Reflections

I couldn't agree more with everything I read in the chapter //The School Librarian as an Advocacy Leader// in //The Many Faces of School Library Leadership// and the article in Library Media Connection//.// If I had read these a few years ago, I would have been completely surprised by the idea that librarians had to put such an effort into promoting their program. I never realized that part of their job description should actually list: marketer, public relations manager, liaison to the community and educational staff, etc. etc. etc. I knew the position called for many hats, but until I began working in a school library, I had no idea how important the position of leader was, and how much schmoozing was needed regarding administration. Much of the literature I've read talks of how it takes at least 5 years to get a program off the ground. And in my current position, the head librarian also commented that it took her 5 years to get her program 'headed in the right direction' but without constant leadership with her at the helm, the vision was often blurred. After two maternity leaves she often felt like she was starting over - from year 1. But she has always been a great leader, and she knows how to politic. She developed lasting bonds with administration, and in turn reaped the rewards. After hooking a few colleagues that she was friendly with and who held some power in the school, she was able to get others to follow. In time her program developed quite nicely. But she never kicks back and relaxes, it's always full steam ahead - you can't afford to lose momentum!
 * __MODULE 1__ 9/26/10**  **Read and Reflect on Leadership**

Although there is great pressure on school librarians, perhaps now more than ever (though there seems to be a trend each time there is new advancements in tools and technology) "to provide 'the largest possible number of individuals access to and delivery of the largest possible amount of information'" (1989, cited in Thomas, 2004), I feel empowered and excited by the future. I feel like I am at the forefront of something huge. I haven't felt this fulfilled since I first taught in a Resource Room in 1998. Information Literacy has the power to transform students' lives. Students with Disabilities, ELL students, Talented and Gifted students, kids that land on the borders and everywhere in between will be given the opportunity to learn at their maximum ability. Information Literacy Skills level the playing field for many young learners. Many will "learn how to learn" in the same way. It will be up to each individual to take the process further. But the AASL Standards attempt to ensure that all students develop "the dispositions to use the skills." That is the true mark of progress in American education, if we can get students to become independent, life-long learners.
 * Read and Reflect on Information Literacy**

After reading through the NYS Standards of Curriculum and Instruction I realized just how similar our 21st Century Learning Standards are in comparison, and how much of our curriculum goals overlap. I was able to match at least one standard from each discipline to a school library standard. I was surprise to see the correlation between Health, Phys. Ed. and Consumer Scis. NYS Standard 2: A safe and healthy environment pertains to students in the library working in safe, healthy environments when they're online and interacting through social media. NYS Standard 3: Resource Management directly correlates with AASL Standard 1, where the learner must demonstrate the ability to critically evaluate information and sources. Standard 1, 2, 5 & 7 under Mathematics was also very familiar. Standard 2 & 5 under Mathematics used the exact same wording as AASL Standard # 2. And of course the liberal arts had many of the same common goals as the AASL.
 * Read and Reflect on NYS Standards and NYS Social Studies Curriculum, K-12**

WOW! The first three learning standards connect exactly with those of information literacy. Not only does everything the school librarian do support these standards, again the wording is the same. Someone really did their homework here. It’s no wonder the AASL standards have become so recognized and successful in the educational field.

With all of the work we do with 9th & 10th grade SS, I knew we were making a real difference in our high school> I just never knew how closely related our standards were. Marvelous!!! If that’s not COLLABORATION – what is???

Important info. from NYS Soc. Stds. Standards:

1. Intellectual Skills

Development of students’ intellectual skills and their ability to think reasonably, rationally,

logically, and reflectively is central to each of the standards for social studies.

Giving students a sound knowledge base goes hand in hand with expanding their

intellectual skills and their ability to engage in analytical thinking.

They should learn to consult and interpret databases and a wide variety of primary sources.

Drawing on a variety of sources, students should take and defend positions on past and contemporary

issues and controversial events by evaluating evidence and formulating rational conclusions.

Students should conduct research by posing questions, identifying problems, collecting

evidence, developing generalizations, presenting interpretations, and defending conclusions.

2. Multidisciplinary Approaches

help students understand both the specialized processes and

approaches of certain academic disciplines and the connection of ideas, information, issues, and

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">perspectives across the disciplines.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The standards in this framework have a discipline focus combining content and process, but

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">in each standard and its performance indicators there is provision for synthesis and connecting

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">ideas and knowledge from one discipline to another. These synthesis statements should lead to

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">instruction that provides a rich context of the subject and increasing intellectual proficiency.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">3. Depth and Breadth

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Design instruction that “emphasizes depth of development of important ideas within appropriate breadth of topic coverage.”

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The content selected should represent worthwhile, “important ideas for understanding, appreciation, and life application.”

