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Post # 1: Introduction
The Evaluating Phase of the Inquiry process is the phase where students engage in self-assessment of their inquiry project. This self-assessment involves both self-reflection and self-evaluation.
Self-reflection involves students looking back at goals and feedback. They reflect on whether their goals were met, how they can continue to meet goals or how they might revise or adapt the goal to meet their learning needs. While engaging in self-reflection, students also think about how work or learning could be enhanced or improved for next time. The process of self-reflection also involves revisiting goals often and setting new goals as the inquiry process proceeds and as new understanding of the inquiry process takes place. Self-reflection doesn`t just happen at the end of the inquiry, but should happen throughout the inquiry process.
On the other hand, self-evaluation involves looking back at co-created criteria, exemplars of the evolving process, and feedback from teachers and peers. Students use that information to decide whether the criteria have been met. Then students decide on what needs revising, redoing, and/or editing to meet the feedback and criteria. The process of self-evaluation also involves students and teachers revisiting the co-created criteria at the end of each stage of the inquiry or on a regular basis to ensure that the criteria still apply. As the criteria are re-evaluated students and teachers decide if revising and editing the criteria is necessary and do so together. Self-evaluation can also take place throughout the inquiry process as long as clear criteria have been set and exemplars are available for each stage of the inquiry.
In order for self-evaluation and self-reflection to take place we need to teach students to set goals, create criteria with our students, provide timely and constructive feedback, teach students to provide timely and constructive feedback to their peers and provide exemplars of the evolving process, not just best work exemplars.
What’s my context?
As I endeavour to work with the many willing teachers at my school, I need to find a way to incorporate goal setting, co-created criteria setting as well as self-reflection, self-assessment and peer feedback in meaningful and engaging ways. I also need to convince the teachers that taking yet more time to do these things are in fact in the students’ best interests, but also in their best interests as well.
What does the research say?
Anne Davies, a world renowned Canadian expert on classroom assessment practices summarizes the research on involving students in their own assessment in Making Classroom Assessment Work (2000).
According to Davies:
“When students are involved in their own assessment they are required to think about their learning and articulate their understanding, which helps them learn, . . . mistakes become feedback they can use to adjust what they are doing . . . [and] while all students show significant gains, students who usually achieve the least show the largest gains overall. Self-assessment asks students to make choices about what to focus on next in their learning. When students make choices about their learning, achievement increases; when choice is absent, learning decreases.” (p. 9)
Watch this video of Anne Davies on Classroom Assessment, note what she says about research on assessment.
Violet H. Harada and Joan Yoshina, authors of Assessing Learning: Librarians and Teachers as Partners (2005) also noted that “when students participate in the assessment process, they develop the following behaviours (Chappuis and Stiggins 2002):
• Students understand what is expected.
• They access prior knowledge.
• They have ownership over making the learning happen.
• They are able to give themselves, as well as others, descriptive feedback as they are learning.
• Assessment goes beyond measuring; it becomes motivating.” (p. 2).
The Alberta Learning document Classroom Assessment Toolkit for the ICT Program of Studies (2003) states as its second principle that “Assessment should be collaborative: Students benefit when they are involved in the assessment process. Assessment practices should help and encourage students to:
• be responsible for their own learning and develop a positive attitude toward the use of technology in meaningful, real-world situations
• be involved in establishing criteria for evaluating their products or performances
• work together to learn and achieve outcomes
• feel competent and successful using technology
• set goals for further improvements.” (p. 8, Retrieved on November 9, 2009).
This document also lists many research based reasons why self-reflection is an important process to engage our students in (see pages 19-20).
Finally, Focus on Inquiry (Alberta Learning 2004) says, “Students will be more successful in inquiry when teachers provide . . . opportunities for students to . . . review their processes of learning at the end of a lesson, day or week” (p. 37) and if they “reflect on their KWL charts and talk/write about the inquiry process and products, read their personal journals and reflect on them, . . . and use a rubric and checklist to evaluate their products and processes” (p. 71).
Self-reflection involves students looking back at goals and feedback. They reflect on whether their goals were met, how they can continue to meet goals or how they might revise or adapt the goal to meet their learning needs. While engaging in self-reflection, students also think about how work or learning could be enhanced or improved for next time. The process of self-reflection also involves revisiting goals often and setting new goals as the inquiry process proceeds and as new understanding of the inquiry process takes place. Self-reflection doesn`t just happen at the end of the inquiry, but should happen throughout the inquiry process.
On the other hand, self-evaluation involves looking back at co-created criteria, exemplars of the evolving process, and feedback from teachers and peers. Students use that information to decide whether the criteria have been met. Then students decide on what needs revising, redoing, and/or editing to meet the feedback and criteria. The process of self-evaluation also involves students and teachers revisiting the co-created criteria at the end of each stage of the inquiry or on a regular basis to ensure that the criteria still apply. As the criteria are re-evaluated students and teachers decide if revising and editing the criteria is necessary and do so together. Self-evaluation can also take place throughout the inquiry process as long as clear criteria have been set and exemplars are available for each stage of the inquiry.
