Step by Step with Teacher Zee: Books and Texts for Teaching and Instruction

Posting here the questions I asked colleagues and co-teachers from CRAIN for our discussion on Books and Texts for Teaching and Instruction.

Teacher Y

            Is it possible for our kids to choose, on their own, the books to read and                        discuss? If so, when's the best time/age to let them do that.

When we go by the principles and foundations of human rights, yes – children can choose for themselves. The UN Rights of the Child proclaim this liberty. As adults, it is our responsibility to create the space and the environment to actualize this liberty.

When is the best time / age -> Kindergarten; the moment they begin school 😊provided that, the school environment has designed and created a space for children that foster and support their developmental needs.

Having said this, there are psych and educ theories that can be the  basis for creating a child centered learning environment where in choice and agency are fostered and promoted:

Jean Chall’s Stages of Reading Development; Jean Piaget’s; John Dewey; Bandura’s Social Learning Theory

Is there a strategy to teach them how to choose the best reading materials for themselves?

  Model the habit, routines and the behavior of making good, informed choices – even discernment 😊

 

Teacher R

I tend to use a variety of reading resources: short stories, chapter books, novels, worksheets (ReadWorks), etc. Is there an ideal profile for each of those resources?

It would be good to always remember that categories, genres, labels and levels are guides. It helps us keep things in order, allowing our thinking to be disciplined and it leads us to productivity. What we can do is to review, examine and be informed of our student’s progress, strength and weakness as well as his/her assessment in selecting sources, texts and literature for instruction.

When should we use a child's interests? When should we push them to read beyond their usual interests? 

This is my BIG problem too, with some of my students.

When reading books set in WW2, I tend to give a background on the Holocaust beforehand. Is it better to let them experience the story organically first, so that they can figure out themselves what the Holocaust is through the story? Should I save the background information for later?

The framework of pre-reading, during reading and post reading works wonders, but also, be open to non-linear ways of thinking and thought processes. It is always helpful to take notes, use metacognitive thinking, reflect and take insight.

Learning From Peers: Observing Classes this Academic Year

Class observations are a regular practice in the Academy. In my six years of stay here, I have visited classrooms of my co-teachers and colleagues and have seen them teach in action. Here is a blog post from 2014 where I write about insights I gained from a Theory of Knowledge (TOK) class I observed back then. 

This academic year, I have been to three classrooms and have been invited by the Business Management (BM) teacher in a class presentation of case studies. I have seen a variety of instructional strategies that my co-teachers employ as well as responses from their students.

I enjoyed listening to students' discussion during an English class. How the teacher gave them confidence to tackle and talk about issues that affected themselves and the world in general. Ursula Le Guin has good stories and essays to bring this out from students, but it is the English teacher's trust on her students that amazed me. The material was chosen well; the instructions to read the material was given ahead of time, with pointers on literary elements for students to pay particular attention to; and students were taught how to take notes at the beginning of the term. So, at Harkness Table, the discussion was very rich. Hope for this country floats!

In Economics, students work in groups accessing and selecting sources for their commentary. This is a senior class and I was glad to see the independence of the students at work. What impressed me more was the way a group helped a classmate who appeared to be lagging behind with the required work for the period. It was like a study group where students learn from each other. All the while, the Econ teacher supervised by observing class dynamics, lending consultations when student asked for it, and managing the time with the objectives in mind.

In the BM class, the seniors presented their case studies. There were revisions to be made, especially in the investigation of the case studies. Nonetheless, students came prepared with their presentations, dressed like young professionals ready for the world.

Looking back at these experiences, I realize how teachers in the high school and senior high school levels assume the role of coaches, counselors and mentors. It is in the design of teaching and learning experiences that makes a lot of difference. They appear to be having a ball but, really, the role is not an easy one to play. Knowing their students and where to bring them to is another factor for meaningful instruction and teaching practice. Being adept at teaching one's subject matter is one thing, but understanding the context and the learning conditions of learners is another.

Lastly, I realized how important feedback can be for students starting out in the IB Program. When I sat in the class of the Design teacher, she had all her reflection question ready for the students to think through. Her class, bright eyed and ready wrote on their worksheets. The writing activity helped students assess their progress in a month long project that prepared them for more challenging tasks in the coming year. Their reflections were helpful in facilitating feedback where the teacher assumed the role of a mentor guiding them through the entire process. Indeed, the students came out of the class with choices and possibilities to mull over on future academic endeavors.

Such observations and insights provide me with information I can use to improve the design of the library's programs and services. My co-teachers are designing learning environments with the students at the forefront of their instructional design. This approach has a lot to tell me about the behavior and attitude of teachers and students towards the use of information and media. Definitely, like our students learning from each other, teachers are also learning from peers.