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">

**__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">MODULE 2 __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">10/4/10 ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">** Reflect on //Many Faces// articles: **  Well I'm glad I chose the point of view that I did when I did Jody Howard's assignment last week. She's given us articles offering different points of view. The last assignment touched on the standards and whether inquiry skills should be taught in isolation or in collaboration with content curriculum and the classroom teacher. I felt that they absolutely need to be integrated. I didn't realize when I took my job 3 years ago, how much content I would be responsible for learning. I know more about ancient Rome and ancient civilization's golden ages, than most would care to knoew. I could probably teach certain sections now - and with enthusiasm, as it is all new to me. It goes back to "Lifetime Learner." I enjoy working within the curriculum. I was a special education teacher, and always loved that I was able to dabble in so many subjects, as I do love to learn and teach. I couldn't agree more - we need to know the curriculum - we need to know state standards - we need to know the assessments and standardized tests. I'm just thankful that I do have a background in education and that I am in the field already. For those that have no experience, and all of this is new to them, I feel for them. It's a huge undertaking (not just the courses), but the job! My favorite phrase in Jodi's artice was: "from sage-on-the-stage to the guide-on-the-side." Fabulous! Although sage-on-the-stage is so fun sometimes. I'll save it for the AP kids - they need to think someone is smarter than them (even though we're usually not). I also found Harada's artice interesting (though perhaps not as useful). The idea of exploring the roots of the 21st century leaders was not something I had thought of. And the exercise we did in class last week lent itself beautifully to that task. I spent a lot of time reading about the beginnings of libraries in America: the Carnegie endeavors, Dewey, the founders of the ALA, etc. I never really thought that we are history in the making. We are at a great age. I should know and acquaint myself with these new leaders/innovators. There is so much negativity in school societies, especially with budget cuts and lay offs. Many have become bitter and boring. It's important to see and remind ourselves what this profession is about. I desire to model myself after these greats. I feel renewed, as I did when I first started teaching. I'm longing for my own library - just as I longed for my very own classroom! To design it - to make it my second home - to teach in it - to love the children there! Soon - soon - soon! <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> ** Reflect on AASL Standards for the 21st Century Learner: ** I like what the AASL chose as their Common Beliefs, though I do feel //“Reading is a window to the world,”// sounds a bit too cliché. But I do like that librarians are maintaining their focus on reading//,// and that they continue to support reading as goal number one. Ethical behavior is also a necessary goal or standard. The students we work with have grown up with such a sense of entitlement and immediate satisfaction, that they have become somewhar=t jaded. They have become accustomed to taking what they want from the Web, without questioning. Many don’t realize that it is wrong, and others just don’t seem to mind. And the focus on the need for technology for future employment rather than just for educational purposes really stands out. As we face an influx of immigrants who have experienced sublevel education in their countries, we have to stress the need for technology for the work environment. Many foreign born students will not attend college. In order to reach them and their teachers, we need to remind them that technology, and an education in technology will be of use for them. They will need technology skills, now more than ever before to succeed in the workplace. The thought of immigrant students brings me to perhaps one of the most important pieces: EQUITABLE ACCESS. Research shows that teaching technology is extremely important in schools as there is such an uneven distribution of skills among our students. Many students will only experience these skills in school. They have little or no access to technology outside of the school. And what limited experiences they’ve had, they have been unable to practice and hone their skills. As for: Inquire, think critically, and gain knowledge: 1.1.7 – make sense of info. Gathered – identify misconceptions – point of view and bias: it’s one of the most important pieces of instruction when teaching research. No matter how many times it is taught, revisited, and focused on, students inevitably assume the written word is infallible. They accept what is put in front of them, rather than investigating further, finding differing points of view.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;"> ** Reflect on AASL and ISTEs NETS for Students: **

The standards have many similarities. Critical thinking, problem solving, making informed decisions, are all terms echoed throughout both documents. Ethical behavior along with proper digital citizenship is also reflected in both. Sharing knowledge and contributing to the knowledge of others is also mentioned in both lists. The ISTE Standards focus more so on collaboration and community than the AASL Standards, which indicate sharing knowledge, but don’t have a strong focus on collaboration. AASL has more of a focus on the self, bettering the self, “pursuing personal and aesthetic growth.” All of which is fine for the learner. It seems though, that ISTE has the community, the generation in mind. The standards are based on the whole child: creativity and innovation is first on their list – not just knowledge. Knowledge is important, but what do you do with it if you are not creative/innovative. For our students to succeed in a global world, they’ll need to be innovative. High schools are producing 4.0 students by the thousands. Competition for colleges and jobs after college is becoming more difficult each year (regardless of financial situations. Sought after students will be those that are well rounded – those that can think out of the box. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;"> **Reflect on NYSEDs ELA Standards:**  <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;"> The ELA standards overlap perfectly with those of the library teacher. The last two especially work well with the AASL standards as well as the ISTE standards for Teachers & Students. And many of the Web 2.0 tools mesh well with the standards. Too often students take the written word as truth. Bogus websites have been designed with the intent to instruct students on validity. They are great opening lessons to research work – and not just for young students. Teens are just as gullible, and need to be reminded of the pitfalls. This is also a great point to teach bias through newspapers. Look at topics in the news reported on from different countries. Look for different perspectives, how articles are slanted. Show students that they need to view information from all angles. Provide works from //Opposing Viewpoints//, books designed to show arguments from both sides (available in database form as well).
 * 1) 3. Read, Write, Listen, Speak, for critical analysis and evaluation- Librarians can open their minds to the various analysis of literature via reference material, circulating books, databases, etc. There are mounds of information – this would be the perfect point to teach students how to evaluate criticism. Research the critic; learn where they got their information. Discover their bias. Analyze websites as to where they get their financial support, who they are affiliated with. Discover their editors.
 * 1) 4. Read, Write, Listen, Speak, for social interaction – This is where I would bring in the Web 2.0 tools – social media. Blogs are great tools for enhancing social interaction, especially in the tentative student. Many who fail to find their voice in class have the opportunity to speak more freely when they’re not being watched. Wikis also add to the social interactions of students as group projects become more accessible. Everyone can be responsible for a piece, and choose a better fit for themselves. Often blogs and wikis lead to better interaction in the classroom, as students are eager to continue where they left off. They are interested in their peers' thoughts whether they agree or disagree.

**Reflect on Key Points in English Language Arts and NYS ELA Standards:** Read – Write – Speak – Listen: in conjunction with all literary skills <span style="color: #3b3b3a; font-family: 'Helvetica','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Much like the NYS ELA Standards, the key points of the CCSSO emphasize: building knowledge, gaining insights, exploring possibilities, and broadening students’ perspectives. Students must gain, evaluate, and present complex information, ideas and evidence. The NYS ELA standards also call for critical analysis, evaluation, literary response and understanding. The Common Core State Standards Initiative go one step further, melding AASL standards within the ELA standards – media and technology are integrated throughout.

<span style="border-bottom: windowtext 1.5pt solid; border-left: medium none; border-right: medium none; border-top: medium none; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-element: para-border-div; padding-bottom: 1pt; padding-left: 0in; padding-right: 0in; padding-top: 0in;"> <span style="margin: 0in 0in 10pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">**<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Reflection: __Assignment One__ ** <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">**<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Power Point Presentation to Parents at Back to School Night **

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"> **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">1. What did you learn as you progressed through this assignment? **

<span style="color: #3b3b3a; display: block; font-family: 'Helvetica','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">I learned that it is very difficult to do PR. Parents in my district are very educateed, savy, influential, and they pull no punches. If one aspect turned tham off I'd be toast. I tried hard to get the importance of the program across without seeming too obvious, yet ensuring that they understood the need for us. ====<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #000000; font-family: 'Helvetica','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">**3.** **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Which resources did you find to be most useful? ** ==== <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;"><span style="color: #000000; font-family: 'Helvetica','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">//It All Happens in the Library -// for the general design, and the photos - I borrowed a few. I wish I could have been as creative and talented in the design of the project as that one was (another reason to find teammates - especially those that have tale. I really need to brush up on my presentation skilsnts that you don't possess). I also found //School Libraries Work// to be very helpful. I used a graph and some quotes from that document. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;"> **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">5. ****<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">What did you find to be easy? ** <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;"><span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">My general thought process, the flow of slides, the points of the program I wanted to convey, all came fairly easy. I had so many ideas I found it hard to pick just one avenue, and I found myself getting off track - too many pictures, etc. But I was able to prove our importance, the need for us. And I think I hit home when I mentioned that we could continue to support their children if they continued to support us. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;"><span style="color: #000000; font-family: 'Helvetica','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">**6.** **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">What will you do differently next time? ** <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">I need to work on my presentation skills set. This past Spring was the first time I had ever made a power point. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">And it was terrible. I used a Microsoft template and lots of bullets. What a snooze! I'd like to learn other <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">programs - Google Presentations, Prezi, a different program I've seen used on Macs.


