Reflection and Feedback

what stuck with you-

I just came across a blog post by Dani Raskin where she talked about a reflection technique called “What Stuck With You?“. Basically, towards the end of the lesson, students are asked to write a post-it note on what they got out of the lesson – or even what questions/problems they have been left with. Students share their thoughts before sticking the note onto a display wall. This lets everyone have a voice, gives the teacher immediate feedback on students’ understanding of the key points of the lesson, and will form the basis for review later on.

I’m keen to try this with some of my classes, but probably more at the end of a unit of work than at the end of a class, just because I am working with primary students, 25 or 50 min lessons, and I don’t think I will get the full power of the activity after just reading a story and talking about it with Preps….

 

The second thing was mentioned later in the same blog post: using the “Start, Stop, Continue” feedback model. In this activity, you ask the students for feedback on your lesson/unit/teaching, specifically ways to improve the classroom experience:

* What would they like you ( the teacher) to START doing?

* What would they like you to STOP doing?

* What would they like you to CONTINUE doing?

A bit of a search and I found this very clear explanation of the model as it applies to primary/high school teaching. I have been changing some of the ways I teach ICT skills to my primary classes, so this would be a good time for me to seek some feedback from them on how helpful these changes have been for them.

 

ALIA day 3 – experiences reviewing the library

Image courtesy of Wikimedia Commons

The question for today was:

  • What has been your experience with reviewing your school library?

I found this to be more thought-provoking than expected, because my first response – thinking of the document – was ‘none’! But then I realised that reviewing services happens all the time, sometimes purposefully and sometimes on an ad hoc basis.

My first review activities would have been completed as part of my masters degree in Teacher Librarianship, awaaaay back between 2002 and 2007. I remember completing various assignments on reviewing and creating policy and procedure documents, collection mapping and reviewing online services.

Having moved to Tasmania and taken up this position at Hutchins,there have been different kinds of reviews: position descriptions, staff roles within a team, collaborative curriculum planning…

When I worked in Hong Kong I helped with a redesign of the school library, so that involved a lot of consideration of use of floorspace, flexible shelving and furniture options, placement of immovable IWBs to avoid glare, traffic flow…

In the last two years our school underwent a minutely detailed, comprehensive self-evaluation as part of gaining accreditation as an international school, included in which was of course analysis of library services and curriculum. That analysis was more about perception and use of the school library by the wider school community, so there are areas in these self-reflection and evaluation guidelines that were not touched upon in that process.

So now that I have thought about this a bit more deeply, I would say that I am involved in review processes of different aspects of library management at different points throughout the year, sometimes in response to external factors and sometimes as part of our internal annual cycles.Image courtesy of Wikimedia Commons

Perhaps what I should be aiming for is a combination:

  • regular/term reviews of things such as library program and collection development to support the curriculum
  • small annual reports (Dianne Mackenzie is eloquent in her explanations here)
  • 3 to 5 yearly major reviews, which would provide support for a 3-5 year strategic plan for the library

Looking just at the third point is too daunting, but if divided into term-by-term and year-by-year activities, I think I can see it becoming more a process of analysing data that has been collected all along, plus updating documentation, and then from there creating goals for the future.

I foresee some quality time being spent with my calendar….

ALIA Schools National Online Forum

Yesterday was the first day of the ALIA Schools National Online Forum – School Library Resource Centre guidelines – an 8 day exploration of this document which was jointly produced by ALIA Schools and the Victorian Catholic Teacher Librarians (VCTL).

Stephens Library view over tuckshop

View from teaching area out over the steps to the roof of the tuckshop

I had seen the announcement of this online forum over the weekend, and had the blog bookmarked ready to start, when on Monday afternoon it was announced that a long-awaited and much-needed extension to our Junior School would begin in September this year, including the extension of my Library by several metres and a tuckshop roof!

I began working here in April 2008, and it quickly became apparent to me that the combination of layout, fixed cabinetry, immobile shelving, and insufficient space was limiting students’, teachers’ and classes’ use of theLibrary. By swapping the location of fiction and non-fiction collections I was able to improve some aspects, but limitations of space and built-in bookshelves could not be changed.

Now with an extension to the Library happening, I have a very clear timeframe for looking at all the aspects of the Library, from physical space to books on shelves to virtual collection to types of services offered to ways we communicate with and engage with the school community.

Today’s questions were:

  • Why should schools take the time to complete this document?
  • Could this document be useful in conducting a review of your library?

My answers were:

A1) I think that school libraries should be continually reflecting on their services in order to know which direction to take – keep going straight ahead or make a turn in a different direction? This document is a useful tool to guide that reflective process as it has already laid out a logical structure and itemised things to consider during the review.
I also think that the specifically Library-designed questions are more helpful than using a more general tool such as a SWOT analysis.

A2) This kind of review document is definitely going to be helpful in conducting a review of my Library! I think that this online forum, combined with the immediate plans to refurbish our junior/middle school library, are a match made in heaven – now I don’t have to wonder where to start, I’ll just grab a section and get going.

So, taking the plunge – I would like to use the SLRC guidelines for self-reflection and evaluation over the course of the next 3 terms to form the basis of a report on the state of my Library and future plans.

 

‘Twas the night before Term 2, and all through my brain…

http://pixabay.com/en/neon-glow-glowing-light-design-660989/

beautiful chaos via Pixabay CC0

I’m juggling the chaos, I hope not in vain:

Coming back into the fold

I wanted some ideas this week about effective, valuable ways to use ipads in K-2 classes, because I am part of the team working on how we will be making good use of these devices when they arrive in classes later this year. For me it always boils down to the practicalities of how something will work in the classroom – I read a lot of philosophical and erudite discussion of enhancing pedagogy and moving through the stages of the SAMR model of technology adoption and integration etc, etc, etc, but when it comes down to helping teachers on the ground, I want to hear what is working for other people in similar situations.

Enter the PLN. I hopped on Twitter on Tuesday night (I am only a sporadic, purpose-driven user) and put the question out there, pinged a few people with direct tweets, and then spent the next little while marvelling at the wonderful suggestions I received.



Since then I’ve added 3 more apps, 2 more people, 2 more blogs, and several articles – oh and a very kind email list of schools to check out!

This is proving to me yet again that social media can connect us to people with the knowledge we need, if you build those networks purposefully. I found that my Twitter network grows most rapidly, and more richly, when I actively seek out people who tweet insights during conference streams. I want to connect with people who have lively, curious minds, who seek out new ideas and information and are so thrilled with what they find that they just want to share their excitement! I want to read about brave new projects, and about what goes wrong, and how they tried to fix it. Fortunately for me, I have just enough people in my PLN now that I can ask a few questions and get some helpful answers back in a reasonable timeframe, and with far less effort than trawling through endless search results in the-major-search-engine-of-your-choice. I guess it comes back to that sense of knowledge being curated information; a search engine can return data, but for a query about how to use ipads effectively in an early childhood setting, the personal responses from experienced educators are exponentially more valuable.

And speaking of gems found in the Twitter feed, just this evening I followed a tweet from @SJBetteridge to discover (on Free Tech 4 Teachers, a fabulous blog!) this lovely little homage to Libraries and Librarians in the Internet Age, by Common Craft:

 

And to get back to the point about PLNs and Twitter being awesome, this week a retweeted link led me to a post on Langwitches by Silvia Rosenthal Tolisano about Unpacking a Twitter Conference Feed – this is amazingly helpful for anyone who is new to the whole thing!

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