Reflection+2+Due+March+26,+2012

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 * Reflection 2 Chapters 4-8****Blooms Taxonomy**

==__Recognition:__ The chapters, articles, websites, etc. have all had the common theme of integrating technology within research standards (AASL/NETS)/curriculum based lessons to push students toward the realm of 21st century learning. No longer can educators claim ignorance to using the Internet and technology in the classroom. It is the job of the Media Specialist to teach the teachers how to integrate technology and collaborate with them to "...make meaningful and ethical use of information they find online and integrating electronic resources into curricular units"(Thomas, Crow, et al., p.155). Vertical alignment is needed in my school district to ensure that we are teaching students how to transfer what they learn in the classroom to the real world. Irving states on page 62 that "students use their knowledge of classification schemes to find appropriate information sources...instruction should be directed at teaching the concept of 'systems' and the 'concept' of classification rather than idiosyncrasies of a single system." In order to teach this the LMS needs to focus on Inquiry Learning and Project Based assignments. It is through these models that the framework of the Big6 will help both the teachers and the students understand how to move along and gain the research skills necessary. == ==__Knowledge__: Process models for researching all have one thing in common-the fluid nature of them. It is important to realize that students will move forward and backward throughout the research ISP process because of the nature of reading, comprehending, analyzing, synthesizing, choosing, questioning, and reflecting. Constructivist frameworks for teaching tie directly into the ISP because students need to make connections, create meaning, and and construct an understanding in order for the cognitive process to come to fruition. Therefore, the teacher is no longer the fountain of all knowledge rather a coach modeling the process, providing feedback, and differentiating the lessons. The continued use of think aloud teaching will help students make connections on how to properly search for information. On page 83 of our text Irving states "...librarians share with their students the techniques they themselves use for acquiring information." It is imperative that librarians and teachers collaborate and create lessons and activities that highlight the various strengths of the students. If students are able to work within their area of learning style preference, they are more likely to be successful. This success will have an enormous positive impact both on the work they do and the feelings they have about themselves. Millennials naturally go to the Internet to scrutinize hardware and software to make the technology they are using suit personal needs. This scrutiny takes form in the way of reading blogs, reviews, forums, etc. (Thomas et al, p. 130). The freedom associated with having a multitude of information that is easily accessible seems natural to this generation. We as teachers need to help build the bridge and show them that some of the skills they are currently using can be applied to their research assignments in the classroom. == ==__Comprehension:__ In order to fully understand the ISP process and how it works, it was good to learn about Inquiry and Project based learning. Students need a valid audience and have to make real-world connections for them to feel the assignment is important. Students can choose their topic based on the essential question for the unit and then work on developing their research question. Teachers and librarians need to coach the students while they work to ensure that the question development is successful (this is the most difficult part for the student). Once the student has a clear idea of the question they want to answer, it is from there that they start to figure out how to solve it. The LMS also needs to ensure that they understand their role in the school. They are not only developing a collection but they are the tech and curriculum coach. The LMS needs to collaborate with teachers and create professional development specifically for the cultivation of a 21st century learning experience. Using a [|Media Center Collaboration Form.docx] will help focus the lesson as well as manage the media center. The LMS will be able to clearly define their role in the lesson and the collective work of the two teachers will help with differentiating instruction, monitoring, questioning, and coaching.== ==__Application:__ In order to apply the ISP model and Big6 skills as well as the collaborative form, there needs to be support from the head teachers and administration. I need to be on the curriculum team that heads up the professional development sessions. This is a paradigm sift in thinking and some teachers need to be shown and modeled how it works as well as coached one on one. The IASL conference is in April and the head of the Language Arts department will be attending. This will be a great opportunity to talk about how the LMS can work with the teacher to do IL and PBL verses reports. In elementary school students can be taught the Big3 and use the Internet ([|google search poster.pdf)]. They can do lessons on their digital footprint. When they enter secondary school they should be working more on database searching and age appropriate essential questions. == ==__Analysis:__Developing inquiry questions that push students to use higher level thinking verses search and find lessons, is difficult. I struggled with my statement about reality T.V. I completed multiple questions that were all too narrow. It was not until 10th or 11th attempt at creating a broad question, that I got it right. I need more practice with this skill and will have to invest in a book that focuses on said learning. One point of need for the students in order for the ISP model to work is for them to have more background knowledge. A lot of students today do not have the point of reference to even start to come up with a research question. The LMS can create wikis, blogs, web portals, etc. to house information that will help build background knowledge necessary for the students to begin the project. While gaining knowledge about a topic they will also be learning to navigate web 2.0 applications and collaborating with peers. Kuhlthau stated that " An essential value of implementing a process approach to information tasks is in helping students to understand 'that knowledge is something' they themselves construct in 'collaboration' with 'the sources they find to inform their thesis" (Thomas et.al, p.79). Right now students are not currently being asked any questions or having places that they need to stop for checks from the teacher. Clear use of chunking, differentiated instruction, and zone of proximal development would be best for the student to clear the educational void that exists.==



==__Synthesis:__ It is through the Inquiry based learning and project based learning that we start to see the difference in this generation's need for validity. They have an audience at any moment they want by summoning them via twitter, facebook, blogs, wikis, and myspace. Social networking has given students the opportunity to connect with a "real" audience so it only makes sense that they would want to have a real world experience in school. The question of "when am I going to use this in the real world?" would be eliminated if teachers would start to embrace IL and PB frameworks. Millennialls quickly search returns on the web and usually only read the first paragraph of a source. They need to be taught how to seek information efficently and transfer their knowledge. Collaboration with peers and resources with the help of creative commons is important. 21st century learners need to create to show what they know. == ==__Evaluation:__ Creating professional development sessions on the ISP model and PB/IL will be the easiest part of the entire process. There is a paradigm shift in thinking and pedagogy that needs to take place. Teachers need to see that the old way of having students just write a research paper or find the exact location of a city is no longer what they kids need to or want to know. I can model how to do it and collaborate with them yet the support of the administration and accountability will need to be in place in order to ensure that the change happens. I had my first stumbling block in the collaboration process with a 7th grade teacher. She filled out the intake form and when we met to fill out the collaboration form she said that she just wanted the kids to get on the computer and find three sources. I asked about the assignment details and suggested that we figure out what lessons I could teach to help with the reseach process. When I showed her my ideas for an inquiry learning lesson she shut me down. She wants the kids to write a three paragraph research paper with three sources and does not care what sources they use. I gently asked if we could make the paper longer because three sources is a lot for three paragraphs and she said "no." I then said ok, well I will create a pathfinder with links to databases, web portals, and sites that are reliable. I also volunteered to teach them Noodle Tools and then correct the works cited page. She again said "no". I was defeated and had to recoil and consider how I could change her mind in the future. The only idea that comes to mind is having more direct support and accountability from the administration. In terms of student evaluation, they need to have progress checks and make sure that they are completing the task properly. Without the verification and confirmation of a "winning" job, they lose motivation. The gaming mentality of this generation needs to be part of our lesson development. ==