LLED 469 

Learning Log #3 

For the first part of Learning Log 3, discuss the following: 

How could you promote yourself as an inquiry resource and collaborative partner? 

  

Image 

  

“Teacher-librarians bring a unique skill set to the school community as collaborators. As experts in curating and selecting resources, inquiry, and research, teacher-librarians support student learning in a variety of targeted ways.” (Surrey School District) 

As this quote shows, teacher-librarians have a unique role in the school, and are able to support collaborative opportunities in many ways. Helping my colleagues select resources is something that I do often. I view this as the first step in working collaboratively with classroom teachers. They come to me routinely to seek resources, which is usually a positive experience, as I am able to discuss a variety of options, and I always try to use this time as a way to share more about our resources, as well as strengthen relationships. The next step for me now is asking how I can help with teaching. With one or two teachers, I am frequently able to assist more and adapt my planning to compliment the learning topics being studied. With others, I still haven’t quite reached that stage yet. 

The collaborative process is important in many aspects in the school. The Points of Inquiry, by the BCTLA, states that teacher-librarians support both educators and students to explore multiple sources of information for knowledge and learning (2011). Collaboration can bridge a relationship between the classroom and the library and demonstrate how learning can occur more authentically and organically. When there is a partnership between teachers there are more access points to information, which can then create learning environments that work towards goals such as this stated in the document The Leading Learning Document: “Everyone is a learner; everyone is a teacher working collaboratively.” Given the learning opportunities available, it seems vital that educators partner with their teacher-librarians in collaborative work projects. But, what are the best steps to create this partnership? 

The following infographic, from the BCTLA, is an excellent starting point. It shows the many forms that collaboration can have when working with a teacher-librarian. In last week’s discussion forum, a classmate suggested hanging this poster in a high traffic area, which is a fantastic way to start the conversation with colleagues. Referring to the poster and asking, “where do you see us starting this process?” is a simple and encouraging way to open dialogue and offer support. 

 

Link to Infographic

When positive relationships are formed and classroom teachers realize that the teacher librarian is there to do more than find and provide books and websites, then the next stage of the collaborative process can begin. Inquiry is a big concept that some educators are not quite ready for. This presents as an excellent opportunity for a teacher-librarian to step in and offer assistance. In last week’s learning log, I talked about ways to introduce inquiry-based learning in subtle ways that would not overwhelm or interfere with a classroom teacher’s learning intentions and styles. I would first suggest those small concept-based adaptations to units that we could co-plan and co-teach. 

To promote inquiry through a collaborative process I would draw upon some of the tips listed in 

module 4 (Module 4, tips to kick-start collaborations for inquiry learning) : 

·      Highlight key discussion points about what inquiry is and how it can be implemented in our school setting. I would be clear and have purposeful examples that meet the needs of the students and the teacher(s). 

·      Have templates and examples ready to share and discuss. When we are able to visualize, we are more willing to delve deeper into new topics. 

·      Be willing to devote time to colleagues. This may seem obvious but can sometimes be overlooked. For this to truly occur, I need to show that I am willing to go beyond the quick chat in the hallway. With this, I would ensure that I have a clear focus of intentions when presenting my ideas. Showing that I’ve taken time to think about collaborative possibilities with that colleague could be very helpful in making it a reality. 

·      Use technology to support classroom teachers and be willing to learn new technology. Technology is an important aspect of our current teaching realities, and I am able to supply and/or support technology options into collaborative teaching opportunities. (Maloney, 2010) 

·      Share my new learning with colleagues! Professional development is an excellent way to stay current, develop new skills and share what we have learned. Offering to share new understandings with staff is an excellent way to promote new ideas and collaborative ideas.  (Franklin, P., & Stephens, C. G, 2009). 

·      For colleagues who may be more resistant, be ready to “nudge” a more traditional project so that it includes a small piece of inquiry to start. Discuss Donham’s concept-based versus topic-based models. 

  

Marcoux (2007) identifies six elements of successful collaboration: environment, characteristics of mentoring, process or structure of collaboration, communication, a shared response, and resources. She further discusses the importance of a teacher-librarian working just as closely with a classroom teacher as a student, and a teacher-librarian facilitating digital literacies and tools to their full potential. Collaboration is the key to sharing a vast wealth of skills and knowledge necessary for moving ahead in today’s rich information age-for both students and educators alike. As a teacher-librarian, I have a number of options to implement and start collaborative, inquiry-based practice.

