Standard 1: Teaching for Learning
1.2.1. Effective and Knowledgeable Teacher: Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning.
Artifact:
Big Six Research Process Collaborative Lesson
“Inquiry-based” is a buzz word in today’s educational spectrum. While the concept of students seeking their own knowledge is not a novel idea, the term “inquiry-based” is relatively new. What is also a moderately new concept is the collaborative approach to school library teaching.
The collaborative lesson plan I created for the McDaniel Information Services class is an example of student-based inquiry. And, all of the pedagogy included within reflects effective teaching. However, the requirements for this collaborative lesson plan did not include teaching the lesson, especially because I created this collaborative lesson over the summer. Thus, the implementation of effective teaching principles occurs on paper, not in the classroom. And yet, I have taught many units organized similarly to this one, and this particular lesson is scaffolded enough that nothing else but effective teaching and inquiry-based learning occurs because of the subject matter, the model for research, and the students’ freedom of choice.
The assignment follows a classroom lesson on Aristotle’s Rhetorical Triangle, so the students have knowledge of persuasive techniques as they transition into the research process. Every student chooses an American president and researches his life, noting his failures and legacies. Students then individually select and explicate a speech by the President, examining the uses or misuses of the rhetorical strategies as put forth by Aristotle. As the students are active participants in their learning, the teacher and school librarian are available for questions, and recommendations. While many of the research stages are modeled through guided practice, the students ultimately complete each step of the research process individually.
Throughout the three days in the library, students choose their topics, at least one of their sources, and the primary source to use for analysis. The lesson is organized using the Big Six Research model, with room for both guided and independent practice. For example, the second step in the research model is “Information Seeking Strategies.” In order for the students to meet and move beyond this step, the teacher and school librarian provide instruction on where to look and how to find reliable sources for research. The school librarian recommends some of the county-subscribed databases and also models how best to search the OPAC and the databases.
Because an inquiry is an investigation, the students must, on the last day, combine the steps of their research and examination of the speech into a coherent solution or answer. The fifth step of the Big Six Research model is “Synthesis.” The students complete this through an analysis essay with integrated research. They respond to the following prompt:
How well does this president use the rhetorical strategies in his speech? Does he use one more than
the other two? Do his persuasive techniques correspond with his presidency and what he hoped to or
did/did not accomplish? Make sure to include both direct examples from the speech and cited
examples from his presidency to fully support your answer.
I have watched the concept of collaborative teaching grow within our McDaniel program. We have added the collaboration class and many of us have used the concept of collaboration in projects for School Library Administration and Selection and Use. Here in the 21st Century, we are expected to enter the library workforce ready to immediately seek out collaboration with teachers. This collaborative lesson plan I developed for Information Services was the first of many projects and activities I developed where the school librarian is working side-by-side a teacher. In a few weeks, I will be co-teaching with a Spanish teacher to implement the collaborative lesson required for the internship. Having already planned out the lesson with the teacher, the process is like many of the others I have created. As a team, we work the students through a system of research steps, while allowing them freedom in their own inquiry.
I have many collaborative lessons in my future as a school librarian. Knowing how best to marry effective teaching with an inquiry-based approach to learning is one of the most valuable skills I will have obtained through the McDaniel program.
The collaborative lesson plan I created for the McDaniel Information Services class is an example of student-based inquiry. And, all of the pedagogy included within reflects effective teaching. However, the requirements for this collaborative lesson plan did not include teaching the lesson, especially because I created this collaborative lesson over the summer. Thus, the implementation of effective teaching principles occurs on paper, not in the classroom. And yet, I have taught many units organized similarly to this one, and this particular lesson is scaffolded enough that nothing else but effective teaching and inquiry-based learning occurs because of the subject matter, the model for research, and the students’ freedom of choice.
The assignment follows a classroom lesson on Aristotle’s Rhetorical Triangle, so the students have knowledge of persuasive techniques as they transition into the research process. Every student chooses an American president and researches his life, noting his failures and legacies. Students then individually select and explicate a speech by the President, examining the uses or misuses of the rhetorical strategies as put forth by Aristotle. As the students are active participants in their learning, the teacher and school librarian are available for questions, and recommendations. While many of the research stages are modeled through guided practice, the students ultimately complete each step of the research process individually.
Throughout the three days in the library, students choose their topics, at least one of their sources, and the primary source to use for analysis. The lesson is organized using the Big Six Research model, with room for both guided and independent practice. For example, the second step in the research model is “Information Seeking Strategies.” In order for the students to meet and move beyond this step, the teacher and school librarian provide instruction on where to look and how to find reliable sources for research. The school librarian recommends some of the county-subscribed databases and also models how best to search the OPAC and the databases.
Because an inquiry is an investigation, the students must, on the last day, combine the steps of their research and examination of the speech into a coherent solution or answer. The fifth step of the Big Six Research model is “Synthesis.” The students complete this through an analysis essay with integrated research. They respond to the following prompt:
How well does this president use the rhetorical strategies in his speech? Does he use one more than
the other two? Do his persuasive techniques correspond with his presidency and what he hoped to or
did/did not accomplish? Make sure to include both direct examples from the speech and cited
examples from his presidency to fully support your answer.
I have watched the concept of collaborative teaching grow within our McDaniel program. We have added the collaboration class and many of us have used the concept of collaboration in projects for School Library Administration and Selection and Use. Here in the 21st Century, we are expected to enter the library workforce ready to immediately seek out collaboration with teachers. This collaborative lesson plan I developed for Information Services was the first of many projects and activities I developed where the school librarian is working side-by-side a teacher. In a few weeks, I will be co-teaching with a Spanish teacher to implement the collaborative lesson required for the internship. Having already planned out the lesson with the teacher, the process is like many of the others I have created. As a team, we work the students through a system of research steps, while allowing them freedom in their own inquiry.
I have many collaborative lessons in my future as a school librarian. Knowing how best to marry effective teaching with an inquiry-based approach to learning is one of the most valuable skills I will have obtained through the McDaniel program.