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Intentional Reference: Implementing Formative Assessment through Reflective Peer Facilitation. Dale Vidmar Information Literacy and Instruction Coordinator/ Education, Communication, Health, Phys. Ed. & Leadership Librarian Southern Oregon University Library http://www.sou.edu/library/dale

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Intentional Reference: Implementing Formative Assessment through Reflective Peer Facilitation

Dale Vidmar

Information Literacy and Instruction Coordinator/

Education, Communication, Health, Phys. Ed. & Leadership Librarian

Southern Oregon University Library

http://www.sou.edu/library/dale

[email protected]

http://www.sou.edu/~vidmar/reference_renaissance/vidmar.ppt

Reference Renaissance Conference 2008

Denver, Colorado

August 4-5, 2008


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Speaking of Intentions through Reflective Peer Facilitation

  • Reference is teaching

  • Overview of reflective teaching in the context of reference

  • Reflective peer facilitation— collegial conversations—as a formative assessment process

  • Intrinsic improvement of our craft

  • Questioning strategies for planning and reflective conversations


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The Death of Reference through Reflective Peer Facilitation

Reference statistics are down dramatically!

Reference transactions are less frequent, but questions are more complicated and take place in random environments.


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The Big Question through Reflective Peer Facilitation

Do people know more today than about accessing and using information effectively and efficiently than they did ten years ago?

. . . Twenty years ago?


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Can’t we just Google it? through Reflective Peer Facilitation

or Yahoo! it?

or Blog or Wiki it?


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Librarians Teach!!! through Reflective Peer Facilitation

We must consider our approach to reference with the same diligence we consider our classroom teaching.

Central to our mission as librarians is our role to promote, facilitate, and cultivate information literacy.


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Teaching and Learning through Reflective Peer Facilitation

Therefore, one of the most promising ways to improve learning is to improve teaching.”

“The quality of student learning is directly, although not exclusively, related to the quality of teaching.

- Thomas Angelo

from Classroom Assessment Techniques


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The Intentional Teacher through Reflective Peer Facilitation

A primary characteristic of an outstanding teacher is intentionality–

Having a purpose with which to cultivate informed reflection.


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Why Reflection? through Reflective Peer Facilitation

“Experience itself is actually the ‘greatest teacher,” . . .


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What Does Our Experience Say? through Reflective Peer Facilitation


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Why Reflection? through Reflective Peer Facilitation

“Experience itself is actually the ‘greatest teacher,” . . .

not

“we do not learn as much from experience as we learn from reflecting on that experience.”

- Thomas S.C. Farrell

from Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers


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Collegial Conversations through Reflective Peer Facilitation

Do you ever talk with colleagues after a reference or teaching session?

How does this affect your future sessions?

Do you ever talk with someone after providing assistance?


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Collegial Conversations through Reflective Peer Facilitation

Think – Pair – Share

Think about your next reference session.

What do you intend to do to make the session more productive and meaningful as a teacher?


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Intentional Reference: Reflective Peer Facilitation through Reflective Peer Facilitation

Collegial conversations that compliment the actual teaching experience before and after a reference session.


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Intentional Reference: Reflective Peer Facilitation through Reflective Peer Facilitation

A formative process that facilitates introspection and self-awareness prior to, during, and after reference as teaching.


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Reflective Peer Facilitation: Collaborative Conversations through Reflective Peer Facilitation

Intention:

Planning conference

Reflection:

Reflective Conference

Reference Experience

Critical Incidents: Transformative Events


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Reflective Peer Facilitation: through Reflective Peer FacilitationCollaborative Conversations

Teacher:

Introspection

Facilitator:

Elicits critical reflection

Observer:

Moderates the process and takes notes

Trust & Collegiality


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Intentional Reference and through Reflective Peer Facilitation

The Craft of Teaching

“Significant, meaningful, and long-term positive change will be achieved only when it comes as a decision from within the individual . . . based on self-evaluation”

  • - Lapp, N., Lascher, T., Matthews, T., Papalewis, R.,

  • & Stoner, M.

  • from “A Proposal for Formative Assessment Teaching”


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    References and Resources through Reflective Peer Facilitation

    • Angelo, T. (1993), Classroom assessment techniques: A handbook for teachers, Jossey-Bass, San Francisco.

    • Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

    • Costa, A. & Garmston, R. (1994). Cognitive coaching: a foundation for renaissance schools. Norwood, MA: Christopher Gordon.

    • Farrell, T. S. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, CA: Corwin Press.

    • Slavin, R. E. (2006). Educational psychology: Theory and practice. Boston: Pearson/Allyn and Bacon.


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    References and Resources through Reflective Peer Facilitation

    • Vidmar, D. J. (2006). “Reflective peer coaching: Crafting

      • collaborative self-assessment in teaching.” Research Strategies. 20 (3), 135-148.

    • Vidmar, D. J. (2008, May). “Reflective peer coaching:

      • Crafting collaborative self-assessment in the classroom.” Retrieved May 22, 2008, from http://www.sou.edu/~vidmar/reflective_peer_coaching/

      • index.htm.

    • Vidmar, D. J. (2008, May). “Collaborative Peer Conversation

      • Reference Questioning Strategies.” Retrieved August 1, 2008 from http://www.sou.edu/~vidmar/reference_renaissance/

      • collaborative_peer_conversation_questions.doc.

    • Vidmar, D. J. (2008, May). “Collaborative Peer Conversation

      • Reference Questioning Strategies.” Retrieved August 1, 2008 from http://www.sou.edu/~vidmar/reference_renaissance/facilitator_and_observer_roles.doc.


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    Final Thought through Reflective Peer Facilitation

    Our best intentions will not improve statistics . . .

    Reference is about relationships . . .

    crafting an association with individuals that extends beyond desks and classrooms and walls.


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    Intentional Reference: Implementing Formative Assessment through Reflective Peer Facilitation

    Dale Vidmar

    Information Literacy and Instruction Coordinator/

    Education, Communication, Health, Phys. Ed. & Leadership Librarian

    Southern Oregon University Library

    http://www.sou.edu/library/dale

    [email protected]

    http://www.sou.edu/~vidmar/reference_renaissance/vidmar.ppt

    Reference Renaissance Conference 2008

    Denver, Colorado

    August 4-5, 2008


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