  

For the second part of Learning Log 3, discuss the following: 

Compare and contrast the purpose and features of: Inquiry Learning Plans and Individual Education Plans. 

  

Both documents have important purposes in education. Both offer specific ideas and highlight aspirational learning goals. While there are similarities in both plans, there are also many differences. Perhaps the greatest difference being that an IEP is a mandated document for students who have a qualifying ministry designation, while an ILP varies according to whether a teacher chooses to create one for a student.     

  

  

  

 

 

An Individual Education Plan (IEP) is a documented plan developed for a student with special needs that describes individualized goals, adaptations, modifications, the services to be provided, and it includes measures for tracking achievement. (MOE) 

  

It is intended as a tool for collaborative planning between the school, parents/guardians, the student, and any other necessary outside agency. 

It is specifically used to: 

·  formalize planning decisions and processes

·  link assessment with programming 

·  serve as a tracking tool for the individual goals and objectives 

· document the relationships between any support services being provided and the student's educational program

· provide parents and students with opportunities to be a part of the individualized planning process. 

(BC Ministry of Education) 

  

  

 

An Inquiry Learning Plan (ILP) is designed so that students can experience the inquiry process and guide their own learning. (Donhauser, 2014) It aids teachers by helping them deliver content and learning intentions that are consistent with evolving curriculum competencies and 21st century learning standards. 

  

The Inquiry Learning Plan has many similarities and differences to an Individual Education Plan. It is important to note that IEPS are undergoing changes to reflect language that is more consistent with the new curriculum and competency-based language. IEP templates can also vary from district to district, and for the purposes of this assignment I will refer to my district’s new template. 

  

Donhauser explains that an ILP is designed for students to experience the inquiry process while being able to guide their own learning. The intention is that through this plan, students can develop and strengthen skills such as self-direction, adaptability, critical thinking skills, and skills necessary for success in reading, communication and collaboration. 

An IEP is designed to highlight strengths and stretches, as well as broad goals with focused objectives in both core and curricular areas of learning. Students, families and school-based team members all work together to identify important aspects of the IEP. It is a team document that is meant to chart current levels and work towards showing growth and progress. 

  

  

The similarities are as follows: 

·      Student voice is involved in both. Students provide information regarding their learning styles, needs, and wants in both documents. An ILP is designed around a student’s questions and desires for learning, while and IEP takes into account their styles and/ or preferred methods for learning. 

·      They are both considered “living documents.” An ILP is constantly updated as a student moves through the learning stages, and an IEP is updated throughout the year as objectives are achieved and/or need to be altered. 

·      Both documents prioritize and show growth. 

·      Both documents require ongoing feedback from students and teachers and other team members. 

·      Both documents require collaborative efforts for optimal success. 

.   An ILP “is a shift from backwards design, where students are working towards a pre-determined outcome,” while an IEP is often working towards a pre-determined goal or objective. 

 

  

Differences are as follows: 

·      An Inquiry Learning Plan (ILP) focuses more specifically on an area of learning while an IEP focuses on multiple academic areas as well as social-emotional and behavioural needs. An ILP may also focus on integrated areas of learning but the intent is deeper learning and skill development in a more specific area. 

·      An ILP is more activity driven. Students are more heavily involved in asking questions and digging deeper into topics of interest (at each stage in a connected process). An IEP may include an aspect of this, but it usually includes multiple areas of focus, which may or may not be connected.

·      An ILP intends a student to be involved in every stage, and while this is sometimes a goal for an IEP, it is not always often the case. 

.   An ILP seems better suited for an older student (at least late primary/early intermediate). While this can be adapted, far more support would be needed for younger students. It is important to note that this last point may merely be my lack of experience with an ILP. 

  (Donhauser, M., Hersey, H., Stutzman, C. & Zane, M. (2014)

 

  

In conclusion, both documents serve unique purposes for students. While one must be created for some students, the other can be created for all students. Both documents have the potential to help create and guide amazing learning opportunities. I am quite familiar with an IEP, and see its potential for student growth, and am excited to learn more about an ILP. 

  

 

References