 * __Module 3__** 10/10/10

We already use all of the 3 major models in our library, but I always felt that //The Source Approach// was lacking something. We created scavenger hunts as part of our 9th grade orientation, designed around the model, but they don't seem to hit the mark. And we don't see a lot of carry over. I always thought We always blame it on sessions to few and far between. But if the students felt it was relevant or necessary (only a handful seem to) there would be more retention. //The Pathfinder Approach// of course is a lot less limiting but again - stagnant.//The Process Model// of sourse is much more opn ended. They also run parallel with the new structure of research - //What are your essential questions?// Many of our social studies, english, and humanities courses design their research work around the focus of the essential question(s). Plus Sheingold's model asks them to mak sense of the research and develop their own point of view, which many have never been asked to do. callison's mdel reminded me of Joyce Valenza's research project, where she had her students document their research process on a blog. Each student blogged about their research experience (and ahred their findings with the class). This is very content driven and relevant, and it lends itself to the Big 6 ICT, where there i a more meaningful use for technology. Te blogging during research had the students: researching, communicating, organizing and solving problems, either with their teacher or with their peers - perfection! Kuhlthau's ISP is also a great model. You would think with all of the great research models to choose from, ll librarians and teachers would be able to wrap the lessons p in neat little bows. But they don't always play out in the classroom. But we still need to make the attempts, put in the effort. If we can't reach everyone, we'l reach a few. We'll at least reduce the stress that every student feels at the beginning of the research process. As Kuhlthau said, " (students need) guidance in learning from the information they have located." "We need to support students far beyond merely leading (them) to sources." We all need a little had holding sometime! Perhaps every teacher should have to do their own research paper every 2 years or so. After conducting my research paper last semester, I was stressed, paniced, cranky, and exhausted. And I know what I'm doing. It was a great reminder to how my students feel each spring! I'll definitely have more compassion this year.
 * Refllect on Chapters 3,4, and 6 in //Information Literacy//:**

Eisenberg, Johnson, and Berkowitz basically sum up all of the readings we have done thus far (in 620 & 622). We need a more meaningful use of technology in schools. We need to integrate skills into content, not in isolation. When I took the tach class this summer, 629, I learned about all of these great gadgets and tools to use - but how, when, where? We all left feeling a little overwhelmed - like kids who got too many gadgetty gifts for Christmas - but nothing of substance (perhps it was a couse done in 5 days rather thn a semester). We all kept asking eachother - ok great, how do we apply this? And furthermore, I knew so many of the tools would not be useable in my district - everything is blocked! Anything to do with social networking is blocked! he authors of ICT specifcally state that technology needs to be used as a tool for organizing, communication, research, and problem solving. We haven't even scratched the surface at my school. I do feel this is an "important shift in a conceptual approach and instructional emphasis." Now how do I get everyone else to agree??? I can be a leader - but perhaps in another district. Hopefully this degree will get me to this goal! I do appreciate that the authors accredited librarians as the educators that were already knowing and doing the things that needed to be done! Of course Mike Eisenberg's background as a teacher-librarian certainly made him a bit bias.
 * Reflect on Big 6, ICT:**

The most profound piece for m in the article was the list of critical elements that will ensure students become proficient information and technology users: 1. teacher-supported scope and sequence of skills 2. well designed projects (so hard to do - so little time) 3. effective assessments 4. and the 'C' word again - collaboration!!! Collaboration between teacher-librarian, classroom teacher, and technology teacher

**__ Module 4 __**** : 10-17-10 ** ** Chapter 7: From Reference Skills to Technological Literacy (Thomas, 2004) **

[] Information Literacy can have hundreds of different definitions. It has been considered the “building blocks of research.” It’s how we (not just students) identify the information we need, know where to go to find it, and then sift through the tons of information, organize it, and pick what we need and want. The trick is getting students to do this. Information Literacy has morphed into technological Literacy. Before computers there were books – reference/circulating, and periodicals, ILLS. Then there were computers with databases. Now students (and adults) are bombarded with hits of information, not just through website links, but in the Web 2.0 era, social media. There are blog sites, wikis, podcasts, audio clips, online interviews, skypecasts – you name it. Where so we go for our information? How do we begin our research? Furthermore, how do schools support research – information literacy? IT departments have been formed at a great expense to school districts. Technology has been purchased. Money is filtering through at an exorbitant rate. Just as we begin to close the gap (and we are no longer lagging behind a majority of our students), we find ourselves very far behind. <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%;">In Thomas’ chapter on Internet resources, he examines the online searching behavior of students. He concludes, “children are successful browsers.” (135) They are not keeping track of their path online, and they are poor judges of authoritative resources. They are often conducting copy and paste research, and the information they plagiarize may not even be accurate. Thomas remarks, “Researchers have identified a litany of problems children encounter. . . “ (142). The list included in table 7.2 is quite defeating. But again we find something designed to work well with our standards (and now also with P21 Skills). As many in class read last week for Howard’s assignment, leaders – which all of us should be and need to be as librarians – see problems and try to find solutions. We can’t be defeated but instead show resilience. If we apply the standards and skills to the students problems, when can reconstruct and re-teach what is lacking in their information literacy skills. If the support structure is in place, many of the ideas in the ITC map can be applied, and the needs students have or what is lacking can be addressed. The most difficult task in developing technological literacy is conquering the digital divide. I am in a culturally diverse as well as economically diverse high school. But there has been progress since Thomas’ book was published in 2004. Though students may not have computers in their homes, many have them in their hands. And ELLs benefit from non-English interface, as well as options to translate most information into the language of their choice (though the translations can be very poor). But as long as there is a socioeconomic divide, there will be an educational divide. I think the most we can do as librarians is to be aware of it and focus even harder on ensuring all students are given the opportunity to receive instruction in technological literacy.