The 39th PASLI General Assembly and National Conference

AKLATAN 2016: A Regional Conference On the Art of Librarianship

PLAI CeLRLC is staging AKLATAN 2016 on August 17-19, 2016 in Malolos, Bulacan. Here are the topics the organizers have for its participants.

1. L-ibrarianship 2020: Library Trends and Forecasts
2. I-nternationalization and Globalization
3. B-enchmarking and Best Practices
4. R-eading: A Tool for Lifelong Learning
5. A-rchival Practice and Records Management
6. R-esearch Literacy: From Conceptualization to Publication
7. I-ndigenous Librarianship and Multiculturalism
8. A-ccreditation Standards: Measures for Improvement and Development
9. N-etworking, Partnership and Collaboration Building

I will be taking part in the regional conference as a resource speaker. My topic is Reading: A Tool for Lifelong Learning. My presentation will be delivered through video conferencing and recorded AVPs. I have selected short videos to show and online activities for participants to follow through. 

I have done this format of presentation before and making it had been fun. The question and answer part of the forum was done through Google chat. I will be blogging about these events. If you think this is something you can learn from, catch my presentations in the blog as well as the videos that go along with it. 

PAASCU Accreditation Visit: Another Way of Learning

Teacher and artist, Rolly Delos Santos

My recent PAASCU Accreditation visit to De La Salle Santiago Zobel (DLSZ) was a learning experience, as all accreditation visits are, at least for me. For newbies to the PAASCU visit, this would seem like an inspection done by experts. For the seasoned ones, the PAASCU experience is an exercise where both parties, the school seeking accreditation and the accreditors, learn from. It is, in one way, a means toward professional development. Looking at the bigger picture, the accreditation process can be likened to a conversation and colloquim of educators seeking ways to learn continuously in an ever changing world.

This PAASCU experience made me think of the future of school libraries and how technology is changing its purpose as fast as drifting sand. How are LIS professionals, the young and especially the seasoned ones coping? This is a question that can't be answered in one sitting. This would require a connect the dots process and tons of research, on the field and in libraries.

I share with you now what I took with me after this PAASCU visit.

For one, reading through the report is an analytical task. One way to develop critical thinking is to look at criteria and read reports that justify, qualify and explain the evaluation rating assigned per criterion. Going through exhibits and conducting interviews are additional tasks that further lead to this kind of thought process. As I tend to think globally on most times, depending on my emotions to make decisions and feeling my gut to take on an action the analysis work of accreditation provides the needed balance in thought and thinking. The brain has the left and the right sides. Learning how to tap into both hemisphere takes time to develop and practice.

Visiting different libraries through PAASCU work gives me a sense of how things are in Philippine school libraries. This is a big data I often file somewhere in my mind. I pull some of it out when the need arises. Like, when I give talks and conduct workshops. I see many kinds of school libraries. I talk to many school librarians. The experience is both amazing and overwhelming. I come face to face with problems of many school librarians. The challenges are huge. I tell myself to hang on because, really, there is no better time to be a school librarian in the Philippines but today. A lot of things are happening. Giving up is not an option.

Jay Diola, Librarian of DLSZ

Meeting friends and making new ones are experiences I enjoy during a PAASCU visit. In DLSZ, I met librarian friends and colleagues. I met Tito Rolly Delos Santos, finally. I first learned of him ten or eleven years ago during the first iBlog. He attended the iBlog conference as a newbie. We both were green horns in the conference among younger bloggers who have taken into blogging like fish to water. Thank God for the blogosphere and social media, we are able to keep in touch. I asked him for how long he has been with DLSZ. With a proud smile, he said he has been teaching in DLSZ for three decades already. That is a lifetime! It was nice of him to bring me to the grade school library to meet another good friend of mine. We did not miss the collage of St. John La Salle in the high school library though. This work of art is his masterpiece!

I have also picked up some marketing ideas along the way. Asking permission from librarian friends there, I will adapt and modify these strategies.

Since DLSZ is subscribed to Overdrive, their shelves have bookmakers on books that have ebook versions and audio book counterparts in Overdrive. The DLSZ library also has a Learning Commons. While some may think that this is merely a space or a room for interactivity, there is a philosophy and a pedagogy behind its presence and practice. I think this is another trend that needs thinking through before implementing and adapting it in school libraries. Will I put one in our school library? Study the possibility.

Book Menu of the Day

 What I find cute and easy to do is the Book Menu. This reading promo/display can actually be a bibliotherapy book promotion. What the DLSZ librarians did was to set up the Chicken Book for the Soul series like a menu from a restaurant or cafe. Imagine serving books as food for the soul? Sounds exciting, right? I can get to talk about books I have read that have bibliotherapy value to readers. I will be definitely be blogging about these reading promos and how I adopt and adapt them in my work place. Watch out for it!

Apart from these reflections and experiences, I had a closer look at Blended Learning, UbD and the outreach programs of DLSZ. Big ideas that need to be eaten like an elephant.

