Instructional Literacy and the Library Educator: Reflective Habits for Effective Practice (Handout, 2011 WebJunction keynote)

1 : Instructional Literacy a | Reflective practice is the act of understanding and shaping your skills and abilities throughout the teaching and training process. Metacognition is the internal element of reflection, while collaboration is its external element. b | Educational theory provides evidence-based insight into teaching and learning. It consists of learning theory (how people synthesize information and create meaning from instruction), instructional theory (teaching methods in on-site and e-learning contexts), and curriculum theory (content knowledge specific to subjects and audiences). c | Teaching technologies are the tools and media that facilitate learning in face to face, online, and blended instruction, as well as methods for evaluating and selecting them effectively. d | Instructional design is a learner-focused method for integrating reflection, theory, and technology into your teaching and training approach.2 : Qualities of Effective Instructors> List three adjectives that describe the best and worst educators you recall from your time as a learner. Best Instructor = _______ _ __ ___ _ ____ __ ___ _ ____________ Worst Instructor = _____ _ ___ ______ _ ___ ___ ____________> These are the qualities you yourself most likely try to replicate and avoid (hopefully in that order).3 : Reflective Strategies Metacognition includes activities as simple as observing learners in the moment, doing three-question reflections after teaching interactions (what went well? what bombed? what should I follow up on?), concept/curriculum mapping (mindomo.com), and building teaching portfolios. Gleaning is capturing and documenting aspects of your teaching and learning environment that are significant or inspirational, from discussion capture or recording to taking photos of events or styles and materials that inspire you. Attribution is key to gleaning: give credit where credit is due. Collaboration takes many forms, such as mentorship, peer observation, co-teaching, skillshares, professional development resources, recognizing the accomplishments of colleagues, and bonding and team-building activities. All of these build communities of practice.

4 : Th e USER Method Char Booth , 2 0 1 11 | Understand. Become familiar with the learning scenario. a | Start by identifying a problem that instruction can solve by assessing needs. In this step, you ask, “What is the challenge learners face, and how can I help them meet it?” b | This is followed by analyzing the scenario, which involves considering the conditions and constraints of each element of instruction – learner, content, context, and educator.2 | Structure. Define what you want learners to be able to accomplish as a result of theinteraction, and the strategies you will use to present active and learner-focused content. c | Begin by creating targets – goals, objectives, and outcomes – that help you streamline your instructional messages and evaluate if learning has occurred. d | Brainstorm methods to a) involve learners using differentiated delivery techniques, technologies, and activities, and b) extend the interaction through scaffolding and support.3 | Engage. Create your instructional objects and deliver the learning experience: e | Develop the materials you will use to instruct. This begins with creating prototypes, gathering feedback, then revising and finalizing your learning objects. f |Deliver instruction by capturing learner attention, presenting streamlined instructional messages, and communicating your teacher identity.4 | Reflect. Consider whether learning targets have been met and how you might improveyour instructional product. g | Assess your impact by determining if participants have met the desired learning targets. h | Based on this assessment, consider ways to revise and reuse your content in the future.

5 : U SE R I n st ruc t io n Pla n n i n g T e m p l a t e 1 - Understand a Id e n tify p ro b le m b A n a ly z e S c e n a rio Learners - ______________________________________________ Context - _______________________________________________ Content - _______________________________________________ Educator - ______________________________________________ 2 - Structure c D e fin e T a rg e ts Goal - __________________________________________________ Objective - ______________________________________________ Outcome - ______________________________________________ d C re a te C o n te n t 3 - Engage e D e liv e r M e s s a g e f In v o lv e & E x te n d Involve - ________________________________________________ Extend - ________________________________________________ 4 - Reflect g A s s e s s Im p a c t h R e v is e & R e u s e Revise - ________________________________________________ Reuse - ________________________________________________Excerpted from Reflective Teaching Effective Learning by Char Booth, ALA Editions, 2011 | charbooth@gmail

Instructional Literacy and the Library Educator: Reflective Habits for Effective Practice (Handout, 2011 WebJunction keynote)

by char booth on Aug 06, 2011

Accessibility

Categories

Upload Details

Usage Rights

1 Embed 196

Statistics

Instructional Literacy and the Library Educator: Reflective Habits for Effective Practice (Handout, 2011 WebJunction keynote) — Document Transcript