** Partnership for 21st Century Skills: ** ** Mission: ** <span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 12pt;">To serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders. <span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 12pt;">[]


 * <span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 12pt;">Key Members: **<span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 12pt;"> AASL - [|Julie Walker], //<span style="font-family: 'Calibri','sans-serif'; font-style: normal;">Chair, Education Networks of America – Lillian Kellogg, Vice- Chair, Knowledge Works Foundation // **<span style="font-family: 'Calibri','sans-serif';">- ** [|Matt Williams] , //<span style="font-family: 'Calibri','sans-serif'; font-style: normal;">Treasurer, Apple – David Byer, Cengage Learning //**<span style="font-family: 'Calibri','sans-serif';"> - ** [|David Schroete] r, Cisco Systems**<span style="font-family: 'Calibri','sans-serif';"> - ** [|Charles Fadel]

<span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 12pt;">**P21 Important to Librarians:**

<span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 12pt;">Julie Walker, executive director of the American Association of School Librarians (AASL), was originally elected as vice chair of the Strategic Council of The Partnership for 21st Century Skills. She has since been elected Chair. Her role on this board will help her advocate for adequate <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">funding for school libraries while ensuring that they are staffed with certified school library media specialists. She’s also serving on the board of other organizations that are members of P21, which strengthens her position as Chair. Her mission has always been to promote information literacy, and she believes that is a necessary skill for lifelong learning. With her at the helm, we are surely in expert hands. <span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 12pt;">Coincidentally, ENA, which holds the Vice-Chair position, was developed to serve schools, libraries and governments, and it supports collaboration. Somebody out there understands what needs to be done. I hope they are able to do it well. With support structures like this, I’m feeling more secure in my future as a school librarian.


 * The Four Cs:** creativity and innovation, communication, collaboration, critical thinking and problem solving


 * P 21’s Skills Framework:** The framework is a shared vision for learning. It includes “skills, knowledge and expertise students must master to succeed in work and life.” It is core academic knowledge combined with the four Cs. In order to achieve the goals set forth, there is a support system put in place, which includes, “standards, assessments, curriculum and instruction, professional development and learning environments.” The purpose of the framework is to prepare students for life beyond school, to ensure their success in the real world.


 * P21 Skills v. AASL Standards:** P21 skills are in exact correlation with the AASL Standards. The most important for both – think critically and problem solve (apply knowledge and create new knowledge). And then of course growth, as in learn and apply it to your future, draw from it. Take it with you beyond school.


 * P21 Skills and Librarians:** These skills draw the librarian into the team structure. Not only is our AASL executive director at the top of the pyramid, but we are in charge of the instruction and development of most of these skills. As districts become more and more test assessment driven, with less time for creative projects and technology instruction in the classroom, they will turn to us. These needs must be met to develop students that can tackle the challenges ahead, and there will need to be a learning environment adept at meeting the needs, and the library is it!


 * ITC Literacy Maps:** Not only would I design lesson plans and units of instruction around these maps, but I could use them to map my entire curriculum for each grade level for the year. They are designed to incorporate the AASL Standards and P21 Skills into every day instruction. And they are molded to the curriculum content. AS I’m reading through I have bells and whistles going off in my brain. I have so many fresh ideas. They are unbelievably easy to apply to content, and the structure I’m sure will appeal to teachers.

<span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 12pt;">We’ve actually done some of the activities discussed in the maps, but these enhance what we’ve done – brings it a step further, and is more inclusive of all of the skills. What I especially liked was the reflection portion of many of the assignments. Students spend so much time going through the motions, but they haven’t really absorbed what they’ve learned. Reflection allows them the time to do so. The ability to reflect on what you have created and learned can be a life changing skill. It may also become a part of their repertoire in the future. <span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 12pt;">As suggested in the module, I printed the ITC literacy maps. I plan to review them before interviewing, as there are so many creative and usable practices within the plan. And I hope to find myself in a school that allows me to put them to good use.

**__ Module 5: __**** Reflection on Week’s Discussions- ** **__ 10-24-10 __** Joyca Valenza’s Manifesto: I think everyone came to the consensus that we do what we can, when we can, one day at a time. All of Valenza’s items can not be done in a year (or even two) unless you have a vacant library. We would try new things, use it or dispose of it; we’d have to see what worked for us. As Lauren stated, “pinpoint the elements that hit home.” Part of the decisions on what to pinpoint would be the school and students wants and needs. That was a very valid point that several people brought up. It’s not all about us and designing what we want our library to be. Everyone should have ownership – students and teachers, and us! It’s about what works in your environment. I still don’t see the use of Twitter – total time sucker – last thing I need. But somewhere in the future, after I get our new Google site linked and blog posts rolling I’ll revisit it. Most group members chose books – reading as #1 as did Joyce. Babrbara specifically asked me – what about at the high school level? I didn’t want to write that I didn’t put books first. I felt like I missed something by choosing technology from her manifesto as my main focus. But it’s true, at the high school level that is first. They need skills for 21st world. They get books! I felt guilty because I was a special education and reading teacher not too long ago and felt I should always choose reading. But they are reading just as much online in social networks, email, blogs, etc. And most are reading ebooks or will. But they need to know how to shop around for them, how to download, share, post criticism, etc. And that is where I would focus. One of the last groups also mentioned equity – “keeping equity in mind.” Not all students have computers in their home; some don’t have enough exposure in school. That though is why we need to focus on technology in the library. And why we need to collaborate with and train our colleagues – to make technology equitable for all of our students!

New librarian in a high school: I think we all chose the same focus here, to summarize: - technology, with a Web 2.0 focus - collaboration with teachers - welcoming environment, seen as a leader in environment

But some did mention informing the principal of the 21st C skills, which I believe is necessary, but has to be done in a very subtle way. But studies have shown that schools where principals are aware of AASL standards have a better track record. And I’m sure there is much more collaboration between teachers and librarians, often recommended by the principal.

I was wondering though, when we’ll hear Linda’s teacher stories that she can’t put in writing! I’m a sucker for a good story – I’d love to hear them.

Two research models: This by far was the hardest question, and I got to it very late in the game. And I pulled out my old standby – Big6 – and I am now embarrassed to have done so. I read all of the other models, and some sparked my interest or made more sense than others – but I was acting as a burned out teacher. I knew Big6 and I was going to stick to it //– if it aint broke don’t fix it.// But Big6 is broke! I learned so much from the sharing in class last week, that I’ll probably never use Big6 again (though I may print there stuff and modify it for other models), and I want to write them mean letters. Maybe that could be our next discussion board – letters to Eisenberg and Berkowitz! One group was funny as Daniel kept reposting – we have to pick 2! I think they should have agreed to disagree – but they were running short ion time. What it boils down to is that you have to use what works for you (like Valenza’s manifesto). Use different models for different classes, projects, schools, and teachers. It would be nice to have a central model that the school district has adopted (like Somers), but until you do – shop around. Newbies can’t suggest the librarians adopt a model – that would take time. Maybe after a librarian has been in place for a year or two, they could bring it up to administrators or district library coordinators.