Back at the Academy: Setting the Pace and Taking Perspective

Day 2 of In-Service: Learner Profile and ATL allignment

I was not excited to go back to work last week. In previous years, I used to feel giddy and optimistic at the beginning of in-service week. Gone are the blooming flowers and rays of sunshine that nestled in my heart at the start of work coming from a long vacation. I found this odd and discomforting. In order for me to sync back, I must "feel" it. I didn't feel anything. In fact, I started Monday with a very practical and pragmatic outlook on the work that is ahead. This bothered me.

It was good to see my colleagues again but the game we played reminded me of past experiences and present needs. There is so much to think about that I could not channel into my emotions to help myself ease in and do the work that awaits me. First day back at work and I was already stressed.

By mid-day, all I wanted to do was go back to the library and finish the annual report. Then again, no one misses the Head of School's address on the first day of work so I stayed on with no choice at all but to listen.

That was when the complete turn around happened. You see, our Head of School has an uncanny talent of making you see things from a different perspective. He does not force or impose. He presents and shows possibilities, what ifs, where we are and where can things can go. He makes you think and wonder. This can be empowering, if you let it.

The things he shared were not promises resting on false hope. These were experiences culled out from the daily grind. It was inspiring. It was amazing how he does so with so much conviction through telling stories. So, there. The power of stories. It got me. Hook. Line. And sinker.

Day 4 of In-service: This is a course outline. Yes?!

I got my groove back but it didn't end there.

When the Dean of Faculty gave a session in the afternoon I was reminded of familiar things and memories of happier days with teachers and mentors you don't mess around with. Hermosa. Ocampo. LDR. Villanueva. Padilla.  My desire to go back to school and study once more surfaced.

What started as a lukewarm Monday ended with a hopeful perspective on the mission I am set to do and a direction to continuously grow professionally. Reflecting on the week that was, I can say that I am fortunate to belong to a community who continuously learns and mentors its faculty and staff.

A Visit From Librarians of Lipa City Colleges

The visit of eight librarians from the Lipa City Colleges in our library was one event I was thrilled to host. They were the first group to see us at The Academy for benchmarking purposes. To prepare for their visit, my staff and I showed them the basic library functions we have set up, the activities and programs we have conducted, so far, gave them a tour of the campus and had a round table discussion at the end of the tour. We also served them the fabled puto Binan and brewed coffee.

The team from Lipa City Colleges was led by Ms. Belle De la Cruz. From this post in FB by Marianne Diesta, I think we had all a wonderful time. Here's hoping we can establish stronger networking ties with our colleagues in Batangas.

Welcome Video for Participants of ILN Mentoring Program

The 5th Asian Conference on Literature and Librarianship

I am registered.

My flight is booked.

I am excited to present my paper on school librarians and leadership in LibrAsia 2015 The 5th Asian Conference on Literature and Librarianship in Osaka, Japan.

Learning From Peers: Sitting in a TOK Class

A few weeks ago, I sat in a TOK (Theory of Knowledge) class of a colleague to learn something new and to think about my own "unique" teaching roles. This activity is part and parcel of our school's professional development program. Here are my thoughts on the experience.

Highlights of the session (areas, teaching/ learning moments or observation points which strike you and why)

The highlight of the session for me was my colleague's modeling of the thinking process. He identified a real life situation (RLS) and asked the students to convert the RLS to a knowledge issue (KI). Students fashioned a knowledge question (KQ) from the KI. My colleague facilitated this process through group work and discussion.

The exercise he did with his students on the TOK criteria was a practical strategy to hone their evaluation skills. This way, students were made aware of the assessment rubrics as well as the required skills and competence expected of them in TOK.

Short reflection on your own practice: any new learnings gained which you would like to try in your class? Any questions you would like to raise about your own teaching practice as a result of this 'preview' of your colleague's ' teaching and learning event? 

I think the pattern that my colleague used in arriving at a KQ can also be used in helping the grade 11s craft their research question (RQ) in the Extended Essay. However, there is time and class hours devoted for TOK where as in the EE, the time allotment given to assist students is during big group assemblies. In the TOK class, students are guided through the application of thinking across subject areas. I see no difference in the EE, only that, students need to investigate a bit deeper on chosen topics of research.

How can such thinking strategies be transferred to the EE?

Any feedback and comment you'd like to offer?

Since I saw the value in the group's formulation of KQs, I think it would be good to write the finished KIs and KQs on manila paper or cartolina. Have these written KIs and KQs posted on the bulletin board. Teacher and students revisit them as they go through the whole exercise of nurturing this kind of thinking strategy. By doing so, teacher (not necessarily the TOK teacher) can use the written output for a language lesson or a lesson on grammar, vocabulary development and sentence patterns. This can be converted into a mini-lesson on writing. Once edits and revisions are made on the KQs, it can then be finalized and approved as an acceptable KQ based on criterion.