Collaborative instructional design and evaluation


Published on

presentation given to University of Maryland graduate students in the iSchool (working on their MLS with a certification in school libraries)P

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • AGOPP, Big6, is there flexibility? YES! Be and advocate. When there is nothing in place, take the lead and you will get to do what you want. When the school has something though, use it for consistency. Many of the models have the same model and what is more important is to have consistency throughout the school. Sometimes you have to let go of something you really like for the sake of the students’ most effective learning.The EIC curriculum has Information Literacy skills built in. It is integrated into the content areas.
  • The EIC is an integrated curriculum with information literacy skills integrated into the content areas. Information literacy tasks provide assessment data for writing measurement topics. When appropriate information literacy tasks identify the writing measurement topics. Many information literacy tasks must be completed in order for students to complete writing projects.
  • In the EIC, Information Literacy most closely aligns with writing tasks. Reading requires students read on complex text on their level and assessed on their level and we are about free choice reading and don’t look at reading in that way.
  • As new curriculum is being written, it is put on this Curriculum 2.0 collaborative website. Anyone can upload resources and sample lessons. This summer a team of library media specialists wrote Social Studies lessons with Social Studies teachers.
  • Library Media Specialists are asked to review the SIP and find out how they can create action steps based upon an instructional need that is measurable. Great entry point for collaboration and justification for your program.
  • This Web-based system was developed to provide an easily accessible and flexible tool for school librarians and teachers to identify strengths and weaknesses in the information-seeking skills of their students. There is no charge for using TRAILS.
  • Most library media specialists work with teachers to create some kind of pathfinder or research guide infusing information literacy skills into the lesson. I used Wikispaces, but many librarians are gravitating toward Libguides. Here you see the collaborative projects I worked on last year.
  • SlMP has an account…so does the superintendent! Twitpic. Tweet what we are doing, interesting articles and websites and retweet others’ posts.
  • Communicate with stakeholders. Aggregates other Web 2.0 that we are involved in. Social bookmarking, twitter, flicker, etc. This post is on a Cable segment on technology in the classroom with BOE president Chris Barclay.
  • Even if you don’t join these organizations (you get a student discount!), find out when their conferences are and follow the hashtag on twitter and other back channels. Look for their Nings and wikis.
  • I advocate for SLMP at the District Level by serving on various committees, collaborating with content area curriculum teams, assisting with district-wide professional development initiatives to ensure alignment with SLMP, recruit university level partnerships and cohorts groups to ensure high quality, certified library media specialists for our schools, build capacity of current library media specialists through transparent communication, professional development and school visits.I expect library media specialists to create a space that encourages a variety of stakeholders to use the resources, create collaborative partners to integrate technology and information literacy into the content areas, advocate for the students’ access to the resources, and take control of their own professional development. I want library media specialists who are leaders in the school and have programs that are the hub of learning and not isolated silos with little to no interaction with classroom instruction and student learning.
  • Collaborative instructional design and evaluation

    1. 1. Collaborative Instructional Design and Evaluation<br />Andrea Christman<br />Supervisor, School Library Media Programs<br />Montgomery County Public Schools<br />
    2. 2. Inquiry-Oriented Instruction<br />Information Literacy Skills<br />Research Models<br /><br />
    3. 3. Elementary Integrated Curriculum (EIC)<br />
    4. 4. Alignment with Writing<br />
    5. 5. Secondary<br />
    6. 6. Curriculum 2.0<br />Modern World History<br />Unit Overview<br />Why<br />What<br />How<br />Sample Lessons<br />
    7. 7. Forging Collaboration<br />Action Plan—Implementing the SIP<br />TRAILS<br />Data<br />Working with teachers<br />Collaborative Lessons<br />
    8. 8. Action Plans<br />
    9. 9. TRAILS<br /><br />
    10. 10. Working with Teachers<br /><br />
    11. 11. LibGuides<br /><br />
    12. 12. Collaborative Lesson<br />
    13. 13. Collaborative Lesson<br />
    14. 14. Integrating New Technology<br />Technology and Internet Tools<br />!/MCPSSLMP/media/slideshow?<br />
    15. 15. Integrating Technology<br />
    16. 16. Integrating technology<br />
    17. 17. Building Community<br />Administrator Buy-in<br />Committees<br />Professional Growth<br />Organizations<br />Conferences<br /><br />
    18. 18. Personal Learning Network<br />
    19. 19. Getting Started<br />
    20. 20. Twitter<br />
    21. 21. Blog<br />
    22. 22. flickr<br />
    23. 23. ISTE—SIGMS--MSET<br />
    24. 24. ALA-AASL-MASL<br />
    25. 25. Acquiring a Job<br />Internships<br />Interviewing<br /><br />
    26. 26. Careers Database<br />
    27. 27. Your Role – My Role<br />Library Media Specialist<br />Supervisor<br /><br />