Instructional Strategy: Gathering Evidence

I found a fun instructional strategy on the Teaching Channel. Using detective cases, the children gather evidence from the clues provided by the teacher to build a character to use as a story starter. You can see the lesson in action here. As was shown in the video, groups of 4 or 5 children share a detective case. Collaboration is critical.

My power point that includes the Common Core and AASL standards can be found here. Because the Teaching Channel did not include a usable activity sheet I created one based on the one used in the video. Here is the activity sheet that can be included in each detective case.

This provides an overview of the lesson. It was such fun to share it during LBSC 742 last Thursday evening. Students of all ages respond to props and visual aids!

Technology Blogpost #Visualize, #Communicate

I find myself reading all of the time lately. Not J.K. Rowling’s “Cuckoo’s Calling” or Christina Baker Kline’s “The Orphan Train” or Elin Hilderbrand's “Beautiful Days" …All books that will get read once this semester is done…

  

No, I am constantly reading professional tweets linked to articles, scoop.it daily summaries, LM_Net postings, and the list goes on and on…

So, when it is time to post again a reflection on my blog concerning technology as used in the classroom, it is not a question of how will I find articles to include. It is a question of how will I choose!

One concept that keeps catching my eye is that of the "flipped" classroom. Tweets, LM_Net postings and emails have been linking or referencing that idea. When it showed up again in my list of suggestions when I opened my Scoop_it I decided that it was time to investigate.  

                                       

Caitlin Tucker, blogger and Honors English teacher, blogged and it ended up in my scoop_it feed. Her post, "Flipped Classroom: Beyond the Videos," was in response to Shelly Blake-Plock's  post, "The Problem with Ted Ed." As I drilled down to the original post I noticed that it was generating much discussion: 40 comments posted to Shelly's writings and 85 comments about "Flipped Classroom." Certainly debate and discussion on this topic is rampant, another sign that this topic bears review.

A flipped classroom is basically one in which the work at home switches places with the work at school. This is an effort to maximize efficiency and in the process hopefully maximize learning. Ideally, the classroom becomes a lab environment. Blake-Plock's post makes a salient argument. Ted Ed promotes its educational videos to be shown at home in an effort to impart knowledge and encourages the use of its quizzes to be used as follow-up. Blake-Plock argues that this is merely duplicating the traditional model of education: teacher lecture with regurgitation of information.  Blake-Plock argues that we learn by doing; hands-on activities, trial and error. The premise here is a "lesson" is not "learning." In fact, when I looked at TED-Ed's website, it is called "TEDEd: Lessons Worth Sharing." I believe Blake-Plock's disagreement goes further than semantics. He comes from the perspective that meaningful learning is authentic learning. The TED Ed lessons are very informative videos accompanied with "Think/Dig Deeper/Discuss" options. Those translate into multiple choice quizes, a bibliography and a discussion question. there is an option to "flip" the lesson, which essentially offers the registered teacher a chance to take an existing TED Ed lesson and expand upon it. In Blake-Plock's defense, each lesson, as it stands, offers very little hands-on learning.

However, as Tucker explains,  the "flipped" classroom debate too often focuses on the use of videos.   "For me, the beauty of the flipped classroom lies in the simple realization that instruction can take place in different mediums. We are no longer limited to a class period or a physical classroom. We have the opportunity to match the instructional activity with the environment that makes the most sense."  

Tucker and Blake-Plock are not so far apart in their thinking. Both agree that authentic learning translates into meaningful learning. Tucker elaborates that learning needs to shift from "consumables" to "produceables." Both agree that videos do not mean learning. However, Tucker indicates videos can be used effectively as technology tools, assuming that students are asked to create or produce after using the video information. Tucker's meaningful descriptors added to the Bloom's Taxonomy are worth noting.

The flipped classroom offers more quality collaborative time on the part of students, assuming the teacher is adept at meaningful facilitating. Tucker offers three ways to use the flipped classroom effectively while appealing to teachers.

1.   "Take advantage of the ready-to-use content available."
2.   "Don't just show them."
3.   "...Create a student-centered classroom."   

It is important to remember that videos are tools. Just one more tool in an educator's arsenal to facilitate authentic learning. Yes, in the wrong hands TED Ed lessons will not translate into learning. Similarly, in the wrong hands a textbook is deadly, a pop-quiz is pointless, and a lecture is an inefficient use of time. However, in the right hands every tool can be used effectively to spark inquiry and engage students. A blended classroom has merit and, in my opinion, should not be dismissed.

Technology Reflection #Writing

Choosing a topic for this post's reflection is the most difficult part of this assignment. We are charged with reflecting on current technologies used in education and how they relate to school library media programs. As I review my twitter feed several times a day, I have been "favoriting" various tweets with the intention of using them in such reflections as this. Now the process of synthesizing begins! There are so many innovative and insightful options to discuss. So, I am going to start with Edutopia's tweet, "Why Do We Have to Write Today?"

Witty answers to "Why do we have to write today?" http://t.co/52WQ4wfu9l #writing #nwp #engchat
— edutopia (@edutopia) September 28, 2013

If I pull out one answer from that tweet that applies today, "because writing sharpens thinking" will shape this post.

Because this format is a blog and we are using blogs in our graduate level classroom I am interested in knowing how younger students can use blogs in their classrooms. I came across this tweet recently.

How To Use Blogs In the Classroom http://t.co/2wFWNmkmyB via @zite #mpimiddle
— JoAnn Jacobs (@JoAnnJacobs68) September 27, 2013

Christopher Pappas describes some blogging strategies that seem very relevant to educators.

