available at: https://learninglab.si.edu/collections/portraits-visual-and-written/7fyflopkyjuocyjh#r [Accessed 2 Mar. 2018].
OER Commons. (2018). 100 People: A World Portrait. [online] Available at: http://www.oercommons.org/courses/100-people-a-world-portrait/view [Accessed 2 Mar. 2018].
Harbour Publishing. (2018). Harbour Publishing: The Encyclopedia of British Columbia. [online] Available at: http://www.harbourpublishing.com/title/EBC [Accessed 2 Mar. 2018].
Scholastic.ca. (2018). Scholastic Canada | Open a World of Possible.. [online] Available at: http://www.scholastic.ca/books/search.php?category=reference [Accessed 2 Mar. 2018].
Scholastic.ca. (2018). Scholastic Canada | Canada Close Up: Alberta. [online] Available at: http://www.scholastic.ca/books/view/canada-close-up-alberta [Accessed 2 Mar. 2018].
https://www.amazon.ca/New-Childrens-Encyclopedia-DK/dp/1405336587 [Accessed 2 Mar. 2018].
: http://bctf.ca/bctla/pub/documents/points%20of%20inquiry/pointsofinquiry.pdf [Accessed 2 Mar. 2018].
Clever Prototypes, L. (2018). Welcome to Quick Rubric – Free, Fast, and Easy to Use! :). [online] Quick Rubric. Available at: http://www.quickrubric.com/ [Accessed 2 Mar. 2018]
.Commonsensemedia.org. (2018). Reference and Research Apps and Websites. [online] Available at: https://www.commonsensemedia.org/lists/reference-and-research-apps-and-websites#tweens [Accessed 3 Mar. 2018].
Guides.lib.berkeley.edu. (2018). Library Guides: Evaluating resources: Home. [online] Available at: http://guides.lib.berkeley.edu/evaluating-resources [Accessed 3 Mar. 2018].
Edu.buncee.com. (2018). Buncee | What is Buncee. [online] Available at: https://www.edu.buncee.com/what-is-buncee [Accessed 3 Mar. 2018].
Sites.google.com. (2018). Levels of Use - Concerns-Based Adoption Model. [online] Available at: https://sites.google.com/site/ch7cbam/home/levels-of-use [Accessed 3 Mar. 2018].
Llsop.canadianschoollibraries.ca. (2018). Appendix 2: Leading Transitions – Leading Learning. [online] Available at: http://llsop.canadianschoollibraries.ca/appendix-2-leading-transitions/ [Accessed 3 Mar. 2018].
No comments:
Post a Comment