**__Module 6__: 10/29/10**

**Harada & Yoshina - Inquiry Learning** Inquiry/Inquiry Learning has many similar qualities as the models and frameworks that we learned about earlier in the class. Of course the same skills are not prevalent in every model, but some reflect similar skills as inquiry learning. The one major difference is the shift from “sage on the stage to guide on the side” as there is a significant increase in self-direction. Teachers are expected to act as facilitators, not instructors. Students have more responsibilities for their learning. The more we expect from them, the more they will do. Students become more vested in their work, the process, and the outcome. Perhaps the most influential piece of inquiry learning is the fact that it “extends beyond the classroom and school” (Harada & Yoshina 2004). Students see the real world connections, and are exposed to diverse situations. Each bit of information they discover leads them to further investigate as they can’t help but wonder and question more. A researcher is born! **Tom March Article - WebQuests** WebQuests lend themselves perfectly to Inquiry Learning. They are great vehicles for developing critical thinking skills. What I liked most about Tom March’s article was his brief focus on //What WebQuests are Not.// I think as educators we are often hurried through new strategies and tools, and we don’t always match our efforts to the original plan of action. It’s like a game of telephone. Bits and pieces of information get lost along the way. Knowing right from the start what not to do, helps us focus on the true design of a WebQuest. In this case the focus is on transformation, gathered information leads to understanding. And in turn students are inspired to pursue more answers and share them with their peers. Also, there is plenty of opportunity for differentiation. Everyone is provided an opportunity to expand their knowledge base and share with their peers. Everyone can become an expert on their topic if given a well planned WebQuest. **Quest Garden** Bernie Dodge’s videos focused on many of the key factors discussed in Tom March’s article, though I enjoyed the reading of March’s article much more. He wrote matter-of-factly. I didn’t feel as if I had trudged through a seven page article. I could have kept reading. Dodge’s video was strained and a bit sleepy, but his point was clear. He stressed critical thinking and the need to move from copy/paste assignments. Again I learned more from the - //What not to do// scenarios. Don’t use WebQuests for inappropriate topics and inauthentic tasks, such as: procedures, factual recall, topics covered by textbook, research papers, etc. They should be multifaceted with many viewpoints and opinions. The steps were very useful as well: decide, design, create, predict, judge.

I explored 4 WebQuests in the recently published section: Percy Jackson WebQuest, Rowe v. Wade, & Native American Tribes, and Angel Island Immigrants. Percy Jackson was interesting as it opened up with a YouTube video from the movie trailer. It was a great anticipatory technique. It followed the old KWL approach, asking for predictions based on what students new from the first title in the series. The questions related to the students, which would surely appeal to them. It was somewhat creative, though I think it’s been done before. I was disappointed by the final product, as their entire discovery was to be deposited into a word document. Why not create an ebook, or at least a publisher document? It included the Teacher Page as suggested by Dodge, which I think is a nice touch. Rowe verses Wade was terrible. It said that WebQuests posted were complete or close to completion. I hope the creator returns to edit. It was sloppy and sad. Not only was it poorly executed, the questions were very broad with no focus at all. I know if I presented a polished copy of the assignment I would have 20 questions and a field of raised hands and disjointed noses. Native American Tribes was a nice WebQuest. But again the end product was lacking; students were given the choice of an essay or power point – better than a word document, but not really creative or technologically advanced. Why not go full steam and combine all of these great tools? If we’re executing Inquiry Learning through WebQuests, we should incorporate more of the 21st Skills. Also, a timeline for task completion would need to be incorporated, as the tasks were involved, and there was no rubric attached. On the positive side, it had excellent sides for the tribes (with the exception of the Wikipedia site – I wouldn’t want to be in the group that got the lame page when everyone else got the fun, age appropriate sites to explore). The Angel Island Immigrants WebQuest was, by far, my favorite, though it was incomplete. It reminded me of the Holocaust Memorial Museum in D.C. The first component was for the student to assume the identity of a survivor of Angel Island. Background information is given (expanded from the limitations of the classroom text). Many of the websites used were primary sources, which are often difficult to find but always so valuable. And the assignment or task was to journal or write letters as if you were the person interned. There were incomplete pages within the WebQuest, but it was so creative, I can think of many ways to complete the quest and build on it within the classroom or with other team teachers. It could be really amazing – and the basis or template could be applied to many other groups in history: abolitionists, suffragettes, civil rights movement leaders, Native Americans, etc. **Searching for China** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; margin: 0in 0in 10pt;">Sadly, there were many broken links due to its age. Our global teachers do a huge unit on China and I was hoping to incorporate this site as March is one of the gurus. I can still use the format, but I would have to research new websites, which can be time consuming (but worth it). I think it stood the test of time, it just needs some restructuring. The learning advice was unique and I liked that it didn’t focus on just historical facts but also cultural. Again, it is a perfect example of differentiation in instruction. And the ability to share the findings afterward in a final culmination or grand finale puts the instruction and learning back in the students’ hands. Interestingly, March inserted comments at the end of the <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">WebQuest regarding China’s current historical facts, hence creating further interest for students to investigate – like a cliffhanger in a drama.


