BELIEFS ABOUT EDUCATION

2. We believe that intrinsic motivation is more powerful than extrinsic.
Tasks to be evaluated should be meaningful beyond mere instruction or evaluation.
Students have more choices.

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WHAT THIS MEANS FOR LIBRARIANS

2. A. A student who really wants to read Hatchet is in a prime spot to learn the concept that fiction is usually placed on the shelf alphabetically by author. The librarian would be using the student's desire for a certain book to teach a specific locational skill.

B. Team-teaching an I-search paper which builds upon student interests is more powerful than assigning a paper on an animal. (See the article by Marilyn Joyce in the Fall 1993 Issue of Maine Entry.) The student researchers will be more intrinsically motivated because they have chosen a topic close to their hearts.

WHAT ASSESSMENT MIGHT LOOK LIKE

Note: One type of assessment has been matched with a specific trend only as example . Please remember that there is much overlap and these methods may apply to other situations!

2. In this case, a simple checklist could keep track of some rudimentary skills. For skills to evaluate see The Information Skills Guidelines for Maine Educators.

Although the attitude comments aren't for public consumption, it IS important that students have knowledge of the headings across the top. In the past teachers have always had a firm grasp on specific objectives but students were often kept in the dark. Learning is facilitated when students clearly know what is being expected of them and what is being evaluated.

Back to the list of BELIEFS ABOUT EDUCATION

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