AASL Standards for Initial Preparation of School Library Media Specialists:
Standard 1: Teaching for Learning: Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge.
1.2: Effective and knowledgeable teacher: Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement.
Artifacts:
ISTC 541 Foundations of Instructional technology: 3-D Printing Artifact
ISTC 789 Practicum and Portfolio: Adverb and Adjective mini-lesson
Artifact Descriptions:
ISTC 541: Foundations of Instructional Technology - 3-D Printing Artifact. I developed a presentation geared toward graduate-level students which included steps to using a particular piece of software, Cookie Caster, to design a 3-D image. A portion of the presentation is transferable to elementary level students and is documented in the presentation.
ISTC 789: Practicum & Portfolio in School Library Media - Adjective and Adverb lesson. The lesson reteaches descriptive parts of speech to allow students to identify adjectives and adverbs in poetry. Using songs (with text projected), students are able to participate and think critically about these parts of speech which help create the figurative language of poetry. A final paperless assessment, within a school-based Classflow program, uses Lewis Carroll's poem "The Crocodile" as a digital assessment tool.
Relevance:
ISTC 541: Foundations of Instructional Technology - I partnered with elementary-level teachers to develop a presentation, introduce content, and co-teach third grade students who were recently introduced to the school's new 3-D printer. The presentation artifact enables the LMS to meet AASL standard 1.2 by introducing new information and by direct instruction. Images used in the artifact document collaborative instruction and student engagement in the experience.
ISTC 789: Practicum & Portfolio in School Library Media - Adjective and Adverb lesson. The artifact enables the LMS to meet standard 1.2 by designing instruction with digital-age products like visual projection and audio (music). The LMS frequently supports content from other instructional areas when reteaching with additional instructional strategies to design instruction and assessment in partnership with other educators. An online assessment tool to identify parts of speech can be supplemented with face to face conferencing to enable instructional support and an additional assessment strategy.
Analysis/Reflection:
The candidate for Library Media is committed to improve skills as an educator by using strategies for instruction and tools for assessment that support the 21st century learner. The assignment for ISTC541 Foundations of Instructional Technology contains information on the 3-D printing process, five stages of technology adoption, the value of the Horizon report, and visuals and vocabulary to enable the LMS as teacher to introduce students and educators to the process; the second portion describes a particular 3-D modeling program, Cookie Caster. I was able to simplify a complicated process for the grade 3 learners and to collaborate with the technology teacher to enable engagement and understanding. This meets the AASL standard 1.2 for effective and knowledgeable teacher when it makes use of a variety of instructional strategies and includes partnership with other teachers to design and develop a digital-age learning experience.
The practicum experience, ISTC 789 Practicum & Portfolio in School Library Media, provides opportunities to create lessons that help students meet the four strands of learning - skills, dispositions in action, responsibilities, and self-assessment strategies, as described in the Standards for the 21st-Century learner in action (2009). The lesson artifact prepares the student for an author visit by allowing a preview of author works, classroom discussion, and individual student conferencing to meet AASL standard 1.2 by using a variety of instructional strategies and assessments in partnership with the mentoring librarian to engage students.
The practicum experience, ISTC 789 Practicum and Portfolio provides opportunities to create lessons that help students meet the four strands of learning - skills, dispositions in action, responsibilities, and self-assessment strategies, as described in the Standards for the 21st-Century learner in action (2009). Based on formative and summative assessment feedback, a lesson on figurative language in poetry using certain parts of speech is retaught. The Adjective and Adverb lesson enables students to review confusing content, observe new examples, and engage in a multi-media presentation to increase understanding. Providing multiple examples to increase experience with new concepts helps the LMS to become an effective, more confident educator and to meet the AASL standard 1.2.
Standard 1: Teaching for Learning: Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge.
1.2: Effective and knowledgeable teacher: Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement.
Artifacts:
ISTC 541 Foundations of Instructional technology: 3-D Printing Artifact
ISTC 789 Practicum and Portfolio: Adverb and Adjective mini-lesson
Artifact Descriptions:
ISTC 541: Foundations of Instructional Technology - 3-D Printing Artifact. I developed a presentation geared toward graduate-level students which included steps to using a particular piece of software, Cookie Caster, to design a 3-D image. A portion of the presentation is transferable to elementary level students and is documented in the presentation.
ISTC 789: Practicum & Portfolio in School Library Media - Adjective and Adverb lesson. The lesson reteaches descriptive parts of speech to allow students to identify adjectives and adverbs in poetry. Using songs (with text projected), students are able to participate and think critically about these parts of speech which help create the figurative language of poetry. A final paperless assessment, within a school-based Classflow program, uses Lewis Carroll's poem "The Crocodile" as a digital assessment tool.
Relevance:
ISTC 541: Foundations of Instructional Technology - I partnered with elementary-level teachers to develop a presentation, introduce content, and co-teach third grade students who were recently introduced to the school's new 3-D printer. The presentation artifact enables the LMS to meet AASL standard 1.2 by introducing new information and by direct instruction. Images used in the artifact document collaborative instruction and student engagement in the experience.
ISTC 789: Practicum & Portfolio in School Library Media - Adjective and Adverb lesson. The artifact enables the LMS to meet standard 1.2 by designing instruction with digital-age products like visual projection and audio (music). The LMS frequently supports content from other instructional areas when reteaching with additional instructional strategies to design instruction and assessment in partnership with other educators. An online assessment tool to identify parts of speech can be supplemented with face to face conferencing to enable instructional support and an additional assessment strategy.
Analysis/Reflection:
The candidate for Library Media is committed to improve skills as an educator by using strategies for instruction and tools for assessment that support the 21st century learner. The assignment for ISTC541 Foundations of Instructional Technology contains information on the 3-D printing process, five stages of technology adoption, the value of the Horizon report, and visuals and vocabulary to enable the LMS as teacher to introduce students and educators to the process; the second portion describes a particular 3-D modeling program, Cookie Caster. I was able to simplify a complicated process for the grade 3 learners and to collaborate with the technology teacher to enable engagement and understanding. This meets the AASL standard 1.2 for effective and knowledgeable teacher when it makes use of a variety of instructional strategies and includes partnership with other teachers to design and develop a digital-age learning experience.
The practicum experience, ISTC 789 Practicum & Portfolio in School Library Media, provides opportunities to create lessons that help students meet the four strands of learning - skills, dispositions in action, responsibilities, and self-assessment strategies, as described in the Standards for the 21st-Century learner in action (2009). The lesson artifact prepares the student for an author visit by allowing a preview of author works, classroom discussion, and individual student conferencing to meet AASL standard 1.2 by using a variety of instructional strategies and assessments in partnership with the mentoring librarian to engage students.
The practicum experience, ISTC 789 Practicum and Portfolio provides opportunities to create lessons that help students meet the four strands of learning - skills, dispositions in action, responsibilities, and self-assessment strategies, as described in the Standards for the 21st-Century learner in action (2009). Based on formative and summative assessment feedback, a lesson on figurative language in poetry using certain parts of speech is retaught. The Adjective and Adverb lesson enables students to review confusing content, observe new examples, and engage in a multi-media presentation to increase understanding. Providing multiple examples to increase experience with new concepts helps the LMS to become an effective, more confident educator and to meet the AASL standard 1.2.