 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; margin: 0in 0in 10pt;">Module 7 __<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; margin: 0in 0in 10pt;">: 11/9/10 **

** Ch. 5, Harada & Yoshina ** ** Learning before Teaching ** Harada and Yoshina (2004) stress the point that learning is a process. Real learning, true education of the mind, occurs throughout an experience. Traditionally, lessons were taught, an assignment was given, and the students were evaluated. This is no longer the thinking or formula for education, “Assessment has to be incorporated at the beginning, at the end, and everywhere in between” (Brimijoin, Marquissee & Tomlinson, 2003, qtd. In Harada & Yoshina, 2004, p. 51). To ensure that students are learning, assessment needs to be continual. Reflection on the process needs to be conducted by the student and the instructor. We can’t truly teach until we are certain that our strategies are working. Like many of the models we’ve researched, the operation needs to be circuitous. “Assessment is an ongoing activity. . . It happens throughout the learning process so that the results can be used to modify instruction and to improve student performance” (Harada & Yoshina, 2004, p. 52). Only after we’ve assessed whether our students have learned can we reflect on our teaching – assess ourselves. From there we can further instruction and evaluate final outcomes. ** Assessment Strategies ** I was familiar with all of the assessment strategies listed, except for //Process-folios//. After reading the section, I realized that many of the teachers my children have encountered have used this form of assessment, and it is obviously highly regarded in our district – and justly. I think it’s on e of the most useful tools for assessment. Rubrics were introduced to me in my first year of teaching (1998), when teachers were given the responsibility of evaluating the first ever ELA exams. I have always found them to be a very fair and useful tool (as long as they are distributed prior to assignments – which is how they were designed to be used). But I never thought of using them to assess note taking. I always saw them as a tool for evaluating projects. The rubric for note taking in Harada and Yoshina (2004, Table 5.7, p. 64) is an excellent design. I plan on sharing it with my 9th grade teachers as well as the special education department. Note taking has always been one of the toughest skills for me to teach. I don’t know how to make some one a better note taker – it is a process – one that hopefully develops – but it doesn’t always for everyone. The rubric can be a very useful tool in enhancing my students note taking skills.

** Ch. 6 Harada & Yoshina ** ** Relationship between Information Searching and Inquiry ** These are the elements of inquiry learning, according to Harada & Yoshina (2004, p. x): -Learning is inspired and purposeful -Real world problems shape the curriculum -Big questions drive the projects -Learning extends beyond the classroom and school Information searching can be directly related to inquiry learning if these four elements are at the forefront during the design of the project. Teachers and librarians need to keep these elements focused. We have to ensure that before they conduct their research that the work is purposeful, and connect the students in some way to the research. Students need to “buy in” (Harada & Yoshina, 2004, p. 75). If students are not turned on – they tune out! I recently conducted a project with a women’s history class. The teacher was inspired by a project she learned about while attending a summer workshop. A very small percentage of the class “bought in” to the project. The majority of the class failed to see the connection – they were not as inspired. It flopped. I went back and evaluated our process (though I didn’t assess along the way – sadly there is not always enough time). I used the four bullets on p. 75 in Harada & Yoshina. I felt like we nailed each one, with the exception of “active involvement by all members of the group.” I then referred to p. 79. Perhaps we couldn’t get 100% buy in because we didn’t model enough. We also didn’t “encourage student assessment.” We’ll try the project again in the spring with a different crop of students and hopefully achieve more success.


 * __ Module 8 __ 11/14/10 **


 * Read and Reflect on Thomas, Chs. 7 & 8**

Harada & Yoshina’s views on Assessment are very similar to Thomas’. They both stress the importance of continual assessment and the need for LMS involvement in the process. Much of the research he discussed reflected the positive results that schools and students experience when teachers and librarians collaborate on instruction and assessment. Interestingly, Harada & Yoshida classify traditional assessment as evaluation, and the newer models assessment, while Thomas refers to traditional assessment as assessment, and non-traditional as alternative assessment (which can be misunderstood and leave a negative connotation in people’s minds). Thomas reviewed Grover’s multimodal strategies, “A major strength of these assessment models is the opportunity they provide for students to reflect on their own work, skills, or progress, as well as the work of peers” (Thomas, 2004, p. 172). But Thomas doesn’t seem 100% convinced. He also reviewed the shortcomings of assessment and the difficulties that educators have experienced. Alternative Assessment “lacks a comparative aspect, they do not allow parents and teachers to chart a child’s progress against the achievement level of his or her peers.” “Non-norm-referenced assessments are open to inequities and misrepresentations” (Thomas, 2004, p. 164). The one aspect that gained most of my attention and respect in both books was the focus on Process portfolios and their usefulness in assisting students in their involvement with self-assessment and progress. The continual use of assessment tools is necessary, but the portfolio is the most impressive. What parent can argue when they can clearly see their own child’s development? And there are plenty of rubrics that parents and educators can use to determine whether children have achieved standards and milestones for their age/grade range. The work in the portfolio can be used to gage their level. It may seem like more work, but once it becomes common practice it is no more time consuming then evaluating tests and tracking grades. If I had my option that would be my one focus for Thomas’ book, a way to prove/influence parents and teachers that //alternative// assessment can be effective and necessary. I would have included rubrics that would assist instructors in showing parents how a portfolio or other assessment can be all the assessing you need. <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%;">My answer to question 4 would have to be a Yes and No. I have seen many of information/media literacy and inquiry/research skills taught in different formats, but I don’t think they’re being taught fully. They have not reached their full potential. And I don’t blame the teachers/librarians, or districts. There seems to be not enough time. Though I think administrators should show more respect for their library programs, by influencing their faculty to use the library. I think all too often it’s seen as a prep period (especially in the lower grades), and librarians can’t get the classes and time they need to carry these skills to fruition. And, in high schools, not all students receive the same exposure. Five classes can be conducting the same research project and only four will come for instruction. It is a true disservice to the 25 students that did not receive the same attention and instruction as the other students. In the elementary school I visited, the MLS was working on a power point project (loosely based on the I-search model). The students used valid, age appropriate sites through Follett’s WebPath Express, and they applied three facts and one opinion to their slide. The lesson was differentiated for some students as not all of them were at the same level, and it was the first research project the third grade class had encountered. But there was so much confusion and discrepancies in the assignment instructions, that the final work day was chaotic. I think the entire lesson was lost in just getting them all finished. And I can’t say they retained any formative information. And I’ve seen the same thing happen at the high school level 45-52 minutes is not enough time to tackle a research project. When there is adequate time and skillful instruction I see student independence blossom and the pride in their work. I see the carry over of skills from year to year after collaborating with certain teachers that value inquiry/research skills. And I know that the road ahead for them will be a bit easier. same research project and only four will come for instruction. It is a true disservice to the 25 students that did not receive the same attention and instruction as the other students. In the elementary school I visited, the MLS was working on a power point project (loosely based on the I-search model). The students used valid, age appropriate sites through Follett’s WebPath Express, and they applied three facts and one opinion to their slide. The lesson was differentiated for some students as not all of them were at the same level, and it was the first research project the third grade class had encountered. But there was so much confusion and discrepancies in the assignment instructions, that the final work day was chaotic. I think the entire lesson was lost in just getting them all finished. And I can’t say they retained any formative information. And I’ve seen the same thing happen at the high school level 45-52 minutes is not enough time to tackle a research project. When there is adequate time and skillful instruction I see student independence blossom and the pride in their work. I see the carry over of skills from year to year after collaborating with certain teachers that value inquiry/research skills. And I know that the road ahead for them will be a bit easier.


