Fullan (1999) also made and interesting point about observing the lessons of other teachers and pointed to the fact that teachers can be a ‘real resource’ for each other. I am such a firm believer in this. I was lucky enough as a new scheme teacher to observe the lessons of others (many years ago now) and I found it absolutely invaluable, I learnt so much in a short time, not just about the subject matter but about classroom management as well. I am hoping with the rise of collaborative practice that I have the opportunity to observe (and be observed) a lot more.
I found Fullan’s (1999) reading made some interesting points about learning organisations and has encouraged me to improve some areas of my current practice. Particularly useful was the point that teachers in a learning organisation examine how well students are doing, relate this to how they are teaching and make continuous refinements individually and collaboratively. I believe that this is very important and certainly does not happen enough at my current school (and I am sure many schools.) It is interesting to note that our most recent staff development day began to attempt to address this issue. I hope this points to promising times ahead!
I found the readings on learning organisations useful and very clear but am still trying to get my head around where the TL fits within the organisation. I also have questions (from my current teaching perspective) as to how the learning organisation concept will affect the way the new national curriculum will be delivered. I suppose it will become clear as the new curriculum is phased in?
Tomorrow, year 9, a colleague and myself are embarking on a collaborative poetry unit! I am hoping that all that my learning in this course will ensure that the project is as successful as possible. Stay tuned for updates…
I found the readings by Stripling (2007), Brown (2008) and Batz and Rosenberg (1999) to be very practical and informative. However, in my current role as a classroom teacher I find it hard to assess learning in different ways and with different evidence other than numbers. This is due to the fact that it’s the numbers that are used to rate and rank in so many ways. The numbers determine student grades, ATARs, rankings etc. Added to this the rise of things like the My Schools website and NAPLAN testing mean that numbers (and the push for teachers to constantly improve them) are taking top priority in school.
How do I try and assess and demonstrate student learning in different ways and show how this learning can affect the numbers? This is certainly a challenge that needs tackling…
Completing the readings on information literacy has really made me understand how much schooling has changed since I was in high school (12 years ago). In that relatively short time period the changes have been immense. With the rise of the internet and other technologies there truly is so much information out there. However, unlike when I was in school and books and encyclopedias were the main research methods, the information available now is not always from a reliable source. I now realise that students need to be taught to be critical receivers of this information and be able to sort through the vast amount of information and sometimes be able to understand the conflicting viewpoints about the same topic that may be present in the information.
I did not consider this initially when enrolling in the TL course. My expectation was that teacher librarians needed to teach students how to use various technologies. I had not, however, considered that TLs need to teach student to be critical receivers of such technologies. This was an exciting revelation for me and I am looking forward to the challenges that my new role will bring.
I found the readings on the information process models very helpful as they will become the basis for the second assessment. The readings were very clear and the case studies provided showed the practical application of the models. I need to start mapping the common elements and the differing elements in an attempt to analyse the models.
Although not a teacher librarian yet, I would like to work collaboratively with the TL at school and attempt to apply at least one of the models to see what works for me and my classes in a practical setting.