Storytime Assessment SelfReflection Peer Sharing and Peer Observation

Storytime Assessment Self-Reflection, Peer Sharing and Peer Observation Web. Junction OCLC 2018

4 Elements of Supercharged Storytimes 1 Interactivity 2 Intentionality 3 Assessment 4 Community of Practice

Assessment or Evaluation? § an ongoing process § a more finite of understanding appraisal of the and revision product § formative and § summative and focused on the process product assessing storytime

To Assess or Not To Assess Understand impact of library storytimes Practitioners improve programs Library has tools for advocacy How to do assessments? Practitioners reluctant to be “judged”

Approaches to Assessment § Self-Reflection § Peer Sharing § Peer Observation

Assessment Cycle Assessment can take place at any part of the cycle Adapted from: Campana, Kathleen, J. Elizabeth Mills and Saroj Ghoting. Supercharged Storytimes: An Early Literacy Planning and Assessment Guide.

Storytime Cycle Planning Assessment Interactivity Intentionality Assessment Delivery

Self-Reflection Taking a step back to think about what worked or did not work, and how you can improve and grow GROW Mirror image: Mirror 2 by JCamargo on Pixabay

Annotation Tools Find the grey marker pen in top left corner of the presentation screen. Click to open the tool buttons in a column on the left side; the marker pen will turn blue. Check mark § Click on square shape, half-way down. § Use the drop-down menu and choose the check mark. § Click on slide to indicate choice.

How are you already self-reflecting? q q q I compare my storytime to what I was expecting it would be. q q I keep a journal about my storytimes. q Afterward, I think about how my storytime went and what I could do better. q I write reports about my storytimes. I compare myself with other storytime providers. I look at websites or blogs when I need ideas to improve my storytimes. When I’m planning, I think about how to improve my next storytime. Mirror by Open. Clipart-Vectors on Pixabay

Tools for Supercharged Self-Reflection § § Interactivity Self-Reflection Worksheet Early Literacy Planning Tool Worksheet Reflecting and sharing in discussion forums Storytime Self-Reflection Worksheet Photo: Reflection in window by Bergadder on Pixabay

Self-Reflection Worksheet

Peer Sharing and Peer Observation

Peer Sharing is… § § Sharing ideas Talking about what worked, what needs practice Encouraging one another Building a peer learning community Photo: Making moves, creating futures by craftspace on Flickr: CC BY-NC-ND 2. 0

Ways to Observe and Share § Sharing ideas and questions informally in discussion forums, social media or meet-ups § Video-tape each other’s storytimes § Plan a storytime together § Choose new materials for storytimes together § Practice delivering an early literacy tip Photo: DSC 06955 by Laurie Sullivan on Flickr: CC by 2. 0

Peer sharing – you’re already doing it! One practice that I found very useful when teaching and trying to be intentional about asking higher level questions during read alouds was to mark a couple of pages in the book I was going to share with a post-it with a question prompt. I've found that sharing one "intention" aloud with my storytime group at each session served not only as a wonderful quick way to share a tip with a parent who may be more likely to try it outside of the library, but also as a reminder to myself to be intentional with my interactions throughout the program. One way…would be to ask participants to prepare for a session by familiarizing themselves with a particular book. …Then, as a group, we could go through and come up with intentional ways to approach the different kinds of interactivity and which early literacy skills they work on.

Observing a Storytime Do you observe: § Intentionality? § Interactivity? § Early literacy strategies? § Meaningful interactions between the practitioner and the children? § Is the practitioner connecting with the parents/caregivers? Photo: screenshot from Toddler Story Time – Mosholu Library by New York Public Library on You. Tube

Peer Observation Worksheet

Giving Feedback in a Positive Way

The Art of Positive Feedback Scenario: When observing the storytime of another practitioner, you note that they do not do anything interactive with the children. Question: How would you phrase your feedback to be heard as constructive and not critical?

The Art of Positive Feedback § Start by focusing on strengths You were very expressive when you read the story § Focus on the situation, not the person Not: You aren’t being interactive Yes: There were points in the story when it would be fun to get the children involved in telling the story § Be specific with your feedback For example, you could ask the children to say the rhyming words along with you § Comment on things that can be improved What kind of planning do you already do? Is there anything that might help you remember. . .

Worksheets—In Tandem

Assessment Cycle Assessment can take place at any part of the cycle Adapted from: Campana, Kathleen, J. Elizabeth Mills and Saroj Ghoting. Supercharged Storytimes: An Early Literacy Planning and Assessment Guide.

Acknowledgements § This project is funded by OCLC and by a grant from the Institute of Museum and Library Services, RE 95 -17 -0085 -17 § With appreciation for our Content Partners: v. The Campaign for Grade-Level Reading v. Project Outcome v. Saroj Ghoting