 * __ WebQuest __ : 11/17/10 **

My webquest was on nuclear energy. I incorporated Indian PointNuclear Power Plant into the design. I didn't think the webquest would be so time consuming. The creation was simple. I knew what I wanted to do immediately, which surprised me as this is usually where I struggle - the creative side. But the template in Quest Garden, while easy to use, was time consuming. The checkpoints were even a ot of work. I still haven't had time to go back and add pictures. I hope to finish the images soon, as I only have it online until 11/30. After that it will ony be available in a zip format and I won't be able to tweak it further. I signed up for my free account too soon. I could've worked in the Word document and pasted everyhting in to QuestGarden when it was nearer completion. That would have given me more time to tweak. But all in all I enjoyed the project. I found it less stressful than other assignments, as it applied to what I need to practice. I don't enjoy writing papers and the like. I'm on my second master's. I feel like I've proven myself, and I sometimes feel like I'm just going through the motions to get certified. This assignment is something I will use. I learned from it. I'll apply it. And I enjoyed creating it. I was quite impressed with myself considering I've never researched nuclear power and consider science to be my least favorite subject!


 * __Action Plan:__ 11/30/10**

**// Teaching for Learning //**** is //one// of the most important sections of the rubric, as it focuses on the students, which is who we serve! It is what we stand for: literacy, inquiry, differentiation, intellectual freedom, social learning and responsibility. This area is especially important for a new LMS. The administration’s focus before awarding an LMS tenure will be on these specific areas. While it would be nice to achieve new heights in the other sections, this should be the area of concentration in the beginning. If all goes well in this area, that is when the LMS needs to focus on developing stronger relationships, exhibiting their talents as a leader. **
 * Out of the three schools I visited, only one LMS was aware of the NYSED rubric, and she is a recent graduate. That said, all of the LMSs I observed were implementing the goals in their LMP. They are aware of the AASL Standards as well as the 21st Century Standards, and therefore have developed their programs accordingly. Most of their library components would score high; if they are not yet proficient in some areas they are well on their way. I wouldn’t score them lower than Basic +++. **
 * The greatest challenge facing these LMSs and echoed across the nation is gaining and maintaining fiscal support for their program each year. In order to continue to improve their program and to reach their goals, they need money. The recent budget cuts truly affect the program. A few thousand dollars shaved off one year takes years to recoup. While keeping ahead of the technology curve is also a challenge, it is impossible without financing. **
 * But, it is difficult to pinpoint one section as the most important as building a program is a circuitous undertaking. You can’t achieve Proficient or Distinguished levels in any section without working on other areas. You need: administrative support, planning, communication, resources, equitable access, technology, and budget to achieve high standards in any component. The LMP is more like a puzzle (or the game Jenga if you will), it can not be constructed in a linear fashion, though the rubric is laid out as such; each piece builds on another, support and focus is needed in all areas. **

Module 9
awaiting repost of discussion thread from 11/11/10

**__ Module 10 __**

**__ Differentiated __****__ Instruction (Di) __**

** 1. **** What is differentiated instruction? **

Carol Ann Tomlinson put it best “(Di) attempts to meet students where they are in the learning process and move them along as quickly and far as possible in the context of mixed-ability classroom.” (Educational Digest 25) It is individual instruction delivered to a classroom of students; it allows teachers to be better teachers and students to receive the best instruction designed to their needs. It is something I believe good, dedicated teachers were doing long before it was given a label – it’s best practice – the pinnacle of the teaching craft. Everyone in the class (all being very different in learning style as well as at different levels and abilities) is essentially working on the same project/assignment, but they are all at different steps or using different tools and mediums to achieve the same goal - something that will stay with them and be remembered as important and well worth the venture. And it has to have a real world connection for them, they need to care about what they are learning. This approach helps students form their own identity as a learner, they`re more in control of their learning, and they begin to understand self-assessment. They begin to take ownership of their learning, as they feel empowered.

** 2. **** What does it have to do with me? **

EVERYTHING! My certification was in Special Education K-12. I’ve worked as a Resource Room Teacher, a Co-teacher in a blended classroom and I’ve taught reading to a diverse group of students in a private school with 30+ kids in a class. It’s all about differentiation. No one student ever experienced the same lesson. We all take our different experiences into the classroom, teachers and students alike. And it’s not all about instruction. There are students you except late homework from because you know they work after school or watch their siblings while their parents work late – or work two jobs. There are students you work with at lunch, before school, and during your prep periods because they try so hard and still can’t get it on their own. And there are students you are more patient with during lessons because you know they have trouble paying attention or absorbing material at the same pace as everyone else, and you want to ensure that they have their moment to shine! Differentiated //Instruction// should be Differentiated //Practice//, because differentiation doesn’t only happen in the classroom during instruction, differentiation happens during every interaction you have with your students: when they pass you in the hallway at lunch and you smile or acknowledge them when no one else does, when you remark that they look tired – and ask if they’re feeling okay, or ask how their new baby sister is, or complement them on an item of clothes or their hair – just so they hear a kind word. This builds trust and relationships. This is what gets students to seek you out and ask for help, and that’s when you can differentiate instruction, because you’ve taken the time to know your students. You’ve taken an interest in their lives – their culture. We owe it to our students to at least attempt to know them or as much as we can about them. As Joyce Valenza so aptly described in her poem //What Librarians Make,// “My classroom is the largest classroom in the school and I know the names of nearly 700 kids and I greet as many as possible personally each day.” She knows and understands the importance of getting to know her students and their culture. It’s all part of differentiating in education.

**3.** **What is the connection between/among differentiation and reading, research, literacy?**

Di and research, reading and literacy are all interconnected. But part of Di is connecting research to students’ individual interests and experiences, and then finding the materials that correspond to the research as well as the student’s ability. Materials need to be adapted to ability/reading levels much like materials are matched by grade level. If we allow the design of our projects/assignments to encompass various tasks and tools (materials) we begin to meet our student’s needs more easily. By allowing different forms of media when conducting research students have more choices and can choose the tools that work best for their learning styles. When students feel they have been given more options, and they trust our lead, they strive to succeed - as they no longer feel destined to fail.

