This past weekend, my step-daughter Emily, who works in the field of non-profit fundraising, asked me out of the blue, "Do you you ever teach your students about infographics?" I beamed with pride as I showed off my students' hard work.
Linda Dougherty's insight:
Great outline of steps to integrate nonfiction reading, research process that includes evaluation and data collection to the completed creative product: the Infographic!
Comic book writers are indebted to scientists, and they demonstrate their gratitude by giving these real life mega-minds special places in the pantheon of superhero mythologies. Bruce Banner, who goe
Linda Dougherty's insight:
My favorite things in one lesson plan: comic book heroes and SCIENCE! Can see this outline being used over several grade levels and science fields. Check the comments from Physics teachers for their ideas.
There is a new digital divide on the horizon. It is not based around who has devices and who does not, but instead the new digital divide will be based around students who know how to effectively find and curate information and those who do not.
Here I have 'Scooped' a framework for a mini-unit on introducing and using text sets in an English classroom. I serves as a good starting point, as it has included Standards covered, considerations for resources and preparation, as well as the layout/sequence of instruction.
However, as is the case with most pre-written lessons and curriculum I have encountered, there also appears to be the potential for gaps in instruction if the lesson sequence were followed without proper modification.
Most pre-written lesson plans and units I have encountered seem to make certain assumptions about students arriving to the lesson with certain competencies which many students I have encountered do not possess.
For example, the second lesson outlines the process of students beginning to add to the basis teacher-created text-sets by searching out materials on their own. However, this is reduced to a single step, with huge assumptions made about the capacities of the student. The step is as follows:
Share the initial resources you've gathered with students and invite them to participate in the collecting. Free time to explore and collect resources in the library as well as using Internet resources is ideal during this class session.
Such a breezy description of this process does not properly acknowledge the many complex and discrete skills that are all lumped into a single step. I have listed below a short list of skills and protocols that, off the top of my head, I quickly realize as student would need in order to succesfully complete this task:
-How to move from assigned seat into group seating for text-set groups.
-How to obtain text sets and distribute texts in an orderly and equitable manner
-How to take note of what specific aspects of a text make it a interesting and useful.
-Expectations and Protocols for text-collection 'free time'
-How to use prior knowledge to guide research focus
-How to use questions about the topic to create guiding research questions
-Understanding the advantages and disadvantages for Internet vs. library-based reserahc, and which form of research might be better suited to specific topics
-How to use key words and phrases to conduct internet research
-How to evaluate both print and electronic sources for reliability
-How to use the Dewey decimal system to find texts on specific topics
-How to use an index to navigate through large books in order to evaluate relevance.
So, as we see, what may have been a 5-day mini-unit for Kathy Egawa's class in Seattle may actually need an entire month dedicated in another classroom in order to acheive similar results. It all deends on the capacities that the students bring to the table, and what skills or protocols may need to be pre-taught, as well as the objectives that make the most sense for your classroom and your curriculum.
The above list is in no way comprehensive, but it does give an idea of the additional analysis necessary for adapting a pre-written lesson for your own students, which is why knowing what they can and can't yet accomplish is of utmost importance.
"Our kinda edgy, late-night event will take place in the Capitol Ballroom at the Marriott beginning at 9 PM on Friday night.
The focus is on informal, peer-to-peer learning, PLN building, and sharing–ensuring that voices get heard and that current concerns have a forum." from Joyce Valenza
Linda Dougherty's insight:
Going to AASL in Hartford in November? Add the #AASLUNCON to your list of "I Have to Be there". Not attending in Hartford? Be looking for links and tweet streams coming your way to keep you connected even at home.
"During Teen Read Week I decided to invite students to the library and show book trailers for the ALA logo Seek the Unknown @ your library campaign. As I've done numerous book talk/book trailer gatherings I'm always up for something new. Since our district is launching Google in Education for all our students and faculty, I decided to embed the mystery, science fiction, and supernatural book trailers into a Google presentation. "
Keith’s latest research on the impact of school libraries and librarians is being pursued on several fronts: a major, federally-funded, statewide study in Pennsylvania; and a Colorado replication of a national study that documents the impact of the Great Recession and its aftermath on school library staffing and thereby on students’ reading scores. - See more at: http://keithcurrylance.com/school-library-impact-studies/#sthash.XODVRigp.dpuf
“ 4 Phases of Inquiry-Based Learning: A Guide For Teachers 1. Interaction Big Idea: Dive into engaging, relevant, and credible media forms to identify a “need” or opportunity for inquiry The first phase of inquiry-based learning is...”
Via Susan Grigsby @sksgrigsby