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.

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Reflection:

The media center is the learning hub of the school and the biggest classroom in the school.  Therefore, teaching is an integral part of being  a media specialist.  I have provided many opportunities for teachers to learn new strategies by collaborating with them on lessons. 

I collaborated with our AP Biology teacher to use the databases to complete a cancer research project.  I created a Libguide for her lesson that she linked to her webpage so the students could have access.  I also included links about the media center to promote our program.  The students had to choose a type of cancer and research it, and create an electronic poster using SMORE.  During this lesson, students collaborated to learn about the databases.  I instructed the students on how to access the databases from home and school.  I showed them the different features each database had to offer through an activity called Database Research Smackdown.  In addition, I showed the students how to cite using APA.  For the culminating activity the students presented their findings in a gallery walk in the media center. 

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I have recognized a tremendous amount of growth from the beginning of the program up until now.  Initially, I would teach the class the entire time from bell to bell.  I used direct instruction and it was exhausting for me.  When I returned this year, I vowed that I would not teach other’s classes. Primarily because I had no clerk and teachers always needed things while I was teaching.  Although I have library science students, the teachers would not listen to them but come barging in while I was teaching to ask to check out a document camera.  Through experience and working through the program I realized that I needed to teach again.  I even missed it!  So, I started slowly by teaching a few classes and now I am back in full effect.  I now know that I need to provide opportunities for the students to practice and explore.  So, I had to develop a Database Screencast for one of my classes and I realized that I could use it to limit myself from getting off track.  It worked!  I also started using Research Smackdown where the students had to move from station to station to learn about the databases rather than just listening to me.  It was a success!  I learned so much from my classes more than I did in my Bachelor’s, Masters, or Specialist program.  All of my assignments have been meaningful l and I have used them in my program.

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