**4.** **As a first year LMS, how can you differentiate in your teaching?**

<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">My first endeavor would be to introduce myself to the ESL and SED teachers/department heads. I would hope to establish a working relationship with them and in time share some of my ideas. Ultimately I would like the opportunity to have their classes in for instruction and collaborate on some lesson ideas. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">I’d pick their brains, go over material and book selection catalogs with them, as well as review technology tools collaboratively, and decide on what we thought would serve their students well. As Arlene Kachka suggested in her article, //Differentiated Instruction in the Library Media Center,// I’d want to ensure that I “develop a Library Media Center collection and services that meets the particular needs of my school and community.” <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">I would also offer mini-workshops (use a baby steps approach) to the rest of the school, and invite all teachers in for an orientation class. This would give me the opportunity to gage where the students are, and what I need to do to get them where they should be. I think it’s important to remember that there are students in regular classes that are struggling to stay in the mainstream, and that they would benefit from differentiated instruction too. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">I liked that both articles, Kachka’s and Barbara Jensen’s, //Differentiating Instruction in the Primary Grades with the Big6 (2009),// mentioned the need for teaching to all of the learning styles. For those who don’t have a background in Education, especially Special Education, they may not be aware of the need to focus on the different styles. I think most of us know what kind of learning is best for ourselves – and we sometimes teach our favorite style – but we need to be aware and sensitive to the needs of others. There are many ways to incorporate all of the styles in to a classroom lesson, but each piece can’t be taught in each style. Thought needs to be put into the design, and ensure that everyone has access to different instruction and tools. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">SOLO is a great program that allows for differentiated instruction. We are piloting it in the high school through cooperation with the Special Education Department. We’re hoping the interface and the content/information we’re able to add to the program will result in better information skills for our students. Though Big6 is a good tool to use in primary grades and it does cover differentiation, there are many other models that do the same. I think it would be in the LMS best interest to investigate as many models as possible. But Big6 is certainly a great spring board, especially since so many educators are familiar with it. There might be more buy in if you work with something they already know. There is always opportunity to tweak things in the future. If you’re working with a dedicated faculty – and you’ve earned your stripes, they’d most likely be excited about trying out different models or creating a new one that suits the students’ needs.

** 5. **** As an LMS, what should I keep in mind regarding differentiation? ** <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 115%; text-align: center;">HONOR STUDENT VOICE! When we take the time to get to know our students (or in the beginning, the general culture of the school/classrooms we encounter) we develop reciprocal bonds of respect and trust. When we feel secure as teachers, we are more open to ideas, just as our students are more receptive to lessons/assignments when they feel safe. Allowing students to have a voice in their education process and the decision making will only deepen trust, and create students who are further vested in their success. <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 115%; text-align: center;">FIT! No two students learn in the same manner. There is no one size fits all. When I see that my teaching is not working for everyone I’ll know I need to revisit the plan/structure to incorporate more strategies. It will take time and many mistakes to ensure everyone student is receivingthe best fit, but it will need to be one of my top goals.

<span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 0px; margin: 0in 0in 10pt; overflow: hidden; text-align: center;"> This was a huge undertaking, but I really enjoyed the process. The creation of the webquest and the UbD lesson design were the highlights for me as far as assignments went in this class (and in other classes). I understand the importance of the first assignment – the Power Point presentation, and similar assignments we had, as well as assignments I've done in other classes - bulletin boards, PR pieces, etc. But I think I enjoy assignments that have organization and structure, as I am not as creative as I would like to be. I enjoy assignments that I know I will refer to in the future, assignments that I am anxious to take to work and apply. I chose Golden Ages because it is a current research paper for the 9th grader global students in my high school. One of the best history teachers in the school teaches the course, and has been disappointed by the student work year after year. The Golden Ages paper is assigned right after mid-year exams, and is considered to be a huge portion of their third quarter grade. They do an additional research paper on religions of the world in the spring, which is weighted in the fourth quarter grade. The biggest complaint from the 9th grade history teachers, is that, for many students, this is the first independent research assignment they have ever received. Many are not mature enough to handle the undertaking. They are given so many independent tasks (which happen to be chunked out appropriately by the teachers) that they become overwhelmed. The students can’t and don’t enjoy the process - at all. They seem to become completely turned off by the entire process, as all they think about is this huge (5 page) paper hanging over their heads. I’ve always felt, since it is the students’ first introduction to a // real // research assignment, and since it is their first year in high school, that it should be scaled down. Many of the students in the mainstream classes have learning disabilities. Some have aides and assistants that work with them, but there are some students that need extra help and don’t qualify. Some of the students are struggling with the language, as this is the first year they’ve been pushed in from ESL. With so many obstacles, to add the anxiety of a research paper encompassing so many new pieces seems completely unfair. I think the idea that the students are going to do // real //research and carry out the entire research process, almost as if they were writing a paper at the end, will get them more involved in the process – // student buy in // if you will. They will have the benefit of their classmates as group members, which usually makes for a more fun assignment. They will also have the opportunity to reflect on their independent work and their group work in their online journals. The teacher can then review the journals with the students before the start of their future research assignment – which will most likely be a paper on world religions (a heavy topic). They can reflect on their learning styles and decipher where they had trouble, and where they may need extra help. They will know their own pitfalls before they take on a heavy assignment. To further expand on this process I would suggest that the teachers allow students to work in research groups for the religions paper. They could carry out some of the same steps: research gathering, note taking, timeline creation, and sharing of resources and research within their groups. But they will be responsible for an independent work as a culminating piece – the research paper. I believe the final pieces will be much improved upon. And I think this will foster better work/study habits among the students. They will seek out peers to work with and bounce ideas off of. They will know who they work best with and who they may clash with. I am excited to share this with my favorite global teacher. With the larger class sizes, cuts in faculty and staffing, and the elimination of team time (our teachers used to have 4 teaching periods a day, with a fifth period dedicated to team meetings), the department had thought about cutting the second research paper. Grading over 250 papers is much more time consuming than 160. With the ebook assignment, teachers can evaluate their students work on a rubric while they are viewing the presentations in the library. They can assess their students’ progress by reading the journal entries and conducting group observations. And each student can receive several grades from the process. I’m hoping he will present my UbD to the department, or allow me to do so. At the very least, I think he will be interested in piloting the project and reporting back to his colleagues. He seems to be very influential. And the idea of less grading and more actual teaching and creativity is what the department has grown to appreciate and look for in their craft.
 * <span style="font-family: Calibri; font-size: 12pt; line-height: 0px; margin: 0in 0in 10pt; overflow: hidden;">﻿Reflection for Assignment 5 - UbD and AASL Action Template 12-11-10 **