Learning Support Program – Using teacher librarian skills to help students with learning problems.

Learning Support Program – Using the teacher librarian skills to help students with learning problems.

It's time too to reflect on a volunteer initative that I undertook between June and August of this year managed by the Learning Support department at a secondary Catholic College in Sydney's south.

The school undertakes a Allwell test for incoming year 7 students while they are in year 6 to test their general skills such as literacy and numeracy. 16 students were identified as having weaknesses that needed attention.

So where do I come into it?

Well I wanted to increase my employability and I thought working with students with learning needs would be beneficial. I enjoy working with such kids and generally they good students. They want to do well. Also it gave me a chance to also apply my skills in information management, because I felt that they would benefit from it.

I was invited to create a research skills seminar for the students. I was going to teach them the PLUS model for research as devised by James Herring. Sadly, time constraints meant that this could not be done. At least I have created some resources that can be used as a teacher or teacher librarian.

Apart from that, I would turn up to the sessions and assist the students as they were taught skills including: memory skills, organisational skills, basic research skills (such as summarising key facts) and basic numeracy skills such as reading graphs and tables. I think the areas covered are very important for development of ICT skills – you need to have literacy, numeracy and organisational skills if you are going to be able to process information. Learning support staff actually agreed with me on this matter.

Given that I was not a teacher at the school, I was quite impressed at the rapport that was established with the students. I was not afraid to work with them or ask them questions. I was also able to gain an understanding of how they learn – e.g "how did you locate this?". They were able to reflect on their learning and I was able to direct them further providing them advice on how to approach it.

From this experience what have I learnt and what do I need to consider in my professional role as a teacher librarian or educator?

To answer this question, I look at my observations of the students and my role as educator.

· Make sure that I know learning preferences of students – do not be afraid to survey them about learning preference in "getting to know you" activities. Lessons must reflect their learning preferences.

· Make sure handwriting is legible – Might look silly to include here but I recall the importance of having legible handwriting during my HSC year. Poor handwriting means that words may be misinterpreted and this can impact on what is communicated . In assessment this can mean that the student is denied marks unnecessarily. This is even more important as school students type written responses instead of writing by hand. For some students legible handwriting makes the difference between passing or failing.

· Effective communication – make sure the students know what is going on and how to do it. Talk to them and follow up if necessary.

· Make sure they know what you want them to locate and be specific – "I am looking for facts relating to….."

· Provide a scaffhold – they need to know how to find, locate and present information. If they have these skills, good learning will occur.

To conclude – here is a link to read a little Allwell testing: http://www.allwell.com.au/html/1.0.html

Lets wrap it up for Semester II 2011

We'll its over for Semester II, 2011. I'm pretty happy to see it over. It has been a tough slog. For me I need to answer the question – What did I Learn?

Intro to Educational Research (EER500) – The marks will show that I learned little and reflects the struggle I've had in understanding the unit content. The mode of delivery through online learning is not effective for a complex unit like this particularly for a unit that requires you to learn a set of theories relating to research such as qualitative/quantitative research and paradigms. There were no modules to guide my learning. I have found that the modules form the basis for any learning in this course. The content in them is directly linked to the assessment – directly or indirectly. I had none of that guidance. In fact what I've learnt about research has only made me feel more confused in answering fundamental questions – What is research? Why do we do research? How should we undertake a research task? This is coming from a person who is noted by his peers and colleagues for their good ability to research naturally. I have also identified a few breaches of policy in relation to assessment, which will be drawn on if I do fail the unit.

I think I will stick to fundamental research skills for any research which is creating the research question to be answered, and how I am going to answer it and what I need to answer the question. Theory makes me more confused.

ICT in Schools Online Conference (ETL411) – Definitely doing better here. I have been interested in developing ICT skills and applying them to the classroom setting. I've just completed a portfolio, which I am intending to upload when marking is done because I think that sums up how I have developed learning wise during this unit including ICT Skills attained, issues that increased my professional knowledge and how online technologies used in the unit can be used in the classroom setting. I have to admit I enjoyed the online conferencing through Wimba because as an auditory learner, I can listen to others and share my ideas. I did not get that opportunity in EER500 as the focus was virtually on completing assignments. The online ICT skills survey is also being processed. I hope to share and reflect on that too.

Theres the wrap!!!

Wifi , Electromagnetic Radiation and student health

I've been thinking as I sit here this morning, how to respond to the the use of wifi internet in the classroom, electromagnetic radiation and student health.

I have been looking a webpaper by a student Linda Park who studies ETL411 (ICT Experience) where she looks at the issue.

I did not know about the electromagnetic radiaton that stems from the use of Wifi Internet and that it could endanger human health - just like mobile phones.

Now I will have to consider this? But what should I do as an educator?

I do know that I have a responsibility to do what I can to minimise the risk of illness amongst students under NSW Department of Education Policy. The radiation can trigger cancer, though this can take decades to happen.

Does this mean eliminating Wifi Use altogether? No

I think of the fact that anything we do in our lives does involves taking a risk. If we play a sport, we know there could be a risk of injury. We may do an activity e.g bungee jumping that may have a risk of injury. We use our mobile phones knowing that there is a risk of cancer. We know eating certain foods or doing certain diets may result in cancer or illness.

Also what other electronic items - I am sure they emit radiation too.

But wait, we are taught the risks involved in what we do. When we do something, we taught how to use equipment safely, how to play safely and how to take care of ourselves when involved. We are told how much of a particular food is ok to eat or not. We are told how we should talk on our mobile phones e.g. not hold them next to our ear. We can make use of what is available to us. Simply we are educated.

I do like the strategies proposed by Linda - because they minimise the risk. I think its the best way to go. Teachers need to know the health risks, but also students. They need to be taught good habits in using technology, like they would with food and social behaviour. As teachers, we can teach those habits to our students. This will enable them to consider the health risks that may be associated with using Wifi connections.

As teachers too - we are obliged to engage students in a variety of formats that are suited to their learning needs. We cannot just rely solely on the internet for learning. It provides alot of opportunities, but there are other formats that can teach concepts as effectively or more effectively.

Also Another opportunity to comment on EER500. Assignment 2 is uploaded. I hope I have done enough to impress Doreen. I have to admit it's likely I will repeat the unit again. Given the difficulty of the unit and my learning style (Auditory learner), I am better off attending a physical lecture and tutorial if I am to get any idea of what I need to know.