Q & A
I'm teaching Inclusive Language Arts Methods for Elementary Education majors for the first time this semester. Over the summer, I discovered just how much work it is to create a course from scratch. As I began planning for the course, early on I knew that I wanted some way for my students to create a database of strategies and resources for teaching language arts that they can access when they graduate and get teaching positions in a year. I use my university's learning management system (LMS) to organize resources throughout the semester, but my students won't have access to the LMS next year when they'll need those resources. I also run mostly paperless classes, so I won't be giving them hard copies of resources to file away for later.
So, my question was: What tool can my students use to organize strategies and resources they learn about throughout this semester? My criteria: free; simple user interface; easy to share; and capable of organizing various types of media including documents, videos, and web resources. The answer: LiveBinders.
My students will create a LiveBinder to organize resources and strategies as well as reflect on the potential applications of those strategies and resources in their future classrooms. The faculty who teach the other Elementary methods courses (social studies, science, and math) have agreed to use LiveBinders this semester as well. These methods courses take place during the students' Internship semester, when students spend one full day a week in a local classroom. Students complete their Internship in the classrooms in which they will complete their student teaching in the spring. Building this LiveBinder during their Internship will give them a head start on taking on full responsibility for teaching in the spring.
The Nitty Gritty
- Course syllabus (I want them to have access to the list of additional resources in the future)
- Common Core State Standards for English Language Arts and other relevant supporting documents and resources to the CCSS
- Mini-lesson script, reflection, and other artifacts from the lesson
- Small group lesson plan, reflection, and other artifacts from the lesson
- Anecdotal records and audio or video recording from two student conferences
- Read aloud reflection
- Four entries from your writer’s notebook that represent different types of entries and demonstrate who you are as a writer
- Published piece of writing (or a sample of your published piece)
- A minimum of five reading and writing web resources that you plan to use in your classroom, along with a brief reflection on how you plan to use each resource
- A minimum of ten documents that you plan to use in your classroom, along with a brief reflection on how you plan to use each document (i.e. handouts from class, resources from the textbook’s CD, resources from your cooperating teacher, etc.)
Hopefully by the end of the semester I will be able to proclaim how beautifully this LiveBinders assignment worked as a teaching, learning, and reflecting tool for these pre-service teachers. Until the results are in, here are my hopes:
- Consistency across the four methods courses will help our students make connections across content areas and begin to think about teaching in a more connected way
- Students will feel more prepared for student teaching and for their first year as classroom teachers
- Students will become more reflective as they consider potential applications of strategies and resources
- Students will become familiar with a tool they can use to organize resources for their future students and as a learning tool in their future classrooms
Are you searching for a tool that fits a specific purpose in your own classroom? LiveBinders might be the answer. I would love to help you think about the right tool for the job. Feel free to leave a comment below!