{"id":146,"date":"2019-04-02T14:39:40","date_gmt":"2019-04-02T14:39:40","guid":{"rendered":"https:\/\/cohort21.com\/lauramustard\/?p=146"},"modified":"2019-04-05T15:22:55","modified_gmt":"2019-04-05T15:22:55","slug":"feedback-loops-reflections-on-my-action-plan-story","status":"publish","type":"post","link":"https:\/\/cohort21.com\/lauramustard\/2019\/04\/02\/feedback-loops-reflections-on-my-action-plan-story\/","title":{"rendered":"Feedback Loops: Reflections on My Action Plan Story"},"content":{"rendered":"

\"\"<\/a>My Action Plan this year centred on some of the problems inherent in one-shot library instruction. To get a sense of what those are, please check out this post<\/a> or see my slide deck, below. I settled on the HMW question how might we use feedback most effectively in one-shot library instruction?\u00a0<\/strong>Once again, I loved the opportunity Cohort afforded me to dive deep into this one question, a question of central importance to my students in the Senior School.<\/p>\n

Over the course of year, I experimented with new tools to embed feedback into my information literacy instruction, especially using the Pear Deck add-on for Google Slides and EdPuzzle. The data I collected allowed me to tailor my message to the needs of my students in the moment, and refine lesson plans for future use. Of course, this is only a small part of how I intend to address the shortfalls of one-shot instruction, and this year has also given me the opportunity to wrestle with some of those larger, thornier questions. Questions such as, how do we align our program to ensure these skills are scaffolded and integrated with what other departments are doing?<\/em> And, how can we continue to build collaborative relationship with faculty that involve the library in the design of learning experiences?<\/em><\/p>\n

I feel like I’ve just gotten in front of the right set of questions again and I’m so thankful for the work of the facilitators, other coaches, and most of all, this year’s Cohort for getting me there.<\/p>\n