• Blog writing offers a less intimidating venue for students to express themselves. For years students have been encouraged to use daily journals - blogs provide an updated platform for their thoughts and opinions. 
• Blogs offer the writer a chance to be part of a global conversation. No matter the age, individuals want to feel that they are not alone. Yes, others have had similar experiences but blogging also offers a glimpse into other world windows. Blogs can encourage perspective. The commenting fields take writing a step beyond a personal diary. Dialogue is a critical element in blogging. It is important to teach students the art of commenting. Harassing comments should not be tolerated, however, differing opinions should be welcomed. Often there is a fine line between positive critical feedback and put-downs. Teachers must expect to monitor all comments.
• Blogs fulfill literacy requirements in the Common Core Standards. Certainly, regardless of the discipline, basic grammar and writing skills should be required. The integration of blogging across curriculum lines is reflected in the Common Core Standards. Blogging provides students the chance to construct their own knowledge. (ex. CCSS-ELA-Literacy.W3.1/W3.2)
• One way to encourage individual blogging is establishment and development of a classroom blog. As students become comfortable with the classroom blog they will develop the confidence and the skills necessary to make their own blogs.
• Blogs provide the perfect venue to discuss copyright and fair use issues. Plagiarism.org, as was described in last week's class, offers students and teachers examples and questions that address plagiarism. The questions under "ask the experts" are teaching tools that could be used in the classroom setting.

Another tweet that caught my eye about blogging was:

How Blogging Can Help Reluctant Writers - Edudemic | @scoopit http://t.co/c8kqvnX6mV
— Edward Hogshire (@EdwardHogshire) September 16, 2013

Interestingly, this was from Edward Hogshire's scoop.it. Since presenting that online digital magazine during class last week I am always intrigued with how others use scoop.it! This article by Patricia Fioriello opens with "Blogging is an excellent way of motivating students to develop a lifelong love of learning." Learning critical thinking and research skills are part of blogging. Again, the Common Core Standards are reinforced and supported as connections are made across curriculum with blogging. NETS-S standard of Communication and Collaboration is directly satisfied with the tool of blogging. The point that Fioriello emphasizes about polished expression takes practice should not be lost on teachers or students. Blogging is an exciting technology tool that students may use to reach the goal of "polished expression." This requires consistent dedication that often is the result of positive teacher feedback and modeling. As Howland, et al (2012) explains, "this type of 'motivational' feedback is one of the strengths of blogs for young writers" (p 173).

As we consider the use of blogging in the classroom it is imperative that we use this technology tool in the context of a goal. The goal is not to blog. The goal is to improve writing skills, to feel confident in written expression, to research and communicate information and to appreciate the importance of and participation in global conversation.

Let's Scoop.it!

This week's technology tool for class is www.scoop.it - here is a how-to of instructions..

CREATE ACCOUNT:
1. Choose "join free."
2. You may join through facebook, twitter, or linkedin.
3. You may join without using those accounts, however, you will not be using the full sharing capabilities of scoop.it.
4. Enter information (name, email, pw, verification.)
5. Picture uploading is optional.
6. Confirm through your email.

CHOOSE TOPIC:
1. Choose an interest from the list or create your own.
2. Choose the green tab, "create your first topic," on the right sidebar.
3. Name your topic and select language.
4. Choose keywords, separating them with commas.
5. Choose the "create a topic" tab.
6. Follow the directions to add the scoop.it bookmarklet if you wish to curate on the fly!
7. Choose the "start curating" tab.

CURATING:
A. Scoop.it offers 100+ suggestions.
B. Scroll through the suggestions and choose articles by choosing the green "scoop.it" tab.
It will automatically pull over into your topic page!
C. You may browse the web and use your bookmarklet to fill your page.
D. You have the choice to annotate, share or simply publish.
E. Logout when done.

 

Review in the New SLJ!

School Library Journal, September, 2013

My review, "Aliens in Disguise: The Intergalactic Bed and Breakfast"

I still get a thrill when I see the latest issue of School Library Journal in the mailbox! I reviewed the audiobook, "Aliens in Disguise" by Clete Barrett Smith this time. Even though it is part of a series it can definitely stand on its own merit. Students will delight in this story that positions two middle-schoolers as the ones inadvertently left in charge of a bed and breakfast for aliens. Potential video projects abound: perfect for student-made book trailers! Check it out!

It's All About Networking...

In my LBSC 642 class, "Integrating Technology into Learning and Teaching," we are encouraged to expand our twitter list, familiarize ourselves with fellow librarian bloggers and become connected to others who are pursuing careers in library science. As I added blogs to my bookmarks in IE and names on my "following" list in Twitter, I stumbled across a valuable list entitled "100 Helpful Blogs for School Librarians and Teachers." It can be accessed at http://www.edudemic.com/2012/07/librarian-blogs/. What a great reference! Now, if only I could find the time to read all of them!

Literacy Center at Middletown!

After much research, time and effort, Middletown Library now has its own literacy center! The Friends of Middletown generously funded the beginnings. I thoroughly enjoyed finding activities that we could buy that would support and encourage the literacy skills of even our youngest patrons: print awareness, print motivation, vocabulary, narrative skills, letter knowledge, and phonological awareness. Here is a preliminary photo of our area:

 

Multnomah County Public Library's website describes literacy skills like this... literacy skills in the library. In each activity box I included a laminated card that describes how best to use the items and extension activities for home. It was great to see families use this area today at Middletown!