In order for self-evaluation and self-reflection to take place we need to teach students to set goals, create criteria with our students, provide timely and constructive feedback, teach students to provide timely and constructive feedback to their peers and provide exemplars of the evolving process, not just best work exemplars.
What’s my context?
As I endeavour to work with the many willing teachers at my school, I need to find a way to incorporate goal setting, co-created criteria setting as well as self-reflection, self-assessment and peer feedback in meaningful and engaging ways. I also need to convince the teachers that taking yet more time to do these things are in fact in the students’ best interests, but also in their best interests as well.
What does the research say?
Anne Davies, a world renowned Canadian expert on classroom assessment practices summarizes the research on involving students in their own assessment in Making Classroom Assessment Work (2000).
According to Davies:
“When students are involved in their own assessment they are required to think about their learning and articulate their understanding, which helps them learn, . . . mistakes become feedback they can use to adjust what they are doing . . . [and] while all students show significant gains, students who usually achieve the least show the largest gains overall. Self-assessment asks students to make choices about what to focus on next in their learning. When students make choices about their learning, achievement increases; when choice is absent, learning decreases.” (p. 9)
Watch this video of Anne Davies on Classroom Assessment, note what she says about research on assessment.
Violet H. Harada and Joan Yoshina, authors of Assessing Learning: Librarians and Teachers as Partners (2005) also noted that “when students participate in the assessment process, they develop the following behaviours (Chappuis and Stiggins 2002):
• Students understand what is expected.
• They access prior knowledge.
• They have ownership over making the learning happen.
• They are able to give themselves, as well as others, descriptive feedback as they are learning.
• Assessment goes beyond measuring; it becomes motivating.” (p. 2).
The Alberta Learning document Classroom Assessment Toolkit for the ICT Program of Studies (2003) states as its second principle that “Assessment should be collaborative: Students benefit when they are involved in the assessment process. Assessment practices should help and encourage students to:
• be responsible for their own learning and develop a positive attitude toward the use of technology in meaningful, real-world situations
• be involved in establishing criteria for evaluating their products or performances
• work together to learn and achieve outcomes
• feel competent and successful using technology
• set goals for further improvements.” (p. 8, Retrieved on November 9, 2009).
This document also lists many research based reasons why self-reflection is an important process to engage our students in (see pages 19-20).
Finally, Focus on Inquiry (Alberta Learning 2004) says, “Students will be more successful in inquiry when teachers provide . . . opportunities for students to . . . review their processes of learning at the end of a lesson, day or week” (p. 37) and if they “reflect on their KWL charts and talk/write about the inquiry process and products, read their personal journals and reflect on them, . . . and use a rubric and checklist to evaluate their products and processes” (p. 71).
Post #2: Goal Setting for Inquiry Learning
“Setting goals is a powerful way to focus students’ learning.” (Davies 2000, p 8)
According to Focus on Inquiry (Alberta Learning 2004), “assessment practices should provide opportunities for students to revise their work in order to set goals and improve their learning. . . [and] assessment practices should help encourage students to set goals for further improvements” (p.31). This document also suggests using a journal to record reflections (p 37). To facilitate reflection, this journal might also be an excellent place to record goals for the Inquiry Project.
Goals should be set both for the overall inquiry project AND for each stage of the Inquiry Process. In order for students to reflect on their work, they need to have something to reflect on and goals help focus this reflection. Goals also help students strive for excellence. However, in order to set goals for inquiry, students need to know the criteria for the inquiry and they need to understand what each of the stages of inquiry entails.
If it is the first time students are engaging in Inquiry, teachers may want to do an introduction to Inquiry where you describe each of the stages and what students will be doing in each stage of the inquiry. Using the chart on page 38 and the questions in the chart on pages 39-40 of Focus on Inquiry (Alberta Learning 2004) may also help guide students towards goals they could possible set for each stage of the Inquiry phase. These could also be adapted to become the basis for co-constructed criteria for the inquiry process (see next blog post).
In Knowing What Counts: Self-Assessment and Goal-Setting, Gregory, Cameron and Davies (2000) make many good suggestions for ways to include goal setting in instruction. They suggest a strategy called “Breaking it Down” in which “teachers brainstorm lists with [their] students by answering questions such as, “How can we get better at writing?” . . . Then students select their long-term goals from these lists” (p. 43). In the case of Inquiry, teachers could ask, “How can we get better at research?” as a starting point for an overall Inquiry project goal and then perhaps, “How can we get better at planning?” as a starting point for a more focussed goal at the planning phase.
Gregory et al (2000), also suggest using planning frames like the ones found on pages 45-48 of Knowing What Counts: Self-Assessment and Goal-Setting. (I have included pictures of these frames on the eClass discussion site).
