Wednesday, December 21, 2016

6 Principles Of Genius Hour In The Classroom

Lester,  Debbie
ET
6 Principles Of Genius Hour In The Classroom. (2014). TeachThought. Retrieved 19 December 2016, from http://www.teachthought.com/learning/6-principles-of-genius-hour-in-the-classroom/

Genius Hour in the classroom is an approach to learning built around student curiosity, self-directed learning, and passion-based work. In traditional learning, teachers map out academic standards, and plan units and lessons based around those standards. In Genius Hour, students are in control, choosing what they study, how they study it, and what they do, produce, or create as a result. As a learning model, it promotes inquiry, research, creativity, and self-directed learning.
LABELS: Project Based Learning, Self-directed learning, Genius Hour

What Neuroscience Can Tell Us About Making Fractions Stick

Lester,  Debbie
ET
Schwartz, K. (2016). What Neuroscience Can Tell Us About Making Fractions StickMindShift. Retrieved 19 December 2016, from https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/
Learning a new math concept takes a toll on the brain not only because of the new math concepts, but also because students must recruit many parts of the brain to solve any problem. For example, students need visuospatial and auditory working memory when solving a fractions problem, and they must focus attention, inhibit distractions, order tasks, recall information from long term memory and integrate new concepts into an old schema. There’s a lot of mental processing going on when learning math, so understanding how careful brain-based instruction can prime the brain for new learning becomes extra important.


Sal Khan: Let's teach for mastery -- not test scores

Lester, Debbie
CA
Khan, S. (2016). Let's teach for mastery -- not test scoresTed.com. Retrieved 19 December 2016, from http://www.ted.com/talks/sal_khan_let_s_teach_for_mastery_not_test_scores?utm_source=tedcomshare&utm_medium=referral&utm_campaign=tedspread

Sal Khan: Let's teach for mastery -- not test scores
Fill in learning gaps and once you master something move to the next topic or subject. Traditional education models don't do this. Instead, they teach, do homework, then test. Even though there are gaps, the teacher moves on to the next subject. Many times in math when students have gaps, this causes problems later on in their learning. We wouldn't  build a house on  a foundation with holes, but we send students on to the next topics even though their foundations aren't strong.

5 LESSONS DR. CAROL DWECK SHARED ON THE HPU CAMPUS

Lester, Debbie
ET
University, H. (2016). 5 Lessons Dr. Carol Dweck Shared on the HPU Campus - High Point UniversityHigh Point University. Retrieved 19 December 2016, from http://www.highpoint.edu/blog/2016/08/5-lessons-dr-carol-dweck-shared-on-the-hpu-campus/

5 LESSONS DR. CAROL DWECK SHARED ON THE HPU CAMPUS
This article talks about Growth Mindset and 5 ideas behind Growth Mindset
  1. A growth mindset is empowering: having a fixed mindset is very limiting and does not allow for someone to improve themselves. 
  2. Learn what triggers your fixed mindset: even people with growth mindset haveset backsand feel like they can't do something. 
  3. Value progress, not perfection: telling someone that they are smart isn't the best way to encourage them. Tell someone that they worked hard to get something done is a much better way to encourage them. 
  4. Be willing to work hard: doing something worthwhile is not going to be easy. It takes a lot of hard work and fortitude to get what you want. 
  5. View failures or setbacks as learning opportunities: ask yourself, what can I learn from this. Mistakes are great learning opportunities.
This is a great article on the difference between a growth mindset and a fixed mindset and the importance of having a growth mindset.

Monday, December 12, 2016

Love the Library: Make It a Game



Post by Lora Poser-Brown

ET

Squires, T. (2016). "Engaging students through gamification." American libraries. March 1, 2016. https://americanlibrariesmagazine.org/2016/03/01/engaging-students-through-gamification/

Overview: After instituting a game based library reading and writing program, the school library attained an 80% student participation level. Since the program was entirely voluntary, the success has been attributed to the opportunity to compete, collaborate, build non-classroom relationships with school staff, and the simple please of playing a game.

Analysis: The school library made itself a relevant, enjoyable place to be by making learning and exploring the library a game. While creating the game was labor intensive, the success was well worth the effort in staff eyes. Furthermore, the improvement in school morale and quality relationships has been viewed positively by the school community.

