‘AITSL Standards Forum’ Day 2 – Standard 1.5

Welcome to Day 2 of the online forum. Today we are asking participants to focus on AITSL Standard 1.5

AITSL Standard 1.5

Image: AITSL Standards

Using the above information and the AITSL Standards: teacher librarian practice document (available from the ALIA Schools website or Google Drive), please reflect on how the teacher librarian can meet that part of the Standard.

The next step is to comment or provide feedback. We are keen to learn how teacher librarians gather their evidence and how the Standards are used at your school.

To post a comment, scroll down to the bottom of the page and type your response into the box underneath ‘Leave a Reply’, then click the ‘Post Comment’ button that will appear after you start typing in the box. Sometimes comments will not automatically appear as a moderator needs to approve the first comment for each new respondent. Our moderator will check in throughout the day to approve comments.

We look forward to your active participation as we gain a nationwide perspective on how the Standards are being used in our schools.

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11 thoughts on “‘AITSL Standards Forum’ Day 2 – Standard 1.5

  1. when planning each term we identify tasks that will be used for assessment purposes, we evaluate as we go and we may then have to modify/change our program to teach a skill that wasn’t grasped by the students.
    We also gather at least once a term a student reflection on what they learnt, what they could do better and what they would like to learn

  2. planning for differentiated assessment throughout an inquiry unit – allowing students to show their learning in different ways, as well as using the assessment to inform future teaching and learning practice.
    Working collaboratively with classroom teachers to identify skills that students are struggling with, and meeting direct points of need.

  3. Before teaching any classes I always look at available data to ensure that I know the students and where they are at. Then I am able to better differentiate to meet the individual needs and set goals in collaboration with the students. Importantly we need to actually connect with the students and really understand them fully in order to meet individual needs.

  4. I am involved with a team of Year 7 Humanties teachers and had an opportunity to lead the group to re-design a Geography assessment task that incorporates differentiated learning. I came across this fantastic resource called, “Standards-Based Activities and Assessments for the Differentiated Classroom” by Carolyn Coil – this resource provided examples of differentiated assessment tasks. I modeled the Geography assessment task on examples provided in this book. Differentiated learning tasks is great to use in a classroom of students with mixed abilities, ranging from very low to high literacy levels, enabling each students to achieve a level of success.

  5. I often plan for open ended inquiry units which allows for student voice in what they want to learn. As most students prefer to work in groups, they also have the benefit from learning from each other. The units often involve formulating their own question and gathering resources from the library , home and interviewing an expert. Students have produced a variety of products including Prezis, dance and movement, art work, drama which are then presented to the group. I am now working how best to capture this in a more systematic way. I have been invited to be part of the school’s ICON team (Integrated Catholic Online Network) which involves a different approach to inquiry. It’s called design thinking which involves the collation of artefacts, activities, etc centred on a challenging topic. The main purpose is to transform learning using technology. I am anticipating that this process will assist me in capturing the diverse learning and knowledge that students are capable of.

    • Wow Tilly, what a comprehensive approach! Students at my school are also transforming their learning through technology. As 2014 is the International Year of Crystollography, this term, students will focus their learnings on Crystollography. From gathering student data from other teachers and co-ordinators, it became apparent that there are a number of students in each class with learning challenges. Hence, a variety of teaching activities will be employed during the term to provide students with a range of strategies to learn about Crystollography. The activities will include viewing YouTube clips about the discovery of crystals in caves in different areas of the world, as well as documentaries and audio books about how crystals improve the quality of life of humans and other animals. Students at school will also be able to participate in conducting an interview with a Crystollography expert via “Skype”. Further, students will have the opportunity to be involved in an experiment that measures the effect of positive and negative emotions on the formation of a water crystal. To demonstrate their acquired knowledge of crystals, students will have the option of creating an e-book or comic strip on their iPads. Other students may wish to write and record a song, TV show, documentary or film about their Crystollography learnings. What an exciting term ahead!

  6. The AITSL Standards can be used by teacher librarians to develop their annual professional learning plans. Evidence to demonstrate that they are meeting the Standard could include any of the following: planners that refer to data provided by classroom teachers and coordinators as well as library management systems, student surveys and reflections, professional reading logs

  7. Gaining direct feedback from students at the end of a unit which supplements the ‘marks’ helps to evaluate the various dimensions of differentiation – student readiness, interest and learning profile. This data is used to inform the planning of subsequent units of work and the scaffolding of inherent skills to guide the different learners. It informs the learning style activities (visual, auditory, kinesthetic) as well as how the students can show / demonstrate what they have learned.

  8. Along with collaborating with class teachers, I always ensure that our collection contains resources that cover the various levels of understanding of our students. Our students with different learning needs are well supported by differentiated tasks and the staff involved in facilitating their learning are very keen to work with our Teacher Librarians to develop achievable outcomes. At the moment we do not collect data to reflect our involvement in the process but I can see that it is an important area to follow up on in the future.

  9. Apart from working with the SOSE team (or other team), I work with the Special Needs Coordinator to gain an understanding of the strengths and challenges of the students in her specific care. I also work with the Special Education classroom support assistants, to ensure they have the research skills and knowledge, so they can access resources available at their specific learning level. At the moment, I have all Year 8 working on a similar RE task. I have purchased resources to cater for the specific range of learning needs in this cohort. With the modified tasks, I have worked with the Special Needs Co-ordinator, to ensure that the specific learning needs of students are catered for.

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