EDCI 547 Module 6 Prototype/Gather Cont.

This content reflects work done as part of the Indigenous Perspectives in School Librarianship (IPSL) grant funded by IMLS (RE-246303-OLS-20). Actual assignments may vary.

Module 6: Unit Design and Assessment

Assessment in libraries, particularly when it comes to the inquiry process, requires a look at the process as well as the product. In this module, we’ll take a break from the inquiry process itself to consider how to design curriculum and assess learners during and at the end of the process. We’ll review the difference between formative and summative assessment and look at ways to measure growth and progress in traditional and non-traditional ways.

Although you will not be assigned any inquiry specific tasks this week, it’s a good time to continue your research, to broaden your searches, fill in gaps, and start thinking about the audience you’d like to present your research to.

In this module, you’ll be developing an inquiry-based unit to share with your classmates. This is a draft. An opportunity to give and receive peer feedback, as well as instructor feedback. Your unit plan does not need to directly relate to your research question. It’s designed to allow you to demonstrate what you’ve learned about teaching inquiry and collaborating with your colleagues in a culturally responsive way using evidence-based approaches.

You may model your plan off an existing unit that you’re familiar with or start from scratch. The important thing is that you use inquiry meaningfully and in depth. This is not the change to write a “bird unit” or to practice looking up facts online (although that may be part of the process). True inquiry, however, involves asking questions, seeking answers, synthesizing information into a meaningful whole, and sharing with an authentic audience.

What this will look like in each grade level and with each set of learners is different. It’s perfectly acceptable, in fact encouraged, that you chunk content and scaffold learning. However, be careful not to mistake scaffolding for lack of rigor or lowered expectations.

Also, don’t forget to include elements of voice and choice in your unit. Even the youngest learners can express their preferences, ask questions, and generate ideas. As with everything else you have done over the last six weeks, remember that this is a learning opportunity.

You will share your resulting unit plan with your classmates and your instructor for feedback and suggestions. Your plan does not need to be perfect. You will have an opportunity to revise before you turn in your final plan in Module 8. Additionally, once you have had an opportunity to implement your plan with learners, you will likely want to refine it based on that experience.

You will be assessed now and in Module 8 based on the unit plan rubric, so be sure to check it and make sure you are meeting all the requirements to your satisfaction.

Module Objectives

Develop strategies for assessing learner growth during the inquiry process.

Think

• American Association of School Librarians. (2018). Measuring Learner Growth. In National School Library Standards for Learners, School Librarians, and School Libraries (pp. 129-146), ALA Editions.
• Godner, R. (2013, Nov 30). Lesson 4: Writing curriculum with the design inquiry cycle. In Knowledge Network for Innovations in Learning and Teaching (KNILT). https://knilt.arcc.albany.edu/Lesson_4:_Writing_Curriculum_with_the_Design_Inquiry_Cycle
• What do we assess in the IB PYP? (n.d.) Toddle. https://learn.toddleapp.com/blog-post/what-do-we-assess-in-the-pyp/
• Your guide to assessments in the PYP: Unpacking the what, why and how of assessments. (n.d.) Toddle. https://learn.toddleapp.com/blog-post/your-guide-to-assessments-in-the-pyp-unpacking-the-what-why-and-how-of-assessments/
• Matthews, M. (n.d.) Building rubrics for efficient and authentic assessment. Toddle. https://learn.toddleapp.com/resource-post/building-rubrics-for-efficient-and-authentic-assessment/

Create

Draft a unit plan that follows an inquiry model (it does not need to be one of the models presented in this course), utilizes culturally responsive strategies, and involves collaboration with at least one other educator. Write the unit plan from the perspective of the librarian. You may modify an existing unit or develop one from scratch. Use the rubric below to self-assess your plan (you do not need to turn this in). You may also wish to ask yourself the following questions to help assess your plan:

• How might you reinforce a learners’ sense of cultural identify and place in the world?
• Do you provide opportunities that help learners recognize the integrity of the knowledge they bring with them and use that as a springboard for new understandings?
• Do learners recognize the need for all people to understand the importance of learning about other cultures and appreciating what each has to offer?
• Will students see themselves reflected in the curriculum? This may not happen at the unit plan level, but should be considered, nonetheless.
• What are opportunities for learners to express themselves in a variety of ways?
• Will students feel their voice is valued?
• Do learners have the opportunity to engage with elders (respected community members)?
• Do assessment activities value holistic development?
• Does the curriculum focus on the needs and values of the local community? Again, this may not happen at the unit level, but should be considered.

Be sure to include the following somewhere in your plan:

Basic information:

• grade level
• topic
• library standards
• content standards
• student objectives / outcomes

Pedagogy:

• inquiry model in use
• an explanation of how culturally responsive pedagogies (personal and holistic, experiential, place-based, and intergenerational) are used – it is not required that you use all four
• an explanation of how the plan will be differentiated / personalized to meet the needs of various learners

Assessment:

• How will learners demonstrate their knowledge and skills? How will their assessments be scored? Be sure to include a rubric, checklist, etc.

Collaboration:

• Outline what the librarian and other educator(s) will do in each stage of the unit plan, including pre-planning and assessment

Unit Plan:

• The instructions you provide for the unit itself should be clear enough that another educator could follow your plan.

Please note, this is a draft. You will share it with your classmates, receive feedback, and then revise your plan for final submission in module 8.

Unit Plan Rubric

Examples of Assessment Strategies

Looking for an assessment strategy? Consider one of the following:

• Journals
• Observations
• Individual or Group Conferences
• Checklists
• Peer Assessment
• Self-Assessment
• Thinking maps / KWL charts / brainstorming
• Drawing or note-taking records
• Exit Tickets
• Tests / Quizzes
• Venn Diagrams
• Performance Tasks

Share

Post twice to the #unit discussion board. You may respond to the initial thread and then to one classmate or respond twice to your classmates. Be sure to add something substantive to the discussion. Remember to include citations to the relevant literature to support your assertions. Address the following:

Share your unit plan in a new thread.

Respond to at least one of your classmates with constructive feedback for their unit. Share three things you like about their plan, two things you think they could improve on, and one question you have for them. Consider the following to help guide you:

• Do they follow their inquiry model with fidelity?
• What efforts are made to be culturally responsive and inclusive?
• Is the unit developmentally appropriate? Do learners have the opportunity to engage with the inquiry process fully?
• Do you have suggested activities, resources, or ideas that might be helpful?

Grow

Visit the class Q&A discussion board. Post one or more questions you have about inquiry. Each question should be a new thread. Respond to at least one of the posted questions from your classmates with your insights, ideas, or suggestions.