Objective 1.2: Effective & Knowledgeable Teacher
Indicator: Candidates implement the principles of effective
teaching and learning that contribute to an active,
inquiry-based approach to learning.
At one point in our very young lives, we probably caused an adult to blurt out, “Because it just is!” This refrain presumably followed a barrage of questions about one, or better yet, a hodgepodge of topics. Questioning, or a search for knowledge, is simply a natural part of our lives. For a trait that runs rampant throughout our childhood years, I find myself wondering why genuine curiosity seems to plateau in a majority of my adolescent students. If we want to be effective teachers who create independent thinkers, we must work to establish an inquiry-based approach to learning.
I was able to share the inquiry-based strategy of activating students’ prior knowledge via an in-service created for 5th Grade Social Studies teachers. The audience learned about various prior knowledge strategies that could be adapted to fit their own curriculum, as well as collaborated with one another to insert such strategies into a few of their specific teaching units. The goal of the in-service was to create an inquiry-based learning approach—to activate the teachers’ prior knowledge, expose them to new ideas, and observe them processing the information and reaching their own conclusions. These steps are crucial for any student who takes part in the inquiry-based learning process. For this reason, it is a teaching model that is not only supported by AASL Standards, but should also be embedded into any content curriculum. I now have a deeper appreciation for this teaching model because it truly reflects a cycle of learning. It forces our students to make connections, ask questions, and draw their own conclusions. This in-service allowed me to combing two things I am passionate about—collaboration and teaching. Although I hope to become a librarian, in no way does this mean that I am relinquishing the title of ‘teacher’. In fact, I feel that my journey as a teacher is just beginning. Being a librarian gives me the opportunity to not only learn about various teaching strategies, but share them with classroom teachers in order to create strong, diversified learning experiences for our students. Whereas I previously mastered strategies for one content area, I now find myself challenged to generate and use resources that can impact any curricular area in the building. It is my goal to establish a program that both educates teachers on the wealth of resources that can supplement their curriculum, and encourages a partnership of their specific content knowledge with my own. As a teacher, I am a firm believer in challenging my students because I often find that when given the opportunity, they rise to the occasion. As a librarian, I will take this thought with me when working with teachers in order to introduce strategies that enhance their curriculum and motivate their students for success. Teachers and librarians have the same goals in mind—we strive for creative and engaging lessons because our students deserve a chance for greatness. By continuing to make our teaching more effective as well as implementing inquiry-based learning strategies, we will create learners who are not hesitant to take charge of their own learning. When we focus on embedding information literacy skills in core content curricula, we will once more observe students who have a genuine excitement for new knowledge. |
Artifact:
|