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Maine Samplers Part III

BELIEFS ABOUT EDUCATION
3. We believe in individualizing pacing and growth, and recognize that there are several different ways of learning.

WHAT THIS MEANS FOR LIBRARIANS

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!

3. Teachers will have a good grasp on the individual learning styles of their students so look for their guidance and become acquainted with general class groupings. (See Appendix A.) Although it is important to keep in mind the goals for the year, you must accept each student for the developmental level they are on and lead them to the next level at their own pace. With this consideration fully in mind, the Reading Recovery program developers have pioneered excellent methods of evaluation that can be adapted in the library. Basically, the educational objectives are written out for the student, and she has input concerning the ones she wishes to tackle first. It could be kept in the reading/writing portfolio. A library form might contain objectives such as:


I Want to I Can
Return books on time Return books on time
Use a library voice Use a library voice
Use an index of a book Use an index of a book
List key phrases for subject I'm working on List key phrases for subject I'm working on
Find information about topic on the CD-Rom Find information about topic on the CD-Rom
etc. etc/

This chart shows samples of objectives; it isn't likely that these would all be on the same page at the same time. In consultation with the librarian the student would highlight with a marker, the objectives she is interested in working on. At this time, the librarian and the student would set the criteria for success. (e.g. Tally the times when books are returned on time; eight times might demonstrate a "habit." Or during the next research project, the student would record the process demonstrating key phrases searched.) When the student meets the pre-set standards, the librarian or teacher blacks out the highlighted item on the left and highlights the objective on the right. Thus, a visual record of progress is kept.

This technique was developed for young elementary students but one important element should be considered for older students. They should know ahead of time what skills and strategies they are expected to learn.

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