Projects with Technology Do Good Things

Post by Lora Poser-Brown

ET

Kingston, Sally and Lenz, Bob. “Blending Technology into Project Based Learning.” Partnerships for 21st Century Learning. Jan. 21, 2016. http://www.p21.org/news-events/p21blog/1832-blending-technology-into-project-based-learning

Overview: This article discusses many ways to incorporate projects and technology in regular instruction. In addition, justification is given for more projects with evidence that doing so increases attendance, scores, engagement, social skills, and more.

Analysis: The article was a quick read with great concrete examples for teachers. Furthermore, the ideas given can easily be adapted for different ages and subjects. The article makes project based learning seem less daunting for those new to the teaching style.

Video Record for Teacher Feedback

Post by Lora Poser-Brown

ET

Gates, Bill. “Teachers Need Real Feedback.” Ted Talk. May 8, 2013. Viewed Nov. 8, 2016. https://www.youtube.com/watch?v=81Ub0SMxZQo

Overview: Teachers are rarely evaluated for improvement. To improve best practices, though, far more discussion and reflection needs to be happening in US education. MET - Measures of Effective Teaching. Using video of self and “experts” to improve instructional quality. Project promoted and funded by the Gates Foundation.

Analysis: This video is a brief explanation of the Gates Foundation's MET program. The video is too short to fully explain the program, like who watches the videos besides the recorded teacher and who is selected to provide feedback. However, good interview time was given to a teacher who has really grown - in her opinion - from participating in MET.

Genius Hour

Felix Davila III
ET
RUSH, E. B. (2015). Genius hour in the library. Teacher Librarian, 43(2), 26-30. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lih&AN=111875244&site=ehost-live&scope=site
In this article, Rush details her approach to developing “Genius Hour” within her school library, noting that approach can be daunting because the purpose of the hour is to allow students to thoroughly research using methods by the librarian for a topic of their choice. The amount of variance may be hefty, but the research time is invaluable for students to become more acclimated to the research process, research methods and progressing through a project with such freedom. Most importantly from this article is Rush’s point that librarians should take care to provide some structure, having at least one physical book pertaining to each topic a student chooses and having a plethora of resources that can advance research goals from a tech perspective too, that way students receive a blended exposure to investigating topics.

This particular article was incredibly important, in my eyes, and it seems to really provide a positive effect on professional goals. During this semester, a class booked the library for a week long project of investigating anxiety, explaining what respectively affects them and how to counteract it or what they do best to handle it. Their research immediately began with running to the stacks, but my library team scrambled together a listing of resources, including websites, apps and community peer support groups that allowed students to supplement their research and find ways to combat their own anxiety. Rush’s explanation is applicable in more ways than just my example, but it goes to show that providing a thin framework from a multitude of sources can go a long way.

School Librarian Leadership

Felix Davila III
IL
ROOTS LEWIS, ,KATHRYN. (2016). The school librarian and leadership what can be learned? (cover story). Teacher Librarian, 43(4), 18-21. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lih&AN=114825283&site=ehost-live&scope=site
Roots Lewis discusses key methods of positioning oneself in the best way to achieve success within the school environment through harnessing leadership traits and practices. She focuses on three major steps that can shift librarians into a positive direction. She highlights consistent research as a major key, noting that understanding trends, changes, resources and advancements informs and prepares practice. She acknowledges that relationships with the principal are crucial. Knowing that librarian goals are in line with the principals mindset can do wonders for progress. She is also a proponent for “highlighting” one’s program, not being afraid to sort of brag or at least showcase what the library does. This all combines to show the library can be important and a difference maker.


I appreciated Roots Lewis’ take mainly because I have seen it first hand. At my job, the principal is incredibly supportive of our efforts and enjoys that the library staff is passionate about work. In addition, our work is constantly displayed or highlighted in faculty emails and newsletters, to not only show what work is done, but to show that the principal fully backs what is done as well. This article was very important to me, as it reminds us to consider how much librarians can positively impact their own situations.

Beyond The Bird Unit

Felix Davila III
CO
Robins, J. (2005). Beyond the bird unit. Teacher Librarian, 33(2), 8-19. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lih&AN=19212528&site=ehost-live&scope=site
Robins article is a stellar demonstration of how to complete thorough and strong collaboration between teachers and teacher librarians. While she initiates the article with a detailed examination of constructivist theory and its umbrella topics, she uses the theories to support her advice on collaboration. Robins notes that teachers are the spearhead of the operation, and teacher librarians must realize that it is the teacher lesson plan that is the ultimate goal and journey of the activity and research. The librarian must facilitate and enhance it in order to maximize learning goals. She warns, however, that the amount of work can be of high demand, so she recommends using “asynchronous collaboration” using online tools, messaging apps and the like to bolster communication and combined effort. Robins strongest point, though, lies in her admission that students must have motivation to learn. They must recognize the importance of their work, their research and understand how much is demanded of them. In addition, students must find legitimacy or “rationality” in their work, knowing everything is supported by factual evidence.


