‘AITSL Standards Forum’ Day 4 – Standard 3.3

Welcome to Day 4 of the online forum. Today we are asking participants to focus on AITSL Standard 3.3

AITSL Standard 3.3

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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7 thoughts on “‘AITSL Standards Forum’ Day 4 – Standard 3.3

  1. As teacher librarians we plan with the teachers, listening to their plans and working in with their curriculum objectives. The strategies used to support and integrate programs allow for creativity. In my school I may be creating online videos to scaffold the learning of research tools and embedding these into Pathfinders related to the task. At other times explicit teaching of skills or concepts, creating online courses or working one-on-one with both teachers and students related to their needs. How to develop deeper thinking and measure it. This is a difficult task requiring many different strategies for the multitude of situations and programs we both plan for and encounter in our day, week, term. Measuring the effectiveness of programs can be built into class rubrics or measured in less quantifiable ways. We need to think about gathering the evidence when we plan units as quantifiable assessment is rarely our means of measuring the effectiveness of our programs.

  2. Inquiry based learning is ideal for introducing a range of different strategies from innovative ways of grouping students to providing variety in the type of scaffolding that can be provided for critical and creative thinking as well as problem solving. These ideas can be introduced when planning with colleagues and documented as evidence. Annotated student work products also provide evidence.

    • Sandra, I agree with your comments. I worked with some maths teachers to facilitate their Year 1 students in fulfilling their passions (self-chosen inquiry projects) of building Gingerbread houses for Christmas. The teachers and an architect (one of the student’s fathers who volunteered his time) and I were able to introduce a range of different teaching strategies to the students to assist them in their journeys of learning about how to effectively construct buildings with solid foundations. The teaching strategies included: hypothesising, analysing and evaluating print and digital sources, problem solving, conferencing and justifying decisions. Evidence of the students’ learnings included their reflective comments. Students wrote their comments on their sequential plans / continuing drafts for building their houses (as their degrees of knowledge about how to build proper buildings improved, the students’ reflective comments became more sophisticated). Other forms of evidence were the photos we took of the students at various stages of making their Houses. When students were presenting their Gingerbread Houses to their peers (and justifying their building decisions) the students were recorded by other students on their iPads. This was another form of evidence of the knowledge and skills that the students had learned from being introduced to a variety of teaching strategies by their educators.

  3. Another source of evidence to demonstrated the use of teaching strategies is keeping lesson notes used / powerpoint presentation used to teach a skill related to inquiry based learning.

  4. Teachers at my school don’t tend to collaborate as library lessons are RFF but by using a range of tools such as webquests, ppt presentations, storytelling, music etc. to stimulate interest for students in topics/researching topics.

  5. Narelle I am in the same position. Once the inquiry unit planner is compiled I try and look at this to see ways we can tap into/make links with what is happening in the classroom. Eg: Year 4 this term are doing a unit mainly on habitats and sustainability . So in library classes this term we are taking a Jackie French and Lauren Childs book as our focus for tasks and responses from the students. The tasks centre on the students responding to the key messages of the authors “looking after the planet etc

  6. Narelle I should have added I don’t always make connections for all levels (we have over 1000 primary students) we target different levels over the year, purely for reasons of sanity. This allows us to at least communicate what we are doing with the 6 teachers in the year 4 level.

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