For more from the series by Gregory, Cameron and Davies check out: Knowing What Counts free online resources.
Another way to help students set goals is to use the well-known goal-setting acronym SMART. This acronym states that goals must be:
Specific
Measurable
Achievable
Realistic and
Timely.
This is a good outline to teach students to follow when they set their own goals. Anne Davies provides an excellent example of an adapted form of the SMART goal-setting format in this slide show (see page 10). On this graphic organizer, students first set their goal by writing it in a complete sentence. They then go through each of the letters of the SMART acronym describing how the goal fits each letter. Next they describe step by step how they will go about achieving their goal. Finally, the students are asked to think about obstacles to their success and then list ideas of how they might overcome these obstacles. This might be an excellent exercise to complete with students at the beginning of an Inquiry project to help them set a long term goal for the whole project.
According to Focus on Inquiry (Alberta Learning 2004), “assessment practices should provide opportunities for students to revise their work in order to set goals and improve their learning. . . [and] assessment practices should help encourage students to set goals for further improvements” (p.31). This document also suggests using a journal to record reflections (p 37). To facilitate reflection, this journal might also be an excellent place to record goals for the Inquiry Project.
Goals should be set both for the overall inquiry project AND for each stage of the Inquiry Process. In order for students to reflect on their work, they need to have something to reflect on and goals help focus this reflection. Goals also help students strive for excellence. However, in order to set goals for inquiry, students need to know the criteria for the inquiry and they need to understand what each of the stages of inquiry entails.
If it is the first time students are engaging in Inquiry, teachers may want to do an introduction to Inquiry where you describe each of the stages and what students will be doing in each stage of the inquiry. Using the chart on page 38 and the questions in the chart on pages 39-40 of Focus on Inquiry (Alberta Learning 2004) may also help guide students towards goals they could possible set for each stage of the Inquiry phase. These could also be adapted to become the basis for co-constructed criteria for the inquiry process (see next blog post).
In Knowing What Counts: Self-Assessment and Goal-Setting, Gregory, Cameron and Davies (2000) make many good suggestions for ways to include goal setting in instruction. They suggest a strategy called “Breaking it Down” in which “teachers brainstorm lists with [their] students by answering questions such as, “How can we get better at writing?” . . . Then students select their long-term goals from these lists” (p. 43). In the case of Inquiry, teachers could ask, “How can we get better at research?” as a starting point for an overall Inquiry project goal and then perhaps, “How can we get better at planning?” as a starting point for a more focussed goal at the planning phase.
Gregory et al (2000), also suggest using planning frames like the ones found on pages 45-48 of Knowing What Counts: Self-Assessment and Goal-Setting. (I have included pictures of these frames on the eClass discussion site).
For more from the series by Gregory, Cameron and Davies check out: Knowing What Counts free online resources.
Another way to help students set goals is to use the well-known goal-setting acronym SMART. This acronym states that goals must be:
Specific
Measurable
Achievable
Realistic and
Timely.
This is a good outline to teach students to follow when they set their own goals. Anne Davies provides an excellent example of an adapted form of the SMART goal-setting format in this slide show (see page 10). On this graphic organizer, students first set their goal by writing it in a complete sentence. They then go through each of the letters of the SMART acronym describing how the goal fits each letter. Next they describe step by step how they will go about achieving their goal. Finally, the students are asked to think about obstacles to their success and then list ideas of how they might overcome these obstacles. This might be an excellent exercise to complete with students at the beginning of an Inquiry project to help them set a long term goal for the whole project.
Post#3: Setting and Using Co-Created Criteria
Anne Davies is a strong advocate for involving students in their own assessment. In Making Classroom Assessment Work, she notes that “when students work together to set criteria, self-assess, and reset criteria, they come to understand the process of assessment and they practise using the language of assessment. This way, students gain a clearer picture of what they need to learn and where they are in relation to where they need to be, making it possible for them to begin to identify next steps in their learning.” (2000, p. 8)
In the article Involving Students in Communicating About Their Learning, Davies also notes that “when students learn, self-assess, and later, when ready, show their learning and receive descriptive feedback, they are developing the skills and habits of self directed, independent, lifelong learners (p.2) . . . [and] students who have experience being involved in the classroom assessment process are better prepared to have meaningful conversations about learning with others and more ready to be partners in collecting evidence of their learning to show others” (p.3). (Retrieved from http://annedavies.com/images/PDFs/involving_students.pdf)
Focus on Inquiry says that “students will learn to understand the evaluation criteria for the inquiry and evaluate their own inquiry process, using established criteria” (p. 71). This document also states that “assessment practices should involve students in identifying and/or creating criteria” (p.31).
In the Manitoba Education Citizenship and Youth document titled Independent Together, Chapter 6 addresses the idea of using Inquiry projects with multilevel learners in multilevel classroom settings and they suggest that criteria setting be included in the inquiry process. This document states, “as the inquiry proceeds, the teacher’s and students’ ongoing assessments determine opportunities for systematic instruction. Also, from the onset of the inquiry, the teacher and students begin to identify the characteristics of quality work (processes and products). As these characteristics become more sophisticated, the evolving criteria are applied to the processes used along the way and ultimately to the final process, performance, demonstration, or product. Thus, the teacher and students may discuss, for example, what a quality KWL chart, inquiry plan, or design project looks like.” (p. 6.5)
Cameron et al, in the book Knowing What Counts: Setting and Using Criteria, lay out a simple 4 step strategy to co-construct criteria with students:
Step 1: Brainstorm
Ask students, “What counts in an inquiry project?” or “What counts in the retrieving phase?
Teacher can have some input here as well.
Step 2: Sort and categorize.
Teachers ask students to help sort the list they generated together into relevant categories related to the Inquiry process.
Step 3: Make and post a T-chart
The t-chart should include criteria on one side and details about that criterion on the other side.
Teachers ensure all students understand criteria and add details to those that need clarification.
Step 4: Add, Revise, refine.
It is important that the criteria be visible and organic. Students must be able to see, use and suggest revisions at all times.
Another good step by step guide on how to co-construct criteria with students can be found here, see BLM#2.
Cameron et al also included 10 ways to assess without putting a mark on the paper in their book Setting and Using Criteria. Here are only a few of their ideas which involve ways to use the co-constructed criteria:
1. Students compare their work to the criteria and decide MET or NOT YET MET. They then revise as needed.
2. Teachers or peers compare student work to the criteria and decide MET or NOT YET MET, but add a descriptive feedback under the category I NOTICED.
3. Students use the criteria and samples from various stages of the process to assess their own work and then they fill out a SAMPLE MATCH form describing which sample their work best matches and why and how they can improve it if necessary.
For more ideas I strongly recommend the books Knowing What Counts: Setting and Using Criteria, Knowing What Counts: Self-Assessment and Goal-Setting, as well as the third book Knowing What Counts: Conferencing and Reporting. These books are very quick and easy reads for busy teachers and teacher-librarians, but they are full of excellent applicable information.
Other good books on assessment are Making Classroom Assessment Work by Anne Davies and How to Give Effective Feedback to Your Students by Susan M. Brookhart.
In the article Involving Students in Communicating About Their Learning, Davies also notes that “when students learn, self-assess, and later, when ready, show their learning and receive descriptive feedback, they are developing the skills and habits of self directed, independent, lifelong learners (p.2) . . . [and] students who have experience being involved in the classroom assessment process are better prepared to have meaningful conversations about learning with others and more ready to be partners in collecting evidence of their learning to show others” (p.3). (Retrieved from http://annedavies.com/images/PDFs/involving_students.pdf)
Focus on Inquiry says that “students will learn to understand the evaluation criteria for the inquiry and evaluate their own inquiry process, using established criteria” (p. 71). This document also states that “assessment practices should involve students in identifying and/or creating criteria” (p.31).
In the Manitoba Education Citizenship and Youth document titled Independent Together, Chapter 6 addresses the idea of using Inquiry projects with multilevel learners in multilevel classroom settings and they suggest that criteria setting be included in the inquiry process. This document states, “as the inquiry proceeds, the teacher’s and students’ ongoing assessments determine opportunities for systematic instruction. Also, from the onset of the inquiry, the teacher and students begin to identify the characteristics of quality work (processes and products). As these characteristics become more sophisticated, the evolving criteria are applied to the processes used along the way and ultimately to the final process, performance, demonstration, or product. Thus, the teacher and students may discuss, for example, what a quality KWL chart, inquiry plan, or design project looks like.” (p. 6.5)
Cameron et al, in the book Knowing What Counts: Setting and Using Criteria, lay out a simple 4 step strategy to co-construct criteria with students:
Step 1: Brainstorm
Ask students, “What counts in an inquiry project?” or “What counts in the retrieving phase?
Teacher can have some input here as well.
Step 2: Sort and categorize.
Teachers ask students to help sort the list they generated together into relevant categories related to the Inquiry process.
Step 3: Make and post a T-chart
The t-chart should include criteria on one side and details about that criterion on the other side.
Teachers ensure all students understand criteria and add details to those that need clarification.
Step 4: Add, Revise, refine.
It is important that the criteria be visible and organic. Students must be able to see, use and suggest revisions at all times.
Another good step by step guide on how to co-construct criteria with students can be found here, see BLM#2.
Cameron et al also included 10 ways to assess without putting a mark on the paper in their book Setting and Using Criteria. Here are only a few of their ideas which involve ways to use the co-constructed criteria:
1. Students compare their work to the criteria and decide MET or NOT YET MET. They then revise as needed.
2. Teachers or peers compare student work to the criteria and decide MET or NOT YET MET, but add a descriptive feedback under the category I NOTICED.
3. Students use the criteria and samples from various stages of the process to assess their own work and then they fill out a SAMPLE MATCH form describing which sample their work best matches and why and how they can improve it if necessary.
For more ideas I strongly recommend the books Knowing What Counts: Setting and Using Criteria, Knowing What Counts: Self-Assessment and Goal-Setting, as well as the third book Knowing What Counts: Conferencing and Reporting. These books are very quick and easy reads for busy teachers and teacher-librarians, but they are full of excellent applicable information.
Other good books on assessment are Making Classroom Assessment Work by Anne Davies and How to Give Effective Feedback to Your Students by Susan M. Brookhart.
Post#4: Conclusion, Essential Questions and Reference List
Setting goals with our students prior to starting an inquiry project gives them the tools they need in order to engage in the evaluating phase of inquiry. Students are better able to assess their progress, motivate themselves and reflect on their achievements, when they set goals.
Teaching students to set criteria and to use that criteria to self-evaluate their progress gives them the tools they need to provide themselves with descriptive feedback, provide their peers with descriptive respectful and applicable feedback, and allows them to see what it is they need to do next in their inquiry project to achieve success.
Talking openly and honestly about goals and criteria, demystifies the learning process for students making it more accessible to both struggling and reluctant learners. Engaging in the inquiry process along with students, setting your own goals as they set theirs, comparing your inquiry to the pre-established and co-created criteria as they do and revising your goals based on that comparison as you encourage the students to, can provide a very powerful example of inquiry learning for your students.
Essential Question #1:
How many of you have received a self-assessment form back from a student and you could tell they had not really taken it seriously: all the middle boxes were checked, the student handed it back to you 30 seconds after receiving it and there were no additional comments written on the page. How would you or could you deal with student apathy regarding self-reflection and self-evaluation? Do you think the suggestions in this presentation would motivate that reluctant self-assessor?
Essential Question #2:
Skim through this PowerPoint by Anne Davies. Note in particular the Wrong Turns and Course Corrections. Have you made any of these wrong turns in your past teaching practices? If so, how did you or will you change your practice to better meet the needs of your learners?
References:
Alberta Learning. (2003). Classroom assessment toolkit for the information and communication technology (ICT) program of studies. Alberta, Canada: Author. Retrieved from http://education.alberta.ca/media/453470/div1to4.pdf
Alberta Learning. (2004). Focus on inquiry: A teacher`s guide to implementing inquiry based learning.
Alberta, Canada: Author.
Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, Virginia:
Association for Supervision and Curriculum Development.
Davies, A. (2000). Making classroom assessment work. Courtenay, British Columbia: Connections
Publishing.
Davies, A. (2003). Involving students in communicating about their learning. Online Journal: Research in
Action. Retrieved from http://annedavies.com/images/PDFs/involving_students.pdf.
Gregory, K., Cameron, C., & Davies, A. (1997). Knowing what counts: Setting and using criteria.
Courtenay, British Columbia: Connections Publishing.
Gregory, K., Cameron, C., & Davies, A. (2000). Knowing what counts: Self-assessment and goal- setting.
Courtenay, British Columbia: Connections Publishing.
Gregory, K., Cameron, C., & Davies, A. (2001). Knowing what counts: Conferencing and reporting.
Courtenay, British Columbia: Connections Publishing.
Harada, V. H. & Yoshina, J. (2005). Assessing learning: Librarians and teachers as partners. Westport,
Connecticut: Libraries Unlimited.
Manitoba Education, Citizenship and Youth. (2006). Literacy with ICT across the curriculum: A resource
for developing computer literacy. Winnipeg, Manitoba: Author.
Manitoba Education, Citizenship and Youth. (2003). Independent together: Supporting the multilevel
learning community. Winnipeg, Manitoba: Author. Retrieved from: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
Teaching students to set criteria and to use that criteria to self-evaluate their progress gives them the tools they need to provide themselves with descriptive feedback, provide their peers with descriptive respectful and applicable feedback, and allows them to see what it is they need to do next in their inquiry project to achieve success.
Talking openly and honestly about goals and criteria, demystifies the learning process for students making it more accessible to both struggling and reluctant learners. Engaging in the inquiry process along with students, setting your own goals as they set theirs, comparing your inquiry to the pre-established and co-created criteria as they do and revising your goals based on that comparison as you encourage the students to, can provide a very powerful example of inquiry learning for your students.
Essential Question #1:
How many of you have received a self-assessment form back from a student and you could tell they had not really taken it seriously: all the middle boxes were checked, the student handed it back to you 30 seconds after receiving it and there were no additional comments written on the page. How would you or could you deal with student apathy regarding self-reflection and self-evaluation? Do you think the suggestions in this presentation would motivate that reluctant self-assessor?
Essential Question #2:
Skim through this PowerPoint by Anne Davies. Note in particular the Wrong Turns and Course Corrections. Have you made any of these wrong turns in your past teaching practices? If so, how did you or will you change your practice to better meet the needs of your learners?
References:
Alberta Learning. (2003). Classroom assessment toolkit for the information and communication technology (ICT) program of studies. Alberta, Canada: Author. Retrieved from http://education.alberta.ca/media/453470/div1to4.pdf
Alberta Learning. (2004). Focus on inquiry: A teacher`s guide to implementing inquiry based learning.
Alberta, Canada: Author.
Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, Virginia:
Association for Supervision and Curriculum Development.
Davies, A. (2000). Making classroom assessment work. Courtenay, British Columbia: Connections
Publishing.
Davies, A. (2003). Involving students in communicating about their learning. Online Journal: Research in
Action. Retrieved from http://annedavies.com/images/PDFs/involving_students.pdf.
Gregory, K., Cameron, C., & Davies, A. (1997). Knowing what counts: Setting and using criteria.
Courtenay, British Columbia: Connections Publishing.
Gregory, K., Cameron, C., & Davies, A. (2000). Knowing what counts: Self-assessment and goal- setting.
Courtenay, British Columbia: Connections Publishing.
Gregory, K., Cameron, C., & Davies, A. (2001). Knowing what counts: Conferencing and reporting.
Courtenay, British Columbia: Connections Publishing.
Harada, V. H. & Yoshina, J. (2005). Assessing learning: Librarians and teachers as partners. Westport,
Connecticut: Libraries Unlimited.
Manitoba Education, Citizenship and Youth. (2006). Literacy with ICT across the curriculum: A resource
for developing computer literacy. Winnipeg, Manitoba: Author.
Manitoba Education, Citizenship and Youth. (2003). Independent together: Supporting the multilevel
learning community. Winnipeg, Manitoba: Author. Retrieved from: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
Sunday, 22 March 2009
Models for Integrating Technology: From a TL Perspective
I’m going to go off the beaten path with this blog post and I’m going to be really serious about what I learned this week (no really, I am, I swear!). But I have to be honest first. After spending all week cramming to finish my own counterpoint discussion for NEXT WEEK’S TOPIC on whether or not current practices in professional development for technology are effective in encouraging teachers to integrate technology (you can get a sneak peek at Better PD Needed), I have a kind of skewed vision of this week’s topic. I mean I spent all week looking at this topic from the back end! Luckily the two topics are so interrelated that I was able to mesh the readings for this week with my already conceived thoughts about next week’s topic.
Another thing you may need to understand about this week’s change in the way I’m approaching my blog is that my current professional situation is likely to change in the next couple months and that has suddenly led me to think in a whole different way about what we have been learning. I know I have often talked about the when (or if?) of me becoming a real teacher-librarian (a la Pinocchio), instead of a classroom teacher who is a teacher-librarian wannabe. This situation has led me to frame most of my blog thoughts from the perspective of a classroom teacher, whether I realized it or not. But . . . I have been given some news recently that leads me to believe I just might, possibly, perhaps be given a teacher-librarian position next year. Not really sure about the details, or if it will even really happen, but the possibility has cause my brain to switch gears. I am now looking at all these things from the perspective of “How would/could I use this information to help teachers and students on a larger school wide scale?” and “How would a veteran Teacher-Librarian integrate this information into what they already do everyday,” and “How would I present this information to teachers who were reluctant collaborators and reluctant tech users?” All this, and the fact that I am drawn to visuals like a moth to a flame, has caused me to focus on the Instructional models for integrating technology that this week’s readings presented. So, although I have much to say about whether teachers are really integrating technology effectively, and on Chris and Kathy’s wonderfully well presented point/counterpoint I have limited time and space (which I’ve probably already gone over!! I do tend to be verbose :)
I was immediately drawn to the TPACK model as the visual that was presented made it all seem so clear and so obvious (to me at least, I am very mathematical and quite visual, so . . .).
Image retrieved from http://tpack.org/tpck/images/tpck/a/a1/Tpack-contexts.jpg%20on%20March%2022 on March 22, 2009.
Another thing you may need to understand about this week’s change in the way I’m approaching my blog is that my current professional situation is likely to change in the next couple months and that has suddenly led me to think in a whole different way about what we have been learning. I know I have often talked about the when (or if?) of me becoming a real teacher-librarian (a la Pinocchio), instead of a classroom teacher who is a teacher-librarian wannabe. This situation has led me to frame most of my blog thoughts from the perspective of a classroom teacher, whether I realized it or not. But . . . I have been given some news recently that leads me to believe I just might, possibly, perhaps be given a teacher-librarian position next year. Not really sure about the details, or if it will even really happen, but the possibility has cause my brain to switch gears. I am now looking at all these things from the perspective of “How would/could I use this information to help teachers and students on a larger school wide scale?” and “How would a veteran Teacher-Librarian integrate this information into what they already do everyday,” and “How would I present this information to teachers who were reluctant collaborators and reluctant tech users?” All this, and the fact that I am drawn to visuals like a moth to a flame, has caused me to focus on the Instructional models for integrating technology that this week’s readings presented. So, although I have much to say about whether teachers are really integrating technology effectively, and on Chris and Kathy’s wonderfully well presented point/counterpoint I have limited time and space (which I’ve probably already gone over!! I do tend to be verbose :)
I was immediately drawn to the TPACK model as the visual that was presented made it all seem so clear and so obvious (to me at least, I am very mathematical and quite visual, so . . .).
Image retrieved from http://tpack.org/tpck/images/tpck/a/a1/Tpack-contexts.jpg%20on%20March%2022 on March 22, 2009.I did a quick search and found this definition of the model:
“Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). . . . The TPACK approach goes beyond seeing these three knowledge bases in isoloation. On the other hand, it emphasizes the new kinds of knowledge that lie at the intersections between them.” Retreived from http://www.tpck.org/tpck/index.php?title=Main_Page on March 22, 2009.
What I like about this model is that is recognizes that the process of integrating technology is much more complex than just simply using a computer to type up an essay, and it recognizes that this process requires teachers to partake in a new kind of learning of new knowledge. I think this would be a fantastic model to show to teachers. Once it is really understood by all parties it could be a valuable tool for both self assessment and goal setting for teachers AND school wide needs assessment and goal setting by administartors and of course the teacher-librarian. Having teachers point out which areas they themselves feel they are in need of new learning can also help them set goals for their personal professional growth plan and help them to determine in which areas they need professional development for. This could then drive a school wide professional development plan as well as encourage technology integration (see how I’m unable to separate the two topics!!).
The Kemp Design Model of Instructional Design (seen below) could be a very useful tool for teacher-librarians to use (either formally or informally) with teachers who are interested in collaboration with regards to ICT skills.
Image retreived from http://edutechwiki.unige.ch/en/Kemp_design_model on March 22. 2009.
The nine key elements of this model are(Retrieved from http://edutechwiki.unige.ch/en/Kemp_design_model on March 22. 2009):
1. Identify instructional problems, and specify goals for designing an instructional program.
2. Examine learner characteristics that should receive attention during planning.
3. Identify subject content, and analyze task components related to stated goals and purposes.
4. State instructional objectives for the learner.
5. Sequence content within each instructional unit for logical learning.
6. Design instructional strategies so that each learner can master the objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.
Those key elements could be worked into a graphic organizer and then used during a meeting between a teacher and the teacher-librarian. The information collected can then aid in the creation of collaborative lessons and/or units. But even better, if this model is paired with a working knowledge on the teachers behalf of the TPACK model, it could not only provide a good staring point for collaboration, but also allow the teacher to be very specific in defining their own needs and in their request for help from the teacher-librarian. For example after gioing through Kemp’s model, teachers then refer to the TPACK areas which they have already determined they need assistance with and those are the areas where the teacher-librarian focusses her expertise. In this way the collaboration becomes much more effective and the teacher also learns and grows in the areas they have defined as their areas of need.
This process could easily be recreated using the Summerville Integrated Model instead of the Kemp model, depending upon the preferences of the teacher and teacher-librarian in question. The Summerville model is more cyclical and better addresses “how knowledge is transferred among the teirs.” according to Technology Integration and Instructional Design (J. Summerville and A. Reid-Griffin,TechTrends, Sept/Oct 2008, p. 48.).
This topic has really made me think about the role of the teacher-librarian in effectively helping teachers integrate technology and ICT skills on an individual level, but the role that the TL plays on a school wide level as well. And this quote from Technology Integration and Instructional Design really hit home:
“Everything that we do . . . everything that we select . . . every standard to which we adhere . . . all the content that we design . . . every time we assess, evaluate and revise, we are working toward a common goal” (Summerville, 2006). That goal is the transfer of knowledge to other subjects.” (J. Summerville and A. Reid-Griffin,TechTrends, Sept/Oct 2008, p. 50.).
But the interesting thing for me is that I am suddenly not only able to see how this applies to classroom teachers, but also how it applies to teacher-librarians. And this is an eye-opening experience for me, one I will continue to be in awe of.
Suddenly becoming a teacher-librarian,
Christine :)
Sunday, 15 March 2009
Privacy: The Marketer’s Nemesis!
This week’s topic of privacy was a real eye-opener for me. Not only did I never really think about privacy issues with regards to the school library, but I learned an awful lot about how information collected from me online is used. I found the following video very enlightening (so much so that I feel the need to include the actual video, even though most of my classmates have seen it!):
The best things (in my opinion) about this video are that it’s Canadian and that it’s easy enough to understand that I could use it with my Grade 8 students. This video really shows how a well educated and responsible individual who knows there own privacy rights and practices them, can be a marketer’s worst enemy! Yet another resource I will be storing away to use when I become a teacher-librarian. Well . . . . I’ll probably use it with my students at the beginning of next school year when I talk about online safety in Social Studies.
Another resource from the Office of the Commissioner that was a part of our reading for this week also inspired pride and taught me a lot. Children’s Online Privacy is a fantastic resolution that makes clear concise statements about the rights of children with regards to privacy, but also calls for action from website operators to make their privacy and terms of use agreements easy to understand for children and youth. What an amazing concept! I’m a well educated adult and even I have trouble understanding many of the terms of use agreements out there. And to be honest I often just scroll through and then hit ACCEPT, so I can get to work with the tool I’m signing up for (what do you want to bet that’s what our students are doing too!) But NO MORE! From now on I will be reading those terms of use agreements quite carefully. I also think a great lesson for media literacy would be to have students analyze (as a class) a well used website’s terms of use agreement, just so they really understand what they are getting into.
We also watched a number of Google videos on privacy, which after one of my classmates pointed it out, struck me as a bit strange. She said it was almost like
“a marketing scheme which was [meant] to reassure me and not make me question whether or not my privacy was being threatened by Google and other companies.” I’m sure they were just trying to reassure their customers that even thought they had to fork over tons of information to the US federal government that what they collect doesn’t really tell the feds anything, so not to worry. Hmmmmm. It definitely does make you wonder. I think the videos were also a marketing scheme to convince their more paranoid customers to use Chrome, as it has an “incognito” setting which doesn’t store and record any information while in use.
The most blatant thing this week’s readings made me ponder was the whole issue of privacy in the school library. What books are students signing out, and who has a right to know what they are reading? Do their teachers? Do their parents? Do I? (Well that would be hard, but you get the picture, it’s a big issue that I hadn’t even thought of before!) When I was a teenager, my parents would never have had an issue with anything I read, even if it was controversial. But thinking back, even though I knew they respected my intellectual freedom, there were still things I wouldn’t have wanted them to know I was reading about. It made me think about how I would approach the idea of late returns or trying to get books back at the end of the year. Once again I must thank my classmates for providing great comments in the discussions surrounding how they handle these issues. I wouldn’t have even known where to start! I really liked the idea of having students call their own home to leave a message for themselves.
As always this week’s readings gave me lots to ponder upon and many ideas to add to my arsenal of resources. But it also made me a better more informed Digital Citizen, and for that I am thankful.
Unfiltered as always,
Christine :)
The best things (in my opinion) about this video are that it’s Canadian and that it’s easy enough to understand that I could use it with my Grade 8 students. This video really shows how a well educated and responsible individual who knows there own privacy rights and practices them, can be a marketer’s worst enemy! Yet another resource I will be storing away to use when I become a teacher-librarian. Well . . . . I’ll probably use it with my students at the beginning of next school year when I talk about online safety in Social Studies.
Another resource from the Office of the Commissioner that was a part of our reading for this week also inspired pride and taught me a lot. Children’s Online Privacy is a fantastic resolution that makes clear concise statements about the rights of children with regards to privacy, but also calls for action from website operators to make their privacy and terms of use agreements easy to understand for children and youth. What an amazing concept! I’m a well educated adult and even I have trouble understanding many of the terms of use agreements out there. And to be honest I often just scroll through and then hit ACCEPT, so I can get to work with the tool I’m signing up for (what do you want to bet that’s what our students are doing too!) But NO MORE! From now on I will be reading those terms of use agreements quite carefully. I also think a great lesson for media literacy would be to have students analyze (as a class) a well used website’s terms of use agreement, just so they really understand what they are getting into.
We also watched a number of Google videos on privacy, which after one of my classmates pointed it out, struck me as a bit strange. She said it was almost like
“a marketing scheme which was [meant] to reassure me and not make me question whether or not my privacy was being threatened by Google and other companies.” I’m sure they were just trying to reassure their customers that even thought they had to fork over tons of information to the US federal government that what they collect doesn’t really tell the feds anything, so not to worry. Hmmmmm. It definitely does make you wonder. I think the videos were also a marketing scheme to convince their more paranoid customers to use Chrome, as it has an “incognito” setting which doesn’t store and record any information while in use.
The most blatant thing this week’s readings made me ponder was the whole issue of privacy in the school library. What books are students signing out, and who has a right to know what they are reading? Do their teachers? Do their parents? Do I? (Well that would be hard, but you get the picture, it’s a big issue that I hadn’t even thought of before!) When I was a teenager, my parents would never have had an issue with anything I read, even if it was controversial. But thinking back, even though I knew they respected my intellectual freedom, there were still things I wouldn’t have wanted them to know I was reading about. It made me think about how I would approach the idea of late returns or trying to get books back at the end of the year. Once again I must thank my classmates for providing great comments in the discussions surrounding how they handle these issues. I wouldn’t have even known where to start! I really liked the idea of having students call their own home to leave a message for themselves.
As always this week’s readings gave me lots to ponder upon and many ideas to add to my arsenal of resources. But it also made me a better more informed Digital Citizen, and for that I am thankful.
Unfiltered as always,
Christine :)
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