The importance of this article, I believe, is supported by the notion that collaboration is key but is rooted in the idea that librarians must encourage students to truly embark on an informational journey. They must accept the prescribed methods that the teacher and teacher librarian have set up for them in order to succeed. But because the librarian is important to this process, just as Rush details, the need to guide and provide the necessary tools for effective self-instruction must be available and provided.

Every Student Succeeds Act to Boost Libraries

Felix Davila III
CA
Peet, L., & Vercelletto, C. (2016). ESSA signed into law. Library Journal, 141(1), 12-14. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lih&AN=112018050&site=ehost-live&scope=site
Peet and Vercelletto’s article primarily details a new law that was signed by the Obama administration in late 2015. The Every Student Succeeds Act will allow states to determine their own standards for education, so long as they reach a preset difficulty standard, while also allowing federal funding to be distributed to school libraries.


While brief, this article derives its importance, in my opinion, by showing how political action can factor into the success of libraries. Overall, librarians must also consider, beyond just their effectiveness at work, how they can positively impact the industry toward improving itself toward better funding, opportunities and employment. It is a law such as this that can send a message to school districts that school libraries should be looked upon with importance.

Professional Learning Networks

Felix Davila III
CO
Moreillon, J. (2016). Building your PERSONAL LEARNING NETWORK (PLN): 21st-century school librarians seek self-regulated professional development online. Knowledge Quest, 44(3), 64-69. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lih&AN=112090464&site=ehost-live&scope=site
Moreillon’s work here is a strong reminder of the necessity of developing a personal learning network. A PLN is essentially a core of resources that allows professionals to communicate or collaborate with others of the same field to expose themselves to new resources, tactics and more. The article provides a listing of ideas that librarians should bookmark for future reference. Moreillon includes discussion boards, Twitter groups or hastags, Facebook groups, webinars and blogs as common resources that can provide endless engagement, workshopping and brainstorming.


What is important to realize is that professional development is not simply located at work through employee meetings or training sessions. With technology, professional development is an every day, every hour phenomenon that can allow professionals a chance to grow and develop. Essentially, librarians should not rule out any outlet where they can connect with fellow librarians. This article motivated me to join a Facebook group of students that have taken INFO 254, which allowed me to not only share and receive ideas, but keep in touch with colleagues without compromising my personal social media (an important factor for those that may be really concerned with privacy).

Digital Curation




Sarah Monteiro

Harvey, D. R., & Oliver, G. (2016). Digital curation. Chicago: ALA Neal-Schuman, an imprint of the American Library Association.

Summary:
When we think of curation of material, we can often jump to physical items like books or artifacts. With the digital world how it is now, it is important we all become efficient in digital curation as well.  In Oliver and Harvey’s book we go through the process of curating digital material. This process can be very difficult, but is so important in today’s library times. As a school librarian, I didn’t think it would be necessary, but as our students start to create on a digital medium, I felt it was necessary to explore how I would actually build a collection of their work. The authors start by first defining what digital duration is and why it is important,  the skills and infrastructure needed to properly acquire digital material, and the meaning of the word data. They then go on to explain the Full Lifecycle Actions of digital curation. These are essentially the basic requirements for successful digital curation. After, they explain the essential steps and sequential actions in detail so that you can easily apply them to your own library.

Evaluation:
I thought this was excellent and very informative. Being in a school librarian, I didn't think it would be necessary at first until I was asked to start archiving students digital work. I initially had no idea how I would even begin to do that, but felt very comfortable about it after reading this book. This may not seem like an essential read, but if you find yourself needing to acquire digital material, especially art and videos, this is the book to read. 

Saturday, December 10, 2016

The critical 21st century skills every student needs and why


DiZazzo, Cynthia

IL

Watanabe-Crockett, L. (2016, August 2). The critical 21st century skills every student needs and why. Retrieved from https://globaldigitalcitizen.org/21st-century-skills-every-student-needs

Summary:
With input from educators, administrators, and researchers from various countries and communities, the Global Digital Citizen Foundation (GDCF) has compiled a list of skills necessary for students to be productive, lifelong learners. The skills deemed by GDCF to be most essential to student success in the 21st century include: problem solving, creativity, analytical thinking, collaboration, communication, and ethics, action and accountability. Each of this skills is first defined and then described in relationship to student success.

Evaluation:
Unpretentious and understandable, Watanabe-Crocket’s definitions and descriptions of the essential student skill set create a foundation for educators to build upon and promote in their teaching practices. Further tools and questions for further developing a 21st century learning environment are included at the article’s conclusion.

Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills

DiZazzo, Cynthia

IL

Gretter, S., & Yadav, A. (2016). Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills. Techtrends: Linking Research & Practice To Improve Learning, 60(5), 510-516.

Summary:
In this article, the authors discuss methods that combine creativity with critical analysis, utilizing skills of computational thinking and information literacy to “provide an all-encompassing continuum of 21st century skills” (Gretter & Yadav, 2016, p. 510). The authors describe complementary skills from the College Board CSP framework and the UNESCO framework  and relate these skills to seven big ideas: creativity, abstraction, data and information, algorithms, programming, the internet, and global impact. Finally, they promote the use of Scratch, a programming tool that blends aspects of computational thinking and information literacy while being flexible enough to appeal to a variety of students.

Evaluation:
Although very dense, the information about computational thinking and media and information literacy provided in this article was very detailed and enlightening. Many of us acknowledge that students need to possess research skills, utilize technology tools and be adept at understanding the messages of media in order to find, evaluate, interpret  and synthesize information. However, these authors further insist that educators have a responsibility to encourage students to become knowledge creators, rather than apathetic bystanders who consume information without contribution.




Assessing learning: The missing piece in instruction?

DiZazzo, Cynthia

CA

Harada, V. H. & Yoshina, J. M. (2006, March). Assessing learning: The missing piece in instruction? School Library Media Activities Monthly, 22(7), 20-23. Retrieved from http://www.abc-clio.com/Portals/0/PDF/FeaturedArticles/LU/SLMFreeArticles/0306_v22n7p20_Assessing_Learning_Harada-Yoshina_2.pdf


Summary:
Harada and Yoshina (2006) make a strong case for using assessments in the library, provide examples of assessment tools, including checklists and rubrics, and describe how to use assessment results to inform instruction.

Evaluation:

Assessment of student learning in the library is an area of interest since it seems to be lacking in my library program as well as those of my colleagues. The tips provided are practical and helpful, especially the notion of starting small.

Friday, December 9, 2016

Liftoff to Learning

Coulterpark, Rebecca

_____


King, R. (Producer). (2014). Liftoff to Learning [Video file]. Retrieved from https://vimeo.com/117821388

Summary:
This video looks at a class at the Scarsdale Elementary school. It focuses on changing the classroom/assignment process, using the Design Thinking model, in order to allow for more creative and productive thought and involvement in the class topic by the students. The students in this video were given an assignment to create a rocket that would launch as high as possible, but are not given instructions in how they are required to create their rocket; the students have full control over the learning experience by being allowed freedom in research, design, redesign, and construction.


Evaluation:
This video was inspiring for me because of the way it looked at allowing students a further degree of control in their own education. The teachers shown in this video allowed their students more freedom and control in their learning experience, and through that gained much more enthusiasm from the students. It got the students more involved in the class and in the community, which creates an amazing culture for a school.

Twelve tips for incorporating education theory into teaching practices

Coulterpark, Rebecca

ET

Dennick, R. (2012). Twelve tips for incorporating educational theory into teaching practices. Medical Teacher, 34(8), 618-624. doi:10.3109/0142159X.2012.668244


Summary:
 In this article, Dennick discusses the concepts of Constructivist, Experiential, and Huministic Learning theories, and provides a few tips for teaching to each of these styles of learning. The introduction discusses the idea of "educational theories" and how they are often less precise and demand a different style of research than theories in many other fields of study. For each style represented in this article Dennick makes sure to offer citations that lead to major research done on each style that supports the tips given.

Evaluation:
I appreciated reading this article because it offered tips for teaching in different style while also citing sources for further reading and for the basis of thought in each style. As someone who has not earned a teaching license, this is helpful because I have not had to study teaching styles and have not had much classroom experience. Reading an article which gives tips, supported by evidence from each style represented, is a good starting point for learning about different styles.
While the article does most heavily focus on Constructivist teaching, giving 5 tips for teaching to that style, it does give time to Experiential and Humanist teaching as well. One critique though would be that for each style he the author offers fewer and fewer tips and perhaps should have focused either one learning theory more in depth